Running head: TRANSFER CENTER AT CENTRALIA COLLEGE

Transfer Center at Centralia College: A Program Proposal Lindsey Hoogkamer Seattle University Dr. Tim Wilson Spring 2012

TRANSFER CENTER AT CENTRALIA COLLEGE Literature Review As students transition from high school into college, many students are mentally,

emotionally, and financially able to attend four-year universities immediately out of high school. Other students choose to attend community college first before going to a four-year institution. These students may not be prepared for the academic rigor of a university, they may choose to save money and live at home, or they may be non-traditional students who choose to re-enter academia after a career shift. Regardless, when these students transfer to a university, they are bound to experience some type of adjustment issues. Transfer students adjustment to a four-year university is often challenging. They may experience difficulties transferring credits and registering for classes, as well as finding appropriate housing. Transfer students often feel marginalized or like outsiders (Woosley & Johnson, 2006). Additionally, community college students make up over half of all first-time enrolled college freshmen (Laanan, 2007) and about 22% of these students will transfer to a university (Woosley & Johnson, 2006). This highlights the pervasiveness of transfer students in higher education and the need to understand the dynamics of this specific population. With the costs of higher education rising, the community college route is an appealing path for many students as they seek to complete higher education coursework. Transfer students experience a different collegiate environment when they transfer to a university; because of this, many students experience transfer shock when they begin their studies at a university (Ishitani & McKitrick, 2010). A great need exists to address the issue of transfer shock, and help students make a smooth transition from their community college to a four-year institution. Research demonstrates that transfer students are less likely to be engaged socially and in co-curricular activities as compared to native students. (Ishitani & McKitrick, 2010; Laanan,

TRANSFER CENTER AT CENTRALIA COLLEGE 2007; Wang & Wharton, 2010; Woosley & Johnson, 2006). Native students are defined as

students who begin their undergraduate education at the same four-year institution they intend to graduate from (Ishitani & McKitrick, 2010). Additionally, part-time community college students are less involved in active and collaborative learning than native full-time students (Ishitani & McKitrick, 2010). Research has demonstrated that higher levels of student involvement in the academic and social environments are strongly related to their perceived gains of students educational goals (Ishitani & McKitrick, 2010; Wang & Wharton, 2010). Additionally, students who are involved in clubs and organizations appear to be more socially adjusted than students who are not involved (Laanan, 2007). Student affairs professionals need to develop more creative ways for transfer students to become involved and feel more integrated into the campus community. Research by Townsend and Wilson (2006) focused on understanding the perceptions of community college transfer students on institutional factors that affect fit within the new institution. The transfer process, university orientation, and university social/academic experiences were compared with student experiences at the community college. Researchers found that undergraduate persistence in college is related to academic and social factors, which both contribute to a sense of belonging. The goal of the transfer process is to implement a seamless transfer, in credits as well as social integration (p. 440). In regards to transfer process, 13 of the 19 students who were interviewed in Townsend and Wilsons (2006) study did not receive transferring assistance from the community college, and most participants also did not receive assistance from the university. Many students found it challenging to integrate socially and build a support system at the university. Students did not know who to ask for help or where to go for help. Transfer students perceive both the community

TRANSFER CENTER AT CENTRALIA COLLEGE college and receiving institution as needing to improve the transfer process by providing more resources to students. To further investigate experiences of transfer students, Dennis, Calvillo, and Gonzalez (2008) examined the ways psychosocial variables influence student success, and how this is

related to achievement and retention of transfer students. The authors were interested in minority transfer students, because prior research has shown that these students are at risk for academic difficulties. A person-centered approach was used to observe how academic self-efficacy, college commitment, personal/career motivation for attending college, and support of peers, combined with age and first-quarter GPA created a transfer student profile (p. 537). Results indicated that personal characteristics in addition to GPA are important when determining the success of diverse students. Community college transfer students are a large and growing population of students at four-year universities. These students need to be aware of the resources and opportunities that are available for them to succeed. In order to ensure a seamless transition, this vital step needs to occur before students transfer out of their community college. Programs to assist transfer students succeed in this smooth transition need to be implemented, as well as continued support as they continue their journey towards receiving their four-year degrees. Theoretical Foundation In order to better understand the need for a Transfer Center at a community college, we need to explore the theoretical foundations that permit such program. Astins theory of involvement (1999) is a great starting point to understanding the need. His theory attempts to link other involvement theories into one comprehensible theory with identifiable learning outcomes. His theory is concerned with the behavioral processes that create student

