2018-19 Student Services Program Review
First name
Mike
Last name
Mitchell
Email
mitchellm@smccd.edu
Program Name
Please select your program
Transfer Services


Division
Student Services  


Submission Date
Oct-26-2018


1a. Provide a brief description of the program and how it supports the college’s Mission and Values Statements, its Diversity Statement, CSM’s and SMCCCD’s Strategic Plans, and the college’s Educational Master Plan. You may also discuss any factors that have impacted the program and its enrollment. Include changes in student populations, statewide initiatives, transfer requirements, advisory committee recommendations, legal mandates, workforce development and employment opportunities, and community needs.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
Transfer Services provides a full range of educational services for students seeking to transfer to a four-year university. Located in the College Center as part of Counseling Services, CSM works closely with academic counselors and advisors, faculty and instructional departments and divisions, international students, EOPS, DRC, HONORS, Veteran's Education Services, Pathways To College, Year One Students, PUENTE, UMOJA, MANA, Learning Community
Faculty, Office of Student Life & Development, Campus Clubs, Student Senate, High School groups and four-year university advisors and admissions staff all in an effort to assist students in planning their college courses and academic goals to transfer in a successful and timely manner within each of their disciplines.
CSM Transfer Services schedules individual student appointments with university personnel to review over a student’s educational plan (SEP). Representatives from UC, CSU & Private colleges as well as CSM Transfer Staff
(Mike Mitchell) present special workshops on topics like “Transfer Admission
Guarantee Criteria,” “UC/CSU Admissions Applications,” “Private University
Common Applications,” “Criteria for the UC Application Personal Statement,” “Majors & Disciplines,” “Transfer Procedures” “UC Transfer Admission Planner” and “Associate Degrees for Transfer” to name a few. We also tailor these workshops toward specific, diversified groups as mentioned above that supports the College's Mission and Diversity and achieves its Strategic Goals.
Other events and activities include: University Campus Tours to schools like UC
Berkeley, UC Davis, Stanford, Cal Poly San Luis Obispo, CSU Long Beach, UC
Santa Barbara, USC, UC Irvine and UCLA. Events such as: CSM Welcome Day,
Transfer Day, Private/Independent University College Fair, Connect To College Nights and our on-going Transfer Club which is part of the ASCSM Student Clubs, whose purpose is to provide information and support to transfer students.


Description of Program
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2a. Describe the results of your previous Program Review’s action plan.
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(2A-2D): Organizing & Developing Multiple University Campus Tours:
Although some UC, CSU and Private University campus tours have been added (particularly to our Southern California Tours), Transfer Services has greatly expanded the number of students represented by diverse backgrounds since the last Program Review.
Over the course of the past two years we have had interested students from the Disability Resource Center (DRC) participate in our campus tours (UC Davis & UC Berkeley) by providing an additional expanded bus lift to transport students on wheelchairs. Also coordinated with UC staff on accessibility for these students on their campuses.
Other CSM groups that have participated in our university tours has been the YEAR ONE Program. Coordinator Allie Fast and myself have strategically collaborated efforts in reaching out to this highly diverse group of students whose numbers have reached over 500 and represent first generation, recent high school graduates in their first year as well as students from multiple majors and multi-ethnic groups who are the first in their families attending college. Marketing efforts have included classroom presentations (i.e. the LCTR Summer Program), New Student Orientations (PEP Program: Priority Enrollment Program) as well as direct mailings and Website marketing on BOTH the Transfer and Year One websites.
Also, targeted visits to the UMOJA, PUENTE, VETERANS’ and MANA programs were recruited for these university tours as well. Delivery methods have been class visits, e-mailings, website postings, flyers, Transfer Club meetings, ASCSM Welcome & Club Days and drop-in office visits.
The hope is to collaborate with more departments who would be willing to share in the costs of more university tours including a possible HBCU Tour in the U.S. Outreach into as many class disciplines as possible to advertise is an ongoing goal Transfer Services has maintained.


Results of your previous Program Review’s action plan
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2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments
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(2A-2D)Organizing & Developing Multiple University Campus Tours:
Although some UC, CSU and Private University campus tours have been added (particularly to our Southern California Tours), Transfer Services has greatly expanded the number of students represented by diverse backgrounds since the last Program Review.
Over the course of the past two years we have had interested students from the Disability Resource Center (DRC) participate in our campus tours (UC Davis & UC Berkeley) by providing an additional expanded bus lift to transport students on wheelchairs. Also coordinated with UC staff on accessibility for these students on their campuses.
Other CSM groups that have participated in our university tours has been the YEAR ONE Program. Coordinator Allie Fast and myself have strategically collaborated efforts in reaching out to this highly diverse group of students whose numbers have reached over 500 and represent first generation, recent high school graduates in their first year as well as students from multiple majors and multi-ethnic groups who are the first in their families attending college. Marketing efforts have included classroom presentations (i.e. the LCTR Summer Program), New Student Orientations (PEP Program: Priority Enrollment Program) as well as direct mailings and Website marketing on BOTH the Transfer and Year One websites.
Also, targeted visits to the UMOJA, PUENTE, VETERANS’ and MANA programs were recruited for these university tours as well. Delivery methods have been class visits, e-mailings, website posting, flyers Transfer Club meetings, ASCSM Welcome & Club Days and in office visits.
The hope is to collaborate with more departments who would be willing to share in the costs of more university tours including a possible HBCU Tour in the U.S. Outreach into as many class disciplines as possible to advertise is an ongoing goal Transfer Services has maintained.


