1. Developing a new transfer advising model

2. Jenkins, D., & Fink, J. (2015)

3. “Insufficient support for students and poor communication between community colleges and universities (and within them) contribute to these inefficiencies. In focus groups and surveys, students have reported being frustrated by the complexity of transfer and the difficulty of getting accurate information and guidance.” - Jenkins, D., & Fink, J. (2015)

4. Transfer students make up 20% of Forsyth Tech’s enrollment. Student Success Center college transfer advisors noticed a need for a streamlined process of advising to help students successfully matriculate Survey of college transfer students and faculty and staff advisors supported need for mandatory advising model

5. 1. New student orientation and registration Separate SOAR transfer presentation 2. Continued academic advising Registration hold placed on students’ account each semester 3. Faculty/staff collaboration Creation of faculty learning community

6. Cohort Criteria New students Need to place into DRE 098 or higher DRE 098 is our last level of developmental English before ENG 111 Need to have 15 credit hours or less coming into Forsyth Tech 599 students in the cohort Advised 509 (85%) of students Retained 407 (80%) of students advised 6 College transfer advisors (5 last semester – 3FT & 2PT) 4 full time 2 part time

7. Cohort Criteria New students Need to place into ENG 111 Need to have 12 credit hours or less coming into Forsyth Tech 523 students in the cohort 6 College transfer advisors 3 full time 3 part time

8. Retained approximately 80% of cohort Returning students are more prepared Partnering with colleagues across campus Humanities & Social Science Division Math, Science & Technologies Division Student Activities Title III College transfer advisors are more knowledgeable when meeting with students Taking more time to build a relationship with our students Connecting students with appropriate resources Increased college visits and connections

9. Retained approximately 80% of cohort Returning students are more prepared Partnering with colleagues across campus Humanities & Social Science Division Math, Science & Technologies Division Student Activities Title III College transfer advisors are more knowledgeable when meeting with students Taking more time to build a relationship with our students Connecting students with appropriate resources Increased college visits and connections

10. Reviewing processes and data to see how the initiative can be improved New SOAR transfer presentation for Blackboard Maximizing Starfish Exploring more effective modes of communication with students Offer college transfer workshops in an online format Establish a more unified tracking system Degree completion is not the only goal. Refine cohort criteria

11. Form groups of 3-4 people and discuss the following: 1.What is the advising structure/model at your institution? 2.How do you think advising should change at your institution? 3.If you were implementing this model at your school, what would you do differently? How would you secure support from administration? Who would be your target population for the cohort? Who would advise the cohort? Faculty or staff advisors? Who would you partner with across campus?

12. Jenkins, D., & Fink, J. (2015). What we know about transfer. New York, NY: Columbia University, Teachers College, Community College Research Center.