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The P-T-P Model:? Practice-to-Theory-to-Practice ProjectFirst Generation Students Transferring from a California Community College to California State University Fullerton during Spring semesterStep 1 - Conduct a student needs assessment | Identify practical concerns?(PRACTICE)First-generation transfer students tend to experience more barriers and receive less support when transferring during the spring semester from a California Community College (CCC) to California State University Fullerton (CSUF) (Berger & Malaney, 2003).Step 2 - Develop program goals and objectives | Determine educational goals/learning outcomes (PRACTICE)Goal: Improve the overall transfer process for first-generation students transferring from a CCC to CSUF during the spring semester.Objective: Ensure that transfer students understand the financial aid transfer process.Objective: Ensure that the CSUF creates a sense of belonging and opportunities for students to connect with one another.Objective: Effectively connect transfer students to available resources.?Step 3 - Investigate theories | Examine the theories (THEORY/DESCRIPTION)Rae Interiano - Chickering & Reisser’s (1993) Seven Vectors describes student development in terms of interacting vectors: developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity. These vectors vary in salience and direction for each student. While the vectors build on each other, often individuals will revisit vectors they previously worked through. This theory also identifies seven key college environment influences on student growth.Viridiana Prado - Schlossberg’s (2006) Transition Theory examines the way individuals experience and cope with a transition by examining the 4 S’s of a transition. An individual must consider whether the situation was expected, the duration, whether the student has encountered a similar transition before, etc. When looking at the self an individual must consider their personal and psychological characteristics. It is important to consider the support and strategies students have when coping with the transition.Shayleen Fay - Maslow’s (1970) Hierarchy of Needs states that needs must be in a progressive form for a person to achieve their full potential. Looking at it as a pyramid, moving from bottom to top. It begins with basic needs, such as physiological and safety. Transitioning to psychological needs, such as belongingness, love, and esteem. Finally, reaching self-fulfillment needs, such as self-actualization. Ultimately, a person must fulfill the necessary foundations to achieve higher levels.Sean Moran - Perry’s (1968) Theory of Intellectual and Ethical Development is a cognitive structural theory describing the progressive development of ways of thinking. Each individual develops in stages or positions ranging from dualism to evolving commitments. People move away from thinking about the world as dichotomous and people in authority have the correct answers. The developmental process occurs along a continuum which includes nine positions. As development occurs, people are able to realize other alternatives and eventually determine which alternatives are correct within the context of their own beliefs, values, and experiences.?Step 4 - Analyze student characteristics in the context of the selected theories | “What IS” (THEORY/DESCRIPTION)Rae Interiano - Chickering & Reisser’s (1993) Seven Vectors: Most transfer students are older than the average first-year, typically matriculating in their third year of college or later. As a result, transfer students may have worked through several vectors already, such as managing emotions and developing purpose. First generation transfer students also tend to develop competence early by taking on additional responsibilities like part to full-time work. Demographically, first generation transfer students often hold minoritized identities which add complexity to establishing identity throughout college.Viridiana Prado - Schlossberg’s (2006) Transition Theory: First generation transfer students may have additional struggles when transferring. The student, or their self, may have a difficult time adjusting to new and daunting changes. For example, these students may experience psychological distress and may feel extra pressure to succeed. If students do not have adequate support, they may feel lost and may not have the tools or strategies to navigate college. According to Schlossberg’s Transition Theory (2006), the students’ self and isolated strategy abilities may make this transition intimidating.?Shayleen Fay - Maslow’s (1970) Hierarchy of Needs: First generation and transfer students experience a financial challenge, as four-year institutions cost more than community colleges. Student decisions include taking care of their basic needs by allocating their money towards food, books, tuition, gas for commuting, and more. A new institution means students must navigate relationships with professors, classmates, and people they can call friends to fulfill their psychological needs. First generation students may not have anyone at home that they can turn to for support and guidance. Most will need to be introspective and choose their major to achieve their self-fulfillment needs.Sean Moran - Perry’s (1968) Theory of Intellectual and Ethical Development: Transfer students have typically developed a level of procedural knowledge regarding college, but suddenly find themselves trying to understand a new institution. Many students experience conflicts surrounding what they are expected to know as juniors and what they confidently feel like they know as a newly admitted student. During the transfer process, students will have the opportunity to develop further and make commitments to their choices or they could retreat back to previous ways of knowing in which they put more trust in authorities while they find how they fit in to their new experience.Step 5 - Analyze environmental characteristics in the context of the selected theories | “What IS” (THEORY/DESCRIPTION)Rae Interiano - Chickering & Reisser’s (1993) Seven Vectors: Compared to freshmen, transfer students have fewer opportunities to participate in programs and services tailored to their needs. Spring transfers receive even less attention. Also, larger institutions like CSUFs provide fewer opportunities for growth if institutional objectives do not prioritize transfer student success. Transfer students may revisit vectors such as developing competence by navigating a new campus. Additionally, these students develop new interpersonal relationships at their transfer institution and may experience unprecedented levels of independence, particularly if they move away from home for the first time.Viridiana Prado - Schlossberg’s (2006) Transition Theory: First generation students transferring during the Spring semester face more challenges than their counterparts transferring during the Fall semester. These students may not have the same level of support in their environments; students transferring in the Spring may not have a thorough orientation or Welcome Back events. These events can help foster a sense of community and valuable resources. The situation, transferring during Spring, can make the transition difficult if