Program coherence and effectiveness
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2c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
(2A - 2D)Organizing & Developing Multiple University Campus Tours:
Although some UC, CSU and Private University campus tours have been added (particularly to our Southern California Tours), Transfer Services has greatly expanded the number of students represented by diverse backgrounds since the last Program Review.
Over the course of the past two years we have had interested students from the Disability Resource Center (DRC) participate in our campus tours (UC Davis & UC Berkeley) by providing an additional expanded bus lift to transport students on wheelchairs. Also coordinated with UC staff on accessibility for these students on their campuses.
Other CSM groups that have participated in our university tours has been the YEAR ONE Program. Coordinator Allie Fast and myself have strategically collaborated efforts in reaching out to this highly diverse group of students whose numbers have reached over 500 and represent first generation, recent high school graduates in their first year as well as students from multiple majors and multi-ethnic groups who are the first in their families attending college. Marketing efforts have included classroom presentations (i.e. the LCTR Summer Program), New Student Orientations (PEP Program: Priority Enrollment Program) as well as direct mailings and Website marketing on BOTH the Transfer and Year One websites.
Also, targeted visits to the UMOJA, PUENTE, VETERANS’ and MANA programs were recruited for these university tours as well. Delivery methods have been class visits, e-mailings, website posting, flyers Transfer Club meetings, ASCSM Welcome & Club Days and in office visits.
The hope is to collaborate with more departments who would be willing to share in the costs of more university tours including a possible HBCU Tour in the U.S. Outreach into as many class disciplines as possible to advertise is an ongoing goal Transfer Services has maintained.


Student success and equity
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2d. Provide an update on any long-term plans that are still in progress (if applicable).
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
(2A - 2D)Organizing & Developing Multiple University Campus Tours:
Although some UC, CSU and Private University campus tours have been added (particularly to our Southern California Tours), Transfer Services has greatly expanded the number of students represented by diverse backgrounds since the last Program Review.
Over the course of the past two years we have had interested students from the Disability Resource Center (DRC) participate in our campus tours (UC Davis & UC Berkeley) by providing an additional expanded bus lift to transport students on wheelchairs. Also coordinated with UC staff on accessibility for these students on their campuses.
Other CSM groups that have participated in our university tours has been the YEAR ONE Program. Coordinator Allie Fast and myself have strategically collaborated efforts in reaching out to this highly diverse group of students whose numbers have reached over 500 and represent first generation, recent high school graduates in their first year as well as students from multiple majors and multi-ethnic groups who are the first in their families attending college. Marketing efforts have included classroom presentations (i.e. the LCTR Summer Program), New Student Orientations (PEP Program: Priority Enrollment Program) as well as direct mailings and Website marketing on BOTH the Transfer and Year One websites.
Also, targeted visits to the UMOJA, PUENTE, VETERANS’ and MANA programs were recruited for these university tours as well. Delivery methods have been class visits, e-mailings, website posting, flyers Transfer Club meetings, ASCSM Welcome & Club Days and in office visits.
The hope is to collaborate with more departments who would be willing to share in the costs of more university tours including a possible HBCU Tour in the U.S. Outreach into as many class disciplines as possible to advertise is an ongoing goal Transfer Services has maintained.