TRANSFER CENTER AT CENTRALIA COLLEGE development, and emphasizes the motivational piece of why we act. The student involvement theory has roots in a longitudinal study on college dropouts. If we can understand the motivations behind students who are the least involved (dropouts), then we can also understand how to motivate students to get involved. The following factors were found to contribute to students not dropping out: Student residence, extracurricular activities, and holding a part-time job on campus. Astin concluded nearly all forms of student involvement are correlated with greater than average changes in entering freshman characteristics (p. 524). One of the proposed Transfer Centers goals is to help connect students with opportunities to get involved. Transitional life periods are a challenge for most people, and the transition between community college and a four-year institution is no exception. Schlossbergs transition theory helps to explain how humans adapt to transition, and aids in providing support for the proposed Transfer Center. A transition is an event or nonevent (thinking something would happen, but it does not) that influences relationships, routines, assumptions, and/or roles (Goodman et al., 2006). Although opportunities for growth can emerge from life transitions, such positive outcomes should not be assumed. Schlossberg et al. (1995) note the meaning attached to a

transition is just as important as the transition itself. For example, if a student feels well prepared for the transfer process and has her ducks in a row, then she will deal with the transfer much easier than someone who makes a rash decision about a transfer institution without doing much preparation. Perception is vital. Dealing with transition is a process that takes time. The transition process can be described in phases of moving in, moving through, and moving out (Schlossberg et al., 1995). The moving in phase is the point where the Transfer Center can have a positive impact in helping students to know what to expect before the actual transfer. Additionally, drawing on

TRANSFER CENTER AT CENTRALIA COLLEGE Schlossbergs theory, Goodman et al. (2006) outlined four factors that influence an individuals ability to cope with transition: situation, self, support, and strategies (the 4 Ss). Ones ability to

cope is dependent on these four factors, and this can be described in terms of assets and liabilities (Schlossberg et al., 1995). The proportion of assets to liabilities aids in understanding why different individuals react differently to the same type of transition and why the same person reacts differently at different times (Schlossberg et al., 1995, p. 57). For the purpose of my program proposal, I will discuss how the program can increase ones assets for effective coping. Several factors influence how one perceives his or her situation. If a student has experience of transferring out of a previous institution, then he/she will have the tools necessary to deal with the change. Also, if the student perceives he/she has some control over the situation, that will positively impact the outcome. Additionally, understanding the self is a vital piece to dealing with the transition effectively. According to Schlossberg et al. (1995), personal and demographic characteristics are factored with psychological resources to determine how well the individual will deal with the transition. The Transfer Center will help students grasp their personal and career goals in order to feel more prepared to transfer. Additionally, the Transfer Center will work to prepare students to perceive they have control over the transition process. In the context of Schlossbergs theory, support mainly refers to social support. Social support can be composed of intimate relationships, family, friends, institutions, and communities. Support aids in the transition process by helping the student understand he/she is not alone. The Transfer Center is a way to provide institutional support, while also connecting students to others who are going through a similar change.

TRANSFER CENTER AT CENTRALIA COLLEGE Transfer Center at Centralia College Program Proposal

The above literature review and theoretical framework provide the necessary background to implement a Transfer Center at a community college. For the purposes of this proposal, I will use the context of Centralia College (CC), where there is a need to implement such program. As an alumnus of CC, I would have benefitted from the program I am about to describe. Audience and Program Elements The proposed Transfer Center at Centralia College will aim to assist students who intend to transfer to a four-year university after completing their Associates Degree. The main focus will be primarily on first-generation and low-income students, but the Center will not shut its doors to those who do not fit this description. As evidenced in the previous literature review and theoretical framework, first-generation and low-income students will be the focus because these students may not otherwise have the necessary resources to be successful in their educational pursuits. I propose the aforementioned Center be funded for a minimum duration of one year. Potential transfer students will be encouraged to visit the Transfer Center within the first quarter of their second year of studies at CC. This is to ensure students have enough time to complete the transfer process without being rushed by quickly approaching deadlines. A staff member or student worker (to be described in detail in future sections) will drop-in on classes with second year students and make a plug for the Transfer Center. This recruiting method will ensure many students are aware of the services offered and will increase the amount of services used. The Center will have several functions and opportunities for students to utilize. As Schlossberg et al. (1995) noted, understanding the self is a fundamental step to effectively deal with transitions. The Center will aid students in goal setting and help students determine where