the transition was not wanted or was unexpected. For example, if the student aimed to transfer during the Fall but ended up transferring during the Spring. The environmental characteristics that come with transferring in the spring can make the transition more difficult for students.Shayleen Fay - Maslow’s (1970) Hierarchy of Needs: Transferring in the spring semester can be intimidating, as basic needs are not reaffirmed with an orientation, as opposed to resources that are provided for those who arrive in the fall semester. For example, in the fall semester, there are more incoming students to the campus in general, which in turn creates a more extensive welcome to your new institution. Lacking these items can create challenges for students to acclimate to the physical environment, the campus. When students get involved in resources outside the classroom, their sense of belonging increases and helps to meet their psychological needs. Four-year institutions include masters and doctoral programs, and when students can write, speak, and think on the same level, their mental environment helps them achieve their self-fulfillment needs.Sean Moran - Perry’s (1968) theory of Intellectual and Ethical Development: Transfer students experience their first months at the new school in ways different from their freshman counterparts. While freshmen are provided a plethora of resources and a direct strategy to guide them, transfer students are often provided far less support. The reduced amount of direct support creates the impression that transfer students are expected to have navigational capital and knowledge of higher education when they arrive. There is tendency for transfer students to struggle and, at times, revert back to more simplistic ways of knowing to effectively navigate their new environments.Step 6 - Identify potential sources of challenge and support | Identify the ways in which the student characteristics and the environmental characteristics include both supports and challenges (TRANSLATION)Shayleen Fay - Chickering & Reisser’s (1993) Seven Vectors Chickering/Student/Challenge: First generation students who transfer in the spring semester have the challenge of identifying their tribe and developing mature interpersonal relationships. A lack of finding one’s tribe can result in an internal struggle of choosing the right path, feelings of uncertainty in finding autonomy, interdependence, and interpersonal relationships. Without attaining the first few vectors, students are challenged to move forward without a network, establishing identity and developing purpose within their chosen major.Chickering/Student/Support: By presenting the available resources and motivation to get involved, students can develop mature interpersonal relationships. Through the support of student organizations, and guidance from peer/industry mentors, students can gain confidence in themselves to establish identity. With the proper support of others, students can receive the affirmation to find purpose in their chosen major, and life choices, such as pursuing a graduate-level degree.Rae Interiano - Chickering & Reisser’s (1993) Seven Vectors Chickering/Environment/Challenge: Spring transfer students face challenges in development of competence and mature interpersonal relationships at their new institution due to a lack of intentional programming and support. Faculty and staff may assume that students are familiar with campus policies and culture by the spring semester, unaware spring transfers might need additional support.Chickering/Environment/Support: CSUFs already have transfer students and resources who could provide peer support to spring transfers. Utilization and enhancement of existing resources for spring transfers could facilitate student development of competence and interpersonal relationships. First-generation transfer students also have opportunities for growth in multiple vectors such as establishing identity through involvement in a Multicultural student center.Viridiana Prado - Schlossberg’s (2006) Transition theory Schlossberg/Student/Challenge: First generation students transferring in the Spring may feel alone and like the transition is daunting. Students that are timid may have a more difficult time integrating and adjusting to their new college life. Because the transfer process may be intimidating to first-generation students, the transition can cause stress that can lead to psychological distress.???Schlossberg/Students/Support: Because first generation students are accustomed to navigating uncharted territory, these students may have an idea of where to go if they need assistance with something or encounter an issue: financial aid office, career center, etc. These students can be resilient when encountering new challenges and may be able to adapt to new environments.?Sean Moran - Schlossberg’s (2006) Transition theory Schlossberg/Environment/Challenge: Transfer students are considered juniors, but they are learning a new environment and moving into upper-division coursework whilst balancing perceived expectations of what a junior should already know. Schlossberg/Environment/Support: Institutional programming for first-generation transfer students do help students navigate their new environment and empower them to develop into more complex ways of knowing rather than retreating back to multiplicity/dualism.Step 7 - Reexamine goals and objectives | Re-analyze and solidify goals and outcomes (INNOVATION/PRESCRIPTION)Our original goal was to improve the overall transfer process for first-generation spring transfer students. We might modify this goal by providing support to students prior to transferring and expanding pre-transfer services beyond financial aid information to include a comprehensive overview of the transfer process.Step 8 - Design the learning program | Design the program (INNOVATION/PRESCRIPTION)Rae Interiano - The Spring Transfer Information Sessions will provide prospective students information on the overall spring transfer process. These sessions will be coordinated by the Office of Outreach and Recruitment with support from the Transfer Center. These one-hour sessions will be offered multiple times throughout the summer on weeknights and during the day on weekends. Prospective students can attend these info sessions in person or join via Zoom. Using a PowerPoint presentation, the info session will cover admission requirements, the application process, steps to enrollment, orientation, cost of attendance, financial aid, and transfer resources. Three to five current transfer students will be invited to share their experiences as part of a panel. The presentation will end with a Q&A session in which questions may be posed to the presenter or to the current student panel. As part of the presentation, prospective students will be given a one-page transfer checklist to inform them of important dates and help them stay on track to transfer in the spring semester. Attendees will also have the opportunity to sign-up for reminder emails to keep apprised of new resources and important dates for spring transfers.Viri Prado - The Transfer Spring Orientation is an ongoing orientation that will be just as thorough as the fall orientation. This event will take place three weeks before