Long-term plans
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3a. Review student program usage and discuss any differences in student success indicators across demographics. Refer to SARS, Banner, PRIE data, and other data sources as appropriate.
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Transfer Services served over 22,000 students the past two academic years combined (11,788 in 2016/17 & 10,402 in 2017/18) in a variety of areas including instruction, counseling and student support services covering a wide range of groups in not only various disciplines, but also various programs and diverse populations both on and off campus. The following is a statistical breakdown of the number of services performed as well as the number of students served:
Student Research/Questions/Drop-in: 900
Incoming Phone Calls (Students, College Reps and Community): 370
Classroom Presentations: 7,037 students (166 classes)
Student E-mail Correspondence: 690
College Representative Appointments/Drop-in: 897
Group Orientations/Workshops/Special Events: 3,740 (broken down by category) (continued on next page)
E.O.P.S.: 37
Welcome Day: 200
High School Partners Conference: 60
Student Connections Fair: 50
International Student Orientation: 37
Pathways to College: 35
KASP Student Orientation: 51
E.O.P.S. Club: 12
Jump Start High School: 20
SMUSHD High School Fairs: 600
Private High School Fairs: 400
MESA (STEM): 20
Hillsdale High School College Fair: 200
Connect to College Nights: 600
Transfer Tribute: 400
Priority Enrollment Program (PEP) – Super Saturday: 110
Bulldog Bash: 50
Transfer Day: 200+
UC Transfer Guaranteed Workshops: 235
UC Transfer Admission Planner (TAP): 5,186
Guaranteed Transfer Contracts: 619
UC Application/Personal Statement Workshops: 450
UC Application Updates: 87 (continued on next page) CSU
Admissions/Application Workshops: 459
CSU Application Updates; 88
Common Application (Personal Appointments): 52
University Tours/Admissions Sessions/Transfer Panels: 213
-UC Davis
-UC Berkeley
-UC Irvine
-UC Santa Barbara
-UCLA
-CSU Long Beach
-Cal Poly San Luis Obispo (SLO)
-University of Southern California (USC)


Student success indicators
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3b. Discuss what your program has done this Program Review cycle to address achievement gaps between student populations, describing your successes, works in progress, and/or ongoing challenges.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
The program usage is across the board depending on students' transfer goals. Although the content of the information is relatively consistent, the information is specific and targeted toward various demographic groups. For example, EOPS might focus on overcoming economic disadvantages; Year One, Umoji, Mana, International & Puente may focus on first year generational students and Veteran's could be students returning to college after an extended period of time or utilizing past work experience and military credit toward their current academic coursework. However, ANY of these demographic variables could cover multiple categories and not just limited to a specific group of students.
How achievement gaps are addressed is targeting the various academic programs and clubs on campus and advertising our workshops and other activities as well as offering several of these activities in classes as part of the department’s course syllabus.
Many of these classes and programs utilize Transfer Services as part of a class assignment, extra credit and/or part of their Program Review and more specifically their Student Learning Outcomes (SLOs).


Achievement gaps between student populations
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3c. Discuss what your program has done this Program Review cycle to address achievement gaps between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
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Students continue to access most of Transfer Services information through a variety of avenues: Transfer Website: collegeofsanmateo.edu/transfer; CSM Event Calendar; Transfer eNews (electronic newsletter); Electronic publicity boards both in College Center and on Hillsdale Blvd; Facebook; printed event/activities/workshop flyers available in Counseling Support Center and in person class presentations. The emphasis on these forms of delivery provides students a social network of communication between counseling, staff and other students when finding out how to access various resources.
The success is that Transfer Services has been able to utilize many forms of social media: websites, e-mails, texts, Facebook TV monitors around campus, etc. Working to continue to deliver more of these services to students who do not access or have the means to access the information electronically by getting information out to even more students, staff and faculty through presentations. The on-going challenge is getting into more classrooms, student clubs and divisional/department meetings convincing Faculty, Advisors and Coordinators that the in-person method of delivery is still the most effective since its direct and personal and allows students and staff to ask questions and gather additional information and feedback related to their specific needs right on the spot.


Achievement gaps between modes of delivery
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3d. Program Efficiency Indicators: Do we deliver programs efficiently given out resources? Summarize trends in program efficiency. Discuss no-shows, group vs. indvidual delivery, etc.
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Conducting in-person classroom orientations, student club presentations, department meetings, college transfer fairs and local high school presentations serving a variety of disciplines supplemented with information packets for students and in some cases on-line presentations, provides a form of delivery that connects Instruction with Student Services and the importance of understanding how a student's academic coursework along with their outside activities related to school or major or both fits into their transfer plans for UCs, CSUs and Private universities (both in and out of state).
Transfer Workshops furnishing CSU, UC and Private University information in the form of on-line applications, personal statements/essays,
and Transfer Admission Guarantees, are designed to give students a hands-on analysis of what various collegiate institutions expect. The Transfer Club is another way of disseminating transfer information via Workshops, College Speakers and Student Panels. Other direct modes of delivery for students is visiting (touring) university campuses to get admissions information, student services information, admissions and a transfer student panel of former community college students to give our current CSM students first hand experience of real campus life as. This type of service delivery mode gives students face-to-face contact interacting with individuals and departments from diverse institutions. Given the time and limited personnel, Transfer Services delivers its services as broadly and efficiently as possible using many streams and forms of communication across campus with the most efficient being group workshops, classroom presentations and one-on-one appointments with transfer staff, university staff or counselors.
In addition to all of the above, students who subscribe to Transfer eNews receive weekly e-mail updates of workshops, events and activities happening in Transfer Services like workshops, Transfer Club and Transfer Day.