TRANSFER CENTER AT CENTRALIA COLLEGE they hope to see themselves after CC. To aid in this process, the Center will collaborate with Career Services so students can take personality assessment tests such as Myers-Briggs and the

Strong Innovatory. The Center will not offer these tests, because this is a service Career Services already offers. Once students are aware of their own strengths, the next step is to aid students in discovering the potential transfer institutions. A transfer counselor will help students become aware of their options, and work to arrange group visits to regional universities. This will allow students the opportunity to actually set foot on the campuses they think they will like. It is so important for students to feel what the campus is like before deciding where they want to transfer. If students do not have this opportunity, they may be very unhappy with their choice and decide to transfer again. Not only would this be emotionally challenging, but also financially challenging. In addition to actually travelling to potential schools, the Transfer Center will work to arrange Transfer Fairs on campus. At these fairs, potential students will have the opportunity to talk to an admissions counselor from various universities. If students do not have the time to physically see universities, then this is the next best option to really get a sense of what institutions offer. Our transfer counselors will develop and implement workshops and information sessions to aid in various aspects of the transfer process. All of the information sessions will help students know what to expect and help students feel they have control over the situation. The information sessions offered will include 1) how to write and revise personal statements, 2) understanding the university application process, 3) understanding the benefits of earning a Direct Transfer Agreement (DTA), 4) how to choose a college major, 5) understanding

TRANSFER CENTER AT CENTRALIA COLLEGE transfer shock, 6) how to locate housing and deal with roommates, and 7) how to make the most of your university experience. Each of these information sessions will be offered at least once every quarter. If students are not able to attend these sessions, they can also schedule an appointment with a counselor to obtain the same information. The following describes each of the information sessions in more detail: 1) How to write and revise personal statements This can be the most daunting part to the college application process. Many students simply do not know where or how to start, and this workshop will give students the necessary tools to write a solid essay. 2) Understanding the university application process The application process for universities often moves a lot quicker than the application process for community college. Deadlines approach quickly, and if students are aware of the deadlines they are more likely to meet them.

3) Understanding the benefits of earning a Direct Transfer Agreement (DTA) Students need to be aware they can transfer out of the community college into a four-year university at any point in their college career. Many students do now know if they earn their DTA, students will be fully prepared to start taking major classes at the university. 4) How to choose a college major If students earn their DTA, they will be ready to jump straight into a major upon transferring. This information will be arranged in connection with academic advisors to give students appropriate tools to make a major decision. 5) Understanding transfer shock As the literature above indicates, many students experience some form of transfer shock upon transferring to a university. Dealing

TRANSFER CENTER AT CENTRALIA COLLEGE with a new environment is a challenge for many people, as Schlossberg noted. Students need to be aware this is a normal feeling, and gain the tools to effectively deal with this shift in grades and in mood. 6) How to locate housing and deal with roommates This is one of the least talked about pieces regarding the transfer process, yet one of the most important. Many

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students at Centralia College still live at home with their parents, and moving out for the first time can be really scary. The purpose of this information session is to give students practical tools to deal with such changes and issues that may arise. 7) How to make the most of your university experience As Astin (1999) noted, nearly all forms of involvement increase the overall satisfaction of college experiences. This information session will explain the benefits of getting involved, and help to connect students with appropriate contacts at the university to increase involvement. The previously mentioned workshops and information sessions will help students have a smooth transition from Centralia College to their chosen university. This is the main goal of the Transfer Center at Centralia College. Necessary Resources for a Successful Transfer Center The Transfer Center should be located in a central location on campus, perhaps in the same building as other student services. Inside the Center will be two offices in addition to the general front counter space. The Center will feature a warm, welcoming front office with a cozy couch and free coffee and tea. This welcoming environment will help to create a cohesive office space. The Transfer Center will be staffed by one full-time Director, one full-time Assistant Director, and three student employees. The two full-time employees will be experienced in

