two-year-self-assessment-tool.pdf [article]

These practices were identified through research on two-and four-year institutional partnerships that have achieved exceptional transfer and baccalaureate completion rates for students who start at community colleges based on analysis of National Student Clearinghouse data. How to use this tool: The assessment is organized into the following categories: 1) prioritize transfer, 2) create clear, rigorous program pathways, 3) provide tailored transfer advising, and 4) strategies for building
more » ... ive transfer partnerships. Within these categories, please use the following scale to rate how systematically each sub-practice is implemented at your college. By "Advanced," we mean that the practice is implemented routinely and at scale, and that it is part of the regular operation and culture of the college. The tool offers questions to consider as you conduct the assessment, and space to identify possible next steps and anticipated challenges. Scale of Adoption Definition Not Present College currently not following this practice Beginning Practice present but not systematic Emerging Practice present and plans exist to make it systematic Established Practice implemented systematically, but significant areas for improvement exist Advanced Practice implemented systematically and at depth that reflects core college priority We recommend that a core team be assembled to complete the assessment based on their expertise from working with transfer students or overseeing programs that serve transfer students. Possible participants for this core team might include deans and faculty members in key transfer program areas, advising and other student services deans or directors, transfer advisors, and financial aid advisors. Once a diverse, inclusive core team has completed the assessment, members should then engage others at the institution in conversation about the results, beginning with the president and her/his cabinet and followed by a broader group of faculty and staff. Ideally these discussions should help refine the assessment, build shared understanding of the ways your college does and does not support transfer students, and motivate college leaders to continue to engage the wider college community in planning and implementing improvements.
doi:10.7916/d8dr433f fatcat:7shuqnkhxjbkfe3i46buqndxxi