Program Efficiency Indicators
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3e. Reflect on recent Student Learning Outcomes (SLO) and/or Service Area Outcomes (SAO) assessment results for the program. Identify trends and discuss areas in need of improvement. Specify how SLO/SAO assessment informs program development and changes to the program.
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The SLO measured for this year’s Program Review was learning and understanding how to successfully navigate through the transfer process by utilizing the university application websites (UC, CSU & Independent Colleges and Universities). The learning process of conducting this assessment was done mainly through workshops offered throughout the academic year as well as one-on-one appointments with students and classroom lab instruction. There were 520 students who took advantage of the workshops and drop-in appointments which was led by the Transfer Services Coordinator and university reps. A survey at the end of each workshop or individual appointment which was given to each of the students participating, focused on the following resources:
-Creating a UC Application (via UC TAP); CSU Application (via CalState Apply) & Private University Application (via CommonApp)
-Attending instructional workshops for each (UC, CSU & Private)
-Utilizing ASSIST.ORG for Major Prep Requirements
-Making appointment with academic counselor for a Student Educational Plan to monitor General Education and Major Prep Requirements
-Making appointment with university representatives from the UC, CSU and Private Universities to review students' progress and answer questions pertaining to students' progress toward achieving academic goals as well obtaining information about admissions and student services
Nearly 100% of students surveyed believed that by utilizing the aforementioned resources, proved beneficial in preparing them for the application and transfer process as a whole to a four-year university
Based on a statistical breakdown and analysis of the number of students served in this particular SLO, the following trends per each were identified. Of the 520 students surveyed over two years:
Age range is: 20-24 with majority being First Generation and Asian followed by Hispanic.
Areas of improvement would be continuing to reach out to faculty/department


4a. Provide a brief description, including actions, measurable outcomes, and timelines  
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Outreach to Diverse CSM Departments for Multiple University Campus Tours:

Based on the success of the last two years of university tours (especially in
Southern California), Transfer Services is hoping to connect with even more CSM Departments (Instructional & Student Services) to bring an even larger diversity of potential transfer students on our campus tours. We want to develop visiting more Southern California campuses, but also doing more one-day tours to a broader range of campuses in Northern & Central California in the years to come. These would include UCs, CSUs and Private Universities. Reasons for visiting these schools would depend on the needs of the students in several academic, cultural and personal venues.

(A)Action: Visit/Contact campus clubs, instructional departments (classes) and Associated Students (ASCSM). Interview students and conduct a survey of what specific needs they are looking for in an institution and what their personal dislikes and likes are if any. Then follow-up beyond the presentations either individually or as a group.
Measurable Outcomes & Timelines: identify key groups (departments, clubs, major specific); decide on campuses to visit, establish cost of trip
(transportation, hotel and food) and solicit funds from those programs and clubs as well as our own Transfer Club. The timeline on this will be done every Fall semester with planned trip(s) to take place during the Spring Semester. However, depending on the needs of the students and logistics of the trip and if students are planning to transfer mid-year (Spring semester) then some of these these trips could take place during the Fall semester. This will not only increase student success, but also broaden the scope of advertisement and participation to include Student Equity over the course of the next two years.


Description of Planning
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4b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals? 
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(B)(Refer to 4A for the first part of the question please). As part of Professional Development and Institutional Support our Transfer Services department would provide information about each of the prospective universities, have university representatives from those institutions come and speak with our students as well as inviting former CSM Transfer students from those schools to meet and speak with our students in a panel/discussion format. All of these services would be provided in a variety of ways from individual appointments with Transfer staff and university reps, to marketing (tabling) in the Bayview Dining Room, College Center and outside of the College Center in front of department buildings and faculty office buildings, as well as conducting workshops during our Transfer Club meetings.


Student Success and Equity
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4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the center achieves its goals and plans.  
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(C) Other Professional Activities and Institutional Support is to contact former Transfer Club students who have just transferred the previous term and are willing to conduct those tours and be part of a Transfer panel on their campuses as well.

We have already established and contacted a few former CSM students who did conduct the tours and panels in the past. We also want to make sure that we get an even broader range of major interests so we can begin contacting key departments at those universities that are of particular interest to our students. We will also contact our local admissions representatives – which we have done the past two years - to set-up and conduct Admissions/Transfer information sessions and for them to ask current students from various departments from their institutions to speak to our students who are interested in those particular universities and departmental programs (majors).

Transfer Services would conduct workshops, one-on-one appointments and Transfer Club meetings to teach and train students on what questions they would ask university representatives and former transfer students based on their specific transfer needs, both academically and personal as well as social.

These additional development activities and institutional support from transfer destination campuses will allow our students and our department to be able to achieve its goals and plans and will give students a clearer vison of their intended universities, majors and academic goals when they apply to colleges and universities both in and out-of state.


Activities, Support and Collaboration
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