the start of the semester, and this event will include departmental collaborations between academic advising, the multicultural resource centers, the financial aid department, various student organizations and clubs, the basic needs resource center, the wellness center, disability services, and counseling services. Students will begin their day with a short introduction and speech from the president, vice president, and their student leaders from ASI. After this, students will receive a thorough tour of the campus; this tour will highlight important spots including the food court, disability services, counseling services, financial aid, and others. After the tour, students will engage in a break. After this, students will also be able to connect with an academic and career advisor in order to create a graduation timeline and sign up for classes. After lunch, students will attend a “Transfer 101” workshop where they will learn time management skills, how to budget, and how to engage in healthy mental health habits. At the end of the day, students will attend a resource fair and will be able to connect with student organizations, resources, and important departments. Students will be grouped by their major and include up to 15 students per group. Students will also be able to engage in a series of ice breakers throughout the day to get to know one another.Shayleen Fay - The Mentor Program, also known as the AIM (Assist, Inspire, Motivate) Program, will occur in both the spring and fall semesters to help first generation transfer students succeed year-round. The AIM Program is a voluntary semester-long initiative meant to help students successfully transfer, acclimate, feel supported, and find a sense of belonging at California State University, Fullerton (CSUF). Specifically, “Assist” students in finding resources, how to utilize resources, etc. “Inspire” students to meet new people, introduce themselves to faculty, etc. “Motivate” students to get involved outside the classroom, learn how to stay connected after graduation, etc. The Transfer Center will coordinate the program, and it will be supported by the Titan Orientation Programs, Outreach and Recruitment, Associated Students Incorporated (ASI), Student Life and Leadership, Advising Offices, Career Development Center, and Special Populations Offices. Students will learn about the AIM Program through the Transfer Center, Titan Orientation Programs, Outreach and Recruitment, and marketing efforts will be continued by the other supporting departments, in addition to social media promotion (#CSUFaim). The AIM Program will be free for students to participate in, will require participants to engage with their mentee/mentor two times a month at minimum, and will utilize an online mentoring platform called Qooper. The platform will help pair, track progress, and assess all one-on-one mentoring relationships, with an option for students to meet in person if desired.Sean Moran - The CSUF “Tusks Up” Spring Kick-Off is an event that will occur each year on the second Friday of the spring semester at the Titan Student Union (TSU) Pavilions. It is meant to bring first-semester transfer students together to celebrate the Titan experience, connect with resources/departments on campus, and learn about different ways to get involved. While the other three programmatic interventions in this plan will focus on reducing barriers and providing support services, the Tusks Up event will focus heavily on connecting to the campus on a social level and figuring out what it means to be a Titan from the individual student’s perspective. The event will be coordinated by Associated Students Incorporated (ASI) with the marketing and logistics support provided by Titan Orientation, Outreach and Recruitment, departments supporting special populations, and other campus departments. The agenda will be from 12pm to 5pm with various activities and presentations as well as campus and community resources tabling throughout the TSU. An address by the ASI President and a University Welcome were conducted. Later in the day, a student panel was held allowing first-semester students to hear feedback from transfer students whose first semester was the spring semester the previous year and also have an opportunity to ask their own follow-up questions. The Tusks Up event also provides an opportunity for transfer students to connect with the other components of this plan which is especially important for those who were not aware of them prior.Step 9 - Implementation of the program | Try it! (INNOVATION/PRESCRIPTION)Rae Interiano - Ten Spring Transfer Info Sessions took place throughout the summer, with the first session in May and the last in August. On average, thirty prospective students attended each event in person plus an additional twenty attendees via Zoom; a total of 500 students attended all info sessions. Each session will require two professional staff and three to five current transfer student volunteers, preferably involved in the AIM Program. The information sessions were free for attendees. Light refreshments were provided for approximately $100 per session.Viri Prado - The orientation took place the second week of January, was hosted from 9am-5pm, and was held Monday-Friday. We utilized 35 student staff and 20 professional staff. The orientation program costs approximately $75 dollars per student; the price was subsidized for students and students paid $30. This price was waived for low-income students. The price included refreshments in the morning, lunch, swag, and all the programming.Shayleen Fay - The AIM Program required students to apply by the first Saturday in the spring/fall semester. After the application period closed, and over the next week, students were paired in the mentoring platform, Qooper. On the following Monday, mentee/mentor pairing notifications were sent out via email. Participants were then able to access the Qooper app through a desktop or cell phone. The program was managed in a ratio of one CSUF staff member to 750 student participants, plus a ratio of two CSUF student staff to 250 student participants. The program costs varied based on the tiers of Qooper. For example, 500‐1000 users cost $8,500, meaning 500 participants cost $17 per student. Technology avenues and legal considerations of utilizing Qooper were discussed with the appropriate departments.Sean Moran - The Tusks Up event had 700 first-semester transfer students in attendance. Students were invited to the event via emails to their CSUF account, text messages to the mobile number registered in the student portal, and in-person marketing along the Titan Walk. Full-time staff, student employees, and volunteers from ASI as well as various departments on campus managed the check-in process and guided students throughout the event. The budget for the event was set at $25,000 which consisted of food for the participants and those working, technology needs, and compensating entertainment not provided by CSUF students.Step 10 - Assess student learning | Evaluate the program (PRACTICE)Student SatisfactionWe will obtain student feedback utilizing Qualtrics surveys for each program separately. A pretest-posttest design will be utilized by requiring participants to complete the pretest during