TRANSFER CENTER AT CENTRALIA COLLEGE transfer advising, program coordination and implementation, as well as have experience in the

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community college setting. The Director and Assistant Director will work together to coordinate group campus visits, plan and implement the information sessions, and counsel students about all transfer-related issues. The student employees will coordinate the front desk and be the frontline to general office inquiries. The Directors salary will be $50,000 per year with benefits, the Assistant Director will be compensated $35,000 per year with benefits, and the three student employees will be paid minimum wage at an hourly rate. The following outlines the expenses that are necessary to operate the Transfer Center, including the previous mentioned salaries for the program staff: 1) Salary for Director 2) Salary for Assistant Director 3) Three student employees 4) Three computers at $2,000 each 5) One printer 6) Three desks/chairs at $1,500 each 7) Three phone lines at $250 each $50,000 $35,000 $36,000 $8,000 $500 $4,500 $750

8) Other office supplies for three work stations $500 9) Comfortable couch for lounge area 10) $1,000 $1,000

One table for lounge area and four chairs

11) Campus visits travel expenses for two trips $2,000 The total expenses for the Transfer Center at Centralia College for one academic year totals $139,250. The aforementioned salaries, equipment, and travel expenses are necessary to launch this program. Many of the expenses are one-time costs that would not need to be

TRANSFER CENTER AT CENTRALIA COLLEGE

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purchased for many subsequent years. These expenses are necessary for effective functioning of the Transfer Center. The services provided by the Transfer Center allow students to most effectively cope with their upcoming transition. Program Outcomes The Transfer Center at Centralia College will help prepare students for a seamless transfer to their chosen four-year institution. In order to provide evidence of this outcome, the Transfer Center will collect contact information from students who utilize the Center. In their first quarter of studies at their university, the students will be asked to complete a mixed methods survey online. The survey will probe the students for their specific experiences about the transfer process and ask how the Center impacted their transition. Students will also be asked for feedback regarding what the Center did well, and what they think needs improvement. This data will be used to assess the effectiveness of our services. Students who utilize these services will have a more positive perception about the transfer process, and this will help students effectively cope with the transition. They will also be given the tools to succeed at their four-year institution by knowing how to get involved, what to major in, and where to find student housing. The previously outlined program proposal shows justification for these outcomes and I hope this need will be met.

TRANSFER CENTER AT CENTRALIA COLLEGE References Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529. Dennis, J. M., Calvillo, E., & Gonzales, A. (2008). The role of psychosocial variables in

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understanding the achievement and retention of transfer students at an ethnically diverse urban university. Journal of College Student Development, 49(6), 535-550. Goodman, J., Schlossberg, N. K., & Anderson, M. L. (2010). In Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. Schlossbergs transition theory (pp. 212-226). San Francisco: Jossey-Bass. (Original work published in 2006). Ishitani, T. T., & McKitrick, S. A. (2010). After transfer: The engagement of community college students at a four-year collegiate institution. Community College Journal of Research and Practice, 34, 576-594. doi: 10.1080/10668920701831522 Laanan, F. S. (2007). Studying transfer students: Part II: Dimensions of transfer students adjustments. Community College Journal of Research and Practice, 31, 37-59. doi: 10.1080/10668920600859947 Schlossberg, N. K., Waters, E. B., & Goodman, J. (2010). In Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. Schlossbergs transition theory (pp. 212-226). San Francisco: Jossey-Bass. (Original work published in 1995). Townsend, B. & Wilson, K. (2006). Hand hold for a little bit: Factors facilitating the success of community college transfer students to a large research university. Journal of College Student Development, 47(4), 439-456.

TRANSFER CENTER AT CENTRALIA COLLEGE Wang, X. & Wharton, B. I. (2010). The differential patterns of college involvement between transfer and native students. Journal of the First Year Experience & Students in Transition, 22, 49-66. Woosley, S. A., & Johnson, N. J. (2006). A comparison of the academic and cocurricular

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outcomes of residence hall transfer students and nontransfer students. Journal of College and University Student Housing, 34, 25-30.