Transfer Center
Stage 5

Assessment Activities

Assessment Methods
  • Pre & post exams or surveys
  • Direct observation of students
  • Feedback from collaboration with other departments (such as instructional programs)
Assessment DescriptionJack reported on a planning meeting he had with Hitesh Soneji, Chair of Engineering Technology and instructor for ENGN 10A (Survey of the Engineering Profession.

1. Hitesh said he would be able to put our SLO assessment online on his ENGN 10A website.

2. He will notify students and ask them to take the Pre-Test before coming to class, and have the students take the Post-Test within three days after the presentation has concluded.

Data has been tallied from these assessments.

Findings include:

a. About 14% of the students did not fill out the Post-Test.

b. There is an increase in the range of 31% - 61% of students’ knowledge in the six items of the Pre & Post Test.

c. The most significant increase (61%) was in the item that informed students that over 1000 CCSF students transfer to a college/university each year.

d. The least increase in knowledge (31%) was in the item which asked students if they knew how to find the classes they need to take for their major to transfer.

e. The instructor’s goal in inviting the Transfer Center to come to his classroom to provide transfer information to this students has been met and quantified,

f. The transfer counselors are also pleased with the increase in student knowledge and to have the documentation to substantiate these results.
Learning OutcomesBy the end of the workshop, students will gain knowledge and understanding of the steps to transferring to a college/university, minimum transfer eligibility requirements, finding the classes required for the major to transfer, of knowing about the UC TAG Program.
Number of Counselors2
Number of Students87

Data Analysis

Data Shared With
  • Faculty and staff within our department
  • Faculty and staff from related programs/departments
  • Students
Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Phone
  • Website review and commentary
  • Shared document files
Data SummaryThere is an increase in the range of 31% - 61% of students’ knowledge in the six items of the Pre & Post Test.
Data AnalysisThe most significant increase (61%) was in the item that informed students that over 1000 CCSF students transfer to a college/university each year.
Next Steps Planned

As a result of the data gathered in Fall ’12 and Spring ‘13, we will modify the presentation to include more information in the areas where we saw the least amount of improved knowledge at the end of the presentation as evidenced in the Post-Test. a. Example - explain in greater detail the step to transfer from CCSF to a college/university. b. Example - explain in greater detail how students can find what the major related courses for transfer are for their major and for the university where they would like to transfer to in the future. Also, as a result of this data, we observed that transfer information continues to be complicated from a student perspective. We need to explore ways we can help simplify this information, make the information accessible, and provide good online resources to help them navigate this path.

Learning Outcomes

By the end of the workshop, students will gain knowledge and understanding of the steps to transferring to a college/university, minimum transfer eligibility requirements, finding the classes required for the major to transfer, of knowing about the UC TAG Program.

Changes

Details

A strong collaborative relationship between the Engineering Department and Transfer Counseling established a standing invitation to transfer counselors to conduct a workshop for students enrolled in Engineering 10A. As a result, the Engineering department chair suggested imbedding the pre and posttest used by transfer counselors into the Engineering 10A website. The pretest was completed electronically before the transfer workshop. This process facilitated students’ preparing questions for the transfer presentation. Following the workshop, students completed the posttest. The process captured raw data electronically for instructor review; he forwarded data on to the Transfer Counselors for assessment. The counselors were able to identify areas in which knowledge increased and areas that will be strengthened in future workshops.

Learning OutcomesBy the end of the workshop, students will gain knowledge and understanding of the steps to transferring to a college/university, minimum transfer eligibility requirements, finding the classes required for the major to transfer, of knowing about the UC TAG Program.

Tentative Future Assessment Plans

Assessment TermSpring 2014
Assessment Activities
  • Revision of outcomes and assessment methods (measurements)
  • Assessment (measurement) of outcomes
  • Analysis and discussion of assessment data and next steps
  • Implementation of planned changes and reassessment
Assessment DetailsWe anticipate continual collaboration with the Engineering Dept. Chairperson. We expect to make refinements to both hard copy and electronic surveys. As need arises we will have robust dialog with staff and make appropriate changes to workshop content and format.

SLO Details Storage Location

Additional Highlights

• Whether it was in the individual counseling sessions or workshops, we observed a core set of questions about TAG that were asked by students. Therefore, we have developed a TAG FAQ which will be available very soon to students. By the same token, we will also develop a university application FAQ for students.

• As a result of feedback from a student focus group in CSCD, we will attempt to conduct shorter presentations in workshops so that more time can be tacked on to provide Q&A with a Transfer Counselor which can take the form of small group or one-to-one interaction.

• This Spring ’13, we repeated our SLO with the ENGN 10A class. Hitesh Soneji, Interim Department Chair of Engineering and Technology and instructor for this course asked that the SLO be posted on his website. He w asked his students to complete the survey (Pre Test) before coming to class to hear the presentation, and asked the students to take the survey (Post Test) afterwards. Therefore, students were prepared for presentation content and had questions ready. Consequently, students left the event with new or clarified information. This is a shared goal through our collaboration with Mr. Soneji.

• The Associate Degree for Transfer (AA-T or AS-T) became available to CCSF students in Spring 2012. The Transfer Center is charged with the responsibility to process these graduation petitions. That term, two majors were available and 27 petitions were processed. In Spring 2013, five majors were available and 47 petitions were processed. (If we include the 9 petitions that were processed in Fall ’12, the total is 56 petitions). We have established collaborative relationships with our Admissions & Records Office, our Articulation Officer and the Admissions Office at San Francisco State University, to facilitate the timely processing of these AA-T petitions. A trend we are seeing is that in just one year, the number of petitions processed has doubled, such that in the coming year, especially as more majors are added, we anticipate a big increase in student interest in these degrees. Therefore there will be a need to provide cross training of other counselors to accommodate the processing of petitions and to strengthen our collaborative efforts.

• The UCLA Transfer Alliance Program (TAP) gives students the opportunity to enhance their ability to transfer to UCLA at the junior level from a California community college. Students are certified after completing the honors/scholars program at their community college and given priority consideration for admission to UCLA in the College of Letters and Science. The certification process is handled by the Transfer Center in collaboration with Sami Kudsi, the CCSF Honors Program Coordinator, and UCLA’s Division of Undergraduate Education. We have plans to develop an SLO to measure how effective our in-house process is and how we may improve upon it in the next cycle.

• Hot off the press! The Transfer Center has established a collaboration with S.F. State University’s College of Business Student Services Center. City College is the biggest feeder to S.F. State, and the biggest feeder into the Business Administration major. Albert Koo, Director of the Business Student Services Center, reached out to us and has offered his Center’s services to our students. The first activity planned is an abbreviated orientation/workshop for conditionally admitted students to the Business major. This event is designed to give our students important information, including the sequencing of their major course requirements, to ensure their success at the university. This collaboration is especially timely because it was recently announced that SFSU’s Business Administration major with a concentration in Accounting may go on their impacted majors list and therefore will have additional selective criteria students must meet to get into this major. By having this relationship with Mr. Koo, we can count on getting the most current updates to assist our students in the transfer process.

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