sign-up or at the start at the event and complete the posttest survey upon conclusion of the program/session.LearningThe programmatic assessments will ask students to specifically list resources available to transfer students to gauge their awareness in available resources.Behavior ChangesWe will track the utilization of the programs within this plan over the course of the semester and partner with other campus resources to have them track when first-semester transfer students come in for services.Overall GoalsIn addition to the programmatic assessments, we will send out a Qualtrics survey to all participants within the programs to assess their connectedness to the campus, their level of involvement, and overall satisfaction with the transfer process.Step 11 - Redesign the program as necessary | Re-evaluate and redesign (PRACTICE)While the learning outcomes were met overall, certain gaps could be addressed through a redesign of the program. Transfer students often experience an increased number of non-academic commitments which can limit their ability to engage in events and utilize available resources. Another barrier for those who transfer in the spring is the cramped admissions timelines and unforeseen external circumstances at the micro or macro level. To address these concerns, future iterations of this plan will include virtual formatting such as live-streams and recordings of events to allow students to attend remotely and/or asynchronously. This change will provide flexibility for students who are balancing various responsibilities outside of school and allow them to be aware of and benefit from these programmatic interventions.Appendix A - Spring Transfer Information SessionsRae InterianoDescriptionOver the course of the summer and fall, the CSUF campus will provide Spring Transfer Information Sessions to inform and provide support to community college students intending to transfer in spring. These information sessions would be provided both in person and via Zoom to promote accessibility to as many students as possible. Key topics include but would not be limited to the admission requirements, application process, submitting required documents, important dates, orientation, financial aid, housing, and AIM, the transfer peer mentoring program. Professional staff and current transfer students in their first and second years would present the information and answer questions. The info session will conclude with a Q&A session for participants to ask questions, both virtually and in person.Students will receive a transfer checklist to track their progress as well as contact information for transfer support on campus. They will also be given an opportunity to sign up for regular emails with information pertinent to prospective spring transfer students.Student Learning OutcomesSWiBAT…list 3 - 4 important deadlines for spring transfer students.SWiBAT…effectively use the transfer checklist to track their progress towards transferring.SWiBAT…identify 1 - 2 sources of support for transfer students at CSUF.Learning Standards/Objectives AddressedLeadershipEducationAssessment and EvaluationPersonal & Professional DevelopmentSocial Justice and AdvocacyConnections to Theory and/or Student Characteristics?Schlossberg’s (2006) Transition Theory emphasizes that the four S’s of Transition include the Situation, Self, Support, and Strategies. While prospective transfer students may enter with a variety of situational variables and diverse personal characteristics and resources, an transfer information session provides support and facilitates development of strategies to help them transfer successfully.Chickering and Reisser (1993) suggest implementing programs that help students develop in multiple vectors. The spring transfer info session would help potential students develop competence in navigating the transfer process as well as the university environment. In addition, the info session would help participants move through autonomy toward interdependence by empowering them to navigate independently towards their transfer goals while connecting them to resources and community for necessary support.Assessment Strategy:Zoom: Participants will RSVP via Evite. Upon submission, students will be sent the Zoom invitation and a Qualtrics pre-assessment.In-person: RSVPs will be requested via Evite and students will be sent a pre-assessment upon submission. However, walk-in attendees are also welcome and will be asked to submit a paper pre-assessment.Upon completion of the session, students will be asked to submit a post-assessment via Qualtrics.AdvancedCompetentBasicNeeds ImprovementSLO #1: SWiBAT… list 3 - 4 important deadlines for spring transfer students.Student can list four or more important transfer deadlines, including application, enrollment deposit, and explain the consequences of not meeting deadlines.Student can list four important transfer deadlines including the application deadline and enrollment deposit deadline.Student can list three important transfer deadlines, including the application deadline.Student cannot list at least three important transfer deadlines and/or cannot remember deadline to submit application.SLO #2: SWiBAT… effectively use the transfer checklist to track their progress towards transferring.Student identifies important to-do items they must complete to transfer, and articulates the next two to three steps they must take.Student identifies important to-do items they must complete to transfer and articulates their next step.Student identifies important to-do items they must complete to transfer.Student unable to identify steps they must take to transfer by referencing the checklist without assistance.SLO #3: SWiBAT… identify 1 - 2 sources of support for transfer students at CSUF.Student identify and explain how to contact at least two sources of support for transfer students, including the Transfer Center.Student identified one to two sources of support for transfer students, including the Transfer Center.Student identified at least one source of support available to transfer students at CSUF.Student unable to identify any sources of support for transfer students at CSUF.Set Up, Materials Needed, etc.Room requirements:Seats at least 30-50 people, PowerPoint capable, Zoom capableParticipant chairs arranged in theater styleTables for brochures and for refreshmentsTransfer PowerPoint PresentationStudent volunteers recruited through Transfer CenterDirectional signsResource BrochuresSpring Transfer ChecklistLight refreshmentsActivity PlanIntroduction (5 min)Presenters introduce themselves and share the purpose of the information session. Invite in-person participants to get light refreshments, retrieve brochures and other resources before leaving, and orient to bathroom locations.PPT Presentation: Process for Spring 2021 transfer students (25 min)Transfer Quick FactsShare briefly about CSUF, it’s history, and advantages of attending the institution.Point out the transfer checklist and refer to it throughout the presentation.Admission RequirementsGood academic standing at prior institutionAt least 60 transferrable units completedAt least 30 units completed with a C or better from CSUF GE Breadth pattern or IGETCComplete the “Golden Four” courses by the end of Summer 2020 for Spring AdmissionsApplication ProcessSpring 2021 Application period August 1st - August 31st, 2020Submit application at calstate.edu/apply by August 31st.Apply for financial aid ASAPFAFSA: US citizens and eligible non-citizensCA Dream Act: for CA resident undocumented studentsIf you have already filled out either application, update your school list to include CSUF.Checking Admission StatusSet up your CSUF Student Portal and email. Regularly check your student email for status updates.Clear any “hold” or “to-do” items in your student center.What to do once you’re admittedAccept your admissions offer by November 15th.Submit non-refundable enrollment deposit by Nov plete mandatory orientation before start of Spring 2021 term.Submit final transcripts with Fall 2020 grades by Feb 15th.Important DatesFAFSA/Dream Act: March 2nd, 2020 or ASAPApplication Deadline: August 31st, 2020Accept Admission: November 15th, 2020Pay Enrollment Deposit: November 15th, 2020Tuition Fees Due: Dec 8th, Jan 8th, Jan 18th (depending on registration date)Spring 2021 Begins: January 19th, 2021Final Transcripts Due: February 15th, 2021Transfer ResourcesTransfer CenterAIM ProgramOther relevant offices includingAcademic AdvisingOffice of Financial AidStudent Volunteers Share Experience (10 min)Each volunteer will share for 2-3 minutes about their transfer experience.Q&A Session (15 minutes)Participants may direct questions toward professional staff or student volunteers. In-person participants will ask questions by raising their hands while virtual participants will ask questions in the Zoom chat box, which professional staff will monitor.Closing and Post-assessment (5 min)Thank participants for coming, wish them luck on their educational endeavors, encourage them to use the transfer checklist to track their progress, invite them to sign up for reminder emails, and ask them to submit a post-assessment via Qualtrics.Assessment ResultsThe Qualtrics pre and post-assessments revealed that participants in the spring transfer info session gained a greater understanding of the transfer process and important dates. While some participants commented that more time for questions at the end would have been helpful, those individuals received follow-up emails to address any lingering questions.Reflection, Notes, Future Changes, etc: TBDCreated by?: Viridiana Prado, Rae Interiano, Shayleen Fay, and Sean Moran (Cohort 12)Appendix B - Transfer Spring OrientationViridiana PradoDescriptionThe fall orientations tend to be very thorough and informative for incoming new students and transfers. However, spring transfers often receive a much less impressive, informative orientation that is even oftentimes online. This spring orientation has been redesigned to bridge the gap in information and resources for incoming transfer students during the spring semester. This orientation will include a “Transfer 101” workshop, one-on-one time with an academic adviser and career counselor, a thorough campus tour, a resource fair, and many opportunities for students to engage and meet with one another. This orientation is designed to especially be helpful to first-generation, transfer students; the orientation will help these students make a smooth transition from their community college to university.?The spring orientation will be from 9am-5pm and food will be provided. The cost of attendance is $30, but the price can be waived for students that need the price waived. Students will sign up through their portals. For inquiries please email springorientation@csu.edu.?Student Learning OutcomesSWiBAT identify at least 3 strategies for managing their time.SWiBAT locate at least 5 different on-campus resources.SWiBAT describe their graduation timeline.Learning Standards/Objectives Addressed?LeadershipEducationAssessment and EvaluationPersonal & Professional DevelopmentSocial Justice and AdvocacyConnections to Theory and/or Student Characteristics?Schlossberg’s (2006) Transition Theory was applied to the spring transfer orientation in order to better enhance the transition for first-generation transfer students. As mentioned before, first-generation transfer students often do not have the same level of resources, support, and experiences as their non first-generation counterparts. The transition theory examines how individuals experience a transition by looking at the situation, support, strategies, and the self. The spring transfer orientation incorporates resources and support by exposing to different organizations and resources via the resource fair. The orientation will also have a “Transfer 101” that will teach students different strategies for navigating university life.?Chickering and Reisser’s Seven Vectors (1993) are also incorporated into the planning of the orientation. Students are aided in their establishing of identity and developing purpose when they meet with an academic and career advising to being crafting their graduation timeline.?Assessment Strategy?Students will take a pre-test during registration. This pre-test will gage what the students already know. At the end of the transfer spring orientation, students will take a post-test assessment. This assessment will assess what students learned, if they learned anything, and how the orientation can be improved upon. Students will also be able to network and develop interpersonal relationships when they connect with other students through icebreakers and activities.AdvancedCompetentBasicNeeds ImprovementSLO #1: SWiBAT…Clearly identify at least 3 strategies for managing their time?Student was able to clearly describe 3 strategies for managing their time.Student was able to identify 3 strategies for managing time in a vague manner.Student was only able to identify 2 strategies.?Student was unable to identify 3 strategies for managing their time.?SLO #2: SWiBAT… locate at least 5 different on-campus resources.Students was able to locate 5 on-campus resources.Student was able to locate 4 on-campus resources.Student was only able to locate 2 on-campus resources.Student was not able to locate any on-campus resources.SLO #3: SWiBAT… describe their graduation timeline.Students was able to describe their graduation timeline clearly.Student was able to describe a vague graduation timeline.Student was able to describe about half of a graduation timeline.Student was not able to describe their graduation timeline.Set Up, Materials Needed, etc.?350 lunches per day for transfer students and staffResource fair attendees will need to be set up from 3pm-5pm.15 tables & 30 chairs (departments will bring other materials needed)15 question balls that will be used for the ice breakers300 swag bagsSwag bags will each contain pen, pencil, map of campus, water bottle, and a transfer survival guide packets (these packets will be used during the “Transfer 101” workshop)Activity Plan9:00am-9:30am- Introductions: Students will begin their day by visiting the auditorium. Students will listen to a speech from the president, VP, and their student leaders. Students will also receive a swag bag.?9:30am-9:40am- Groups: Students will be split into groups of 15 by their respective majors.?9:40am-10:30am- Campus Tour: Students will all have a campus tour. The students will visit important student resources, the various food places on campus, and various student hangout locations. The important student resources students will visit include but are not limited to disability services, financial aid, counseling services, academic advising, and the library.?10:30am-10:45am- Break/Ice Breaker: Student staff will be taught a handful of different ice breakers that can be implemented during this time.10:45am-11:45am- Academic/Career Plan: During this time, students will partner up with an academic advisor or career advisor; students will eventually have some time to meet with both. Students will be able to plan out what courses they will be taking when they meet with their academic advisor. When students meet with a career advisor, students will be able to explore different majors, careers, and begin to develop an idea of what courses they will be taking later on.11:45pm-1:00pm- Lunch: Students will have an hour and 15 minutes for lunch, because this day is jam-packed with information. Thus, students definitely need a decent break. Students will be able to pick their lunch buffet style. The sides available will include rice, salad, beans, potato wedges, or fruit; students will be able to pick up to 3 sides. For the main course students will be able to choose between chicken alfredo, a BLT sandwich, vegan tacos, a vegan pesto sandwich, or a chipotle burrito. For dessert students will be able to choose between ice cream, brownie, or a giant vegan cookie. Set-up for food will begin at 11:15am. There will be 3 different buffet tables with all the options mentioned above to speed up the process.?1:00pm-1:30pm- Ice Breaker: Student staff will lead another ice breaker.?1:30pm-2:45pm- Transfer 101 Workshop: During the workshop, transfer students will learn valuable skills that will help facilitate success. These skills include how to budget, time management skills, and how to improve mental health. The students will have a survival packet, that is located in their swag bag, that will help supplement the presentation.?2:45pm-3:00pm- Break: Students will be able to use this break to use the restroom or take care of anything else they need to take care of.?3:00pm-4:00pm- Resource Fair: At this time, students will be able to connect with important on-campus resources: the wellness center, Tuffy’s Basic Needs, CAPS, the financial aid department, Diversity Initiatives & Resource Centers, various student organizations and clubs, and among many others. The resource fair will be held on Titan Walk, and individuals from facilities will begin setting up the resource fair at 2:00pm. The different departments and resources will be encouraged to begin setting up around 2:45pm.?4:00pm-5:00pm- Assessment and Closing Statements: During the last hour, students will head over to the TSU where individuals from orientation will state the closing remarks. After this, students will be prompted to take a post-test for assessment purposes. Students will be taken to the library or a computer lab in order to assess what students learned as well as how successful the orientation was.?Assessment Results?The results of our assessment state that students seemed to really enjoy the orientation. Most students were able to clearly state 3 strategies for managing time and were able to locate 5 on-campus resources. Only about half of students were able to clearly describe their graduation timeline. The reason for this seems to be because students are unsure about their future plans.?Reflection, Notes, Future Changes, etc.Overall, the spring transfer orientation went well. The small groups of 15 worked well. The day was hotter than we anticipated and a student fainted. The student staff facilitating the campus tour at the time was not prepared for this situation. However, the student staff did finally contact their supervisor, and the student was given the proper attention needed. In the future, we need to properly train our student staff on what to do when faced with medical emergencies.?Created by?: Viridiana Prado, Rae Interiano, Shayleen Fay, and Sean Moran (Cohort 12)Appendix C - Mentor Program (peer-peer connection)Shayleen FayDescriptionThe Mentor Program, also known as the AIM (Assist, Inspire, Motivate) Program, will occur in both the spring and fall semesters to help first-generation transfer students succeed year-round. The AIM Program is a voluntary semester-long initiative meant to help students successfully transfer, acclimate, feel supported, and find a sense of belonging at California State University, Fullerton (CSUF). Specifically, “Assist” students in finding resources, how to utilize resources, etc. “Inspire” students to meet new people, introduce themselves to faculty, etc. “Motivate” students to get involved outside the classroom, learn how to stay connected after graduation, etc. The AIM Program will be introduced at the Transfer Info Sessions and Orientation and will continue to be promoted through supporting organizations and on social media (#CSUFaim). If the AIM Program needs more mentee participants, it will have one final promotional push at the Tusks Up Kick-Off Event. All AIM Program participants (mentees and mentors) will apply online () by the first Saturday in the spring/fall semester. The Monday after the application period closes pairing notifications, and additional program instructions will be provided via email. Overall, the program will help participants AIM to succeed and transfer with success.Student Learning OutcomesSWiBAT identify at least six resources available to them at CSUF.SWiBAT develop at least three new connections to people within the CSUF community.SWiBAT describe an aspect of how getting involved outside the classroom helped them transition at CSUF.Learning Standards/Objectives AddressedLeadershipEducationAssessment and EvaluationPersonal & Professional DevelopmentSocial Justice and AdvocacyConnections to Theory and/or Student CharacteristicsSchlossberg’s Transition Theory (2006) examines the four S’s of a transition - Situation, Self, Support, and Strategies. Students transitioning into any new environment can be daunting. Entering into any form of the unknown can be a challenging time for any individual. Having a support system and someone to guide them way can be invaluable. A mentoring program helps provide students with connection(s) and direction to transfer and transition into a new community successfully.Astin's Theory of Student Involvement (1984) explains how co-curricular participation had a positive connection with student success. Knowing where to look and begin can be an overwhelming experience. A mentoring program assists students in finding resources, inspires them to make connections, and motivates them to get involved. All factors lead to transition successfully.Assessment StrategyPre and Post Survey.AIM ProgramAdvancedCompetentBasicNeeds ImprovementSLO #1SWiBAT identify at least six resources available to them at CSUF.Student was able to identify six or more resources available to them at CSUF.Student was able to identify three to five resources available to them at CSUF.Student was able to identify one to two resources available to them at CSUF.Student was not able to identify any resources available to them at CSUF.SLO #2SWiBAT develop at least three new connections to people within the CSUF community.Student was able to develop three or more new connections to people within the CSUF community.Student was able to develop two new connections to people within the CSUF community.Student was able to develop one new connection to someone within the CSUF community.Student was not able to develop any new connections to people within the CSUF community.SLO #3SWiBAT describe an aspect of how getting involved outside the classroom helped them transition at CSUF.Student was able to describe three or more aspects of how getting involved outside the classroom and joining an organization helped them transition to CSUF.Student was able to describe two aspects of how getting involved outside the classroom helped them transition to CSUF.Student was able to describe one aspect of how getting involved outside the classroom helped them transition to CSUF.Student was not able to describe an aspect of how getting involved outside the classroom helped them transition to CSUF.Set Up, Materials Needed, etc.StaffCSUF Staff Member (1 to every 750 student participants) CSUF Student Staff (2 to every 250 student participants)Flyers (hard copy and digital)Promotional for AIM ProgramCampus ResourcesSocial Media account(s)#CSUFaimSurvey Platform (Qualtrics)ApplicationAssessmentMentoring Platform (Qooper)Desktop or Cell PhoneDownload Qooper AppVirtual Orientation (PowerPoint)AIM Program Handbook (digital, hard copy available upon request)Includes: Overview, Guidelines, Requirements, Contract, etc.Verbiage DocumentsFor staff check-ins and updatesCertificate of Completion (digital, hard copy available upon request)Activity PlanAIM Program will send via email through Qooper a virtual orientation PowerPoint, and handbook to all participants with the pairing announcements.AIM Program will send check-ins via email two times per month, and will monitor progress of mentoring relationships through Qooper.Either mentee/mentor can make the first outreach attempt. If the mentor has not received a response from their mentee one week after pairing notifications, they will then be responsible to contact and connect with their mentee.Participants will meet two times per month at minimum.Participants will follow the Mentoring Modules; shown below.MODULE 1: Introductions and Initial Self-Assessment (Month 1)IntroductionsMentee/Mentor meet-up! Schedule your first meeting, get to know each other, discuss expectations, and sign a contract with each other. The contract will include how often you plan to meet, how you will communicate, and three goals based on AIM’s values. The contract will also be used to hold participants accountable.In-person meetings are strongly encouraged.If possible, we also encourage participants to take and submit pictures revolving around participation in the program (i.e. Mentee/Mentor picture) to be featured on social media accounts (#CSUFaim).Sample Questions: What makes you, YOU? Do you have any hobbies/interests? What have you learned so far about yourself in your academic/professional career? What experiences shaped who you are as a person? What do you want to get out of this mentoring relationship?Initial Self-AssessmentAre my personal and professional goals SMART (Specific, Measurable, Achievable, Realistic, and Timely)?Learn more about you by taking the Myers Briggs: results with your mentor.MODULE 2: Assist (Month 1)Learn about the Available ResourcesThe supporting campus departments will help provide a list of resources available to students. The Transfer Center will compile additional campus resources.To be available in both paper and digital form.Utilize the ResourcesVisit a campus resource in person.Mentors are strongly encouraged to attend with their mentees.Review experience with your mentor.MODULE 3: Inspire (Month 2)NetworkAttend at least one workshop or event on campus, and introduce yourself to one new person.Mentors are strongly encouraged to attend with their mentees.Review what you have learned with your mentor.Schedule an appointment with your Advisor or a Professor.Review experience with your mentor.MODULE 4: Motivate (Month 3)Get InvolvedExplore opportunities to get involved outside the classroom.Discuss opportunities with your mentor.Join an OrganizationStudent organizations, special populations, etc.Share progress with your mentor.MODULE 5: Conclusion and Assessment (Month 4)ConclusionMaintain involvement with the AIM Program and CSUFConsider volunteering to be a mentor in the next semester, and joining the CSUF Alumni Association once graduated.Mentee/Mentor conversation of closure. Decide if each of you would like to continue the relationship or bring it to a close.In-person meetings are strongly encouraged.Reminder, we also encourage participants to submit pictures revolving around participation in the program (i.e. Mentee/Mentor picture) to be featured on social media accounts (#CSUFaim).Sample Questions: Were all three goals placed on the contract achieved? If not, why? Did I change my personal and professional SMART goals throughout this program’s timeframe? If not, why? Have I utilized the resources available on campus? If not, why not? Have I begun building a support network with good role models, such as my mentor? If not, why not?AssessmentAll participants will reflect on their experience through an online survey, using the Qualtrics platform.Certificate of Completions will be provided to all participants who complete the online survey.Assessment ResultsA pre survey will be integrated into the application, while a post survey will be distributed at the conclusion of the program. Both pre and post surveys will utilize an online survey platform called Qualtrics. All results will be evaluated based on the assessment strategy.Reflection, Notes, Future Changes, etc. TBDCreated by?: Viridiana Prado, Rae Interiano, Shayleen Fay, and Sean Moran (Cohort 12)Appendix D - CSUF “Tusks Up” Spring Kick-OffSean MoranDescription:The CSUF “Tusks Up” Spring Kick-Off is an event that will occur each year on the second Friday of the spring semester at the Titan Student Union (TSU) Pavilions. It is meant to bring first-semester transfer students together to celebrate the Titan experience, connect with resources/departments on campus, and learn about different ways to get involved. While the other three programmatic interventions in this plan will focus on reducing barriers and providing support services, the Tusks Up event will focus heavily on connecting to the campus on a social level and figuring out what it means to be a Titan from the individual student’s perspective. The Tusks Up event also provides an opportunity for transfer students to connect with the other components of this plan which is especially important for those who were not aware of them prior.Student Learning OutcomesSWiBAT describe how an aspect or aspects of the event will improve their transfer experience.SWiBAT articulate how they plan to engage with the CSUF community, including fellow Titans and campus departments, throughout the rest of the spring semester.SWiBAT identify campus and/or community resources that are available to them as first-semester transfer students.Learning Standards/Objectives Addressed?LeadershipEducationAssessment and EvaluationPersonal & Professional DevelopmentSocial Justice and AdvocacyConnections to Theory and/or Student CharacteristicsAstin's theory of student involvement (1984) describes how the more students get involved in co-curricular activities the more likely they are to be successful in their overall academic journeys. This event is designed to inform first-semester transfer students about how they can get involved and empower them to break out of their comfort zones, raise their tusks, and have their academic careers bolstered by the Titan experience.Schlossberg’s (1981) Transition Theory describes how transition impacts the lives of college students. The amount of impact a transitional period, such as the first semester for a transfer student, is directly influenced by many factors, but one important part is the presence of effective support structures.Assessment Strategy?A pretest will be conducted during registration for those who sign-up online and at check-in for those who did not pre-register.?A posttest will be administered at the end of the event. This pretest-posttest design will measure the learning in each of the three SLOs according to the rubrics below.Tusks Up EventAdvancedCompetentBasicNeeds ImprovementSLO #1SWiBAT describe how an aspect or aspects of the event will improve their transfer experience.Student was able to describe how two or more aspects of the event will improve their transfer experience and provide at least one concrete example.Student was able to describe how one to two aspects of the event will improve their transfer experience and provided at least one concrete example.Student was able to describe how one aspects of the event will improve their transfer experience in general or non-specific terms.Student was not able to describe how an aspect of the event will improve their transfer experience.SLO #2SWiBAT articulate how they plan to engage with the CSUF community, including fellow Titans and campus departments, throughout the rest of the spring semester.Student was able to articulate at least two ways in which they plan to engage with different parts of the CSUF community throughout the rest of spring semester.Student was able to articulate at least two ways in which they plan to engage with the CSUF community throughout the rest of the spring semester.Student was able to articulate at least one way in which they plan to engage with the CSUF community throughout the rest of the spring semester.Student was not able to articulate any ways in which they plan to engage with the CSUF community throughout the rest of the spring semester.SLO #3SWiBAT identify campus and/or community resources that are available to them as first-semester transfer students.Student was able to identify at least two campus resources and one community resource available to them as a first-semester transfer student.?Student was able to identify at least one campus resource and one community resource (or two of either type) available to them as a first-semester transfer student.?Student was able to identify at least one campus resources or one community resource available to them as a first-semester transfer student.?Student was not able to identify a campus or community resource available to them as a first-semester transfer student.Set Up, Materials Needed, etc.StaffCSUF/ASI Staff Member (3 for event oversight/logistics)CSUF/ASI Student Staff (8 for check-in tables/rovers)Volunteers for guiding participants (at least 20)MarketingPromotional Handouts for Tusks Up eventCampus Resources packets/brochuresSocial Media Account for Campaign (#TusksUp)Survey Platform (Qualtrics)ApplicationAssessmentAudio/visual equipmentHandouts for day of activity listing and mapsFurniture for student panelTables/chairs for check in area and for campus departmentsVerbiage/Information DocumentsFor check-in tables and roversTitan Walk reservations for music/arts activitiesTSU room reservations (main pavilions and small sessions)Activity Plan10:30am - 11:30am: Finalize set-up and check-in campus/community partners to provide information to check-in table and rovers11:30am - 12:15pm: Check-in and survey administration for students who did not pre-register/RSVP12:15pm - 12:25pm: Opening address by ASI coordinator. Introduce Vice President of Student Affairs (VPSA)12:25pm - 12:40pm: University welcome by VPSA. Introduces ASI President.12:40pm - 12:50pm: ASI president’s address and explanation of the importance of being involved on campus.12:50pm - 1:00pm: Coordinator shows agenda on main screen and explains how to navigate the remainder of the event.?1:00pm - 4:00pm: Open buffet is served with stations outside of the Main TSU Pavilions. Students are able to choose between various activities during this period of time. They can visit tables for campus and community resources. They are able to watch musical performances, theatrical displays, partipcate in artistic and creative activities, or partake in presentations held in the breakout rooms throughout the TSU. The times and locations for each activity are listed on a handout provided to students during check-in.4:00pm - 4:10pm: Announcements are made for students to head to the TSU Pavilions.4:10pm - 4:15pm: Coordinator introduces the student panel and briefs the purpose of the panel.4:15pm - 4:45pm: Student panel conducted including open forum/Q&A.4:45pm -4:55pm: Posttest surveys administered via QR code and URL on main projector.4:55pm - 5:00pm: Closing remarks.Assessment ResultsStudents were able to effectively identify campus resources, but community resources were not identified as consistently.Students were able to describe list specific plans for future engagement with the CSUF community and anecdotal feedback showed a level of excitement regarding their interpretation of the Titan experience.Students highlighted the presence of resources and having the opportunity to connect with other first-semester transfers on a social level as the main ways this event will benefit their overall transfer experience.Reflection, Notes, Future Changes, etc.The event was successful and its learning outcomes were met. However, there is room for improvement in terms of directly connecting students with resources, particularly community resources.Due to the prevalence of outside responsibilities and other external influences for first-semester transfer students, it may also be meaningful to offer a virtual platform for experiencing the event. The virtual format would also allow the event to be recorded for those who are simply not able to make the event on the day it is held.In order to maintain engagement, a measure needs to be implemented invite participating students to upcoming events and track if participation in the main event increased the likelihood of attending subsequent events.Created by?: Viridiana Prado, Rae Interiano, Shayleen Fay, and Sean Moran (Cohort 12)ReferencesBerger, J. B., & Malaney, G. D. (2003). Assessing the transition of transfer students from community colleges to a university. Journal of Student Affairs Research and Practice, 40(4), 1-23. doi: 10.2202/1949-6605.1277Outreach, Recruitment, and Orientation (n.d.). Transfer application guide: Spring 2020. , L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college: Theory, research, and practice (3rd ed.). Jossey-Bass. ................
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