Blueprint for Student Success

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Published Date:01-07-2017
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Blueprint for Student Success AUGUST 2012 An Intentional Plan to Increase Student Success Bossier Parish Community College 6220 East Texas Street Bossier City, Louisiana 71111 www.bpcc.edu THE FOUNDATION Pg. 01 FOUNDATION: THE FOUNDATION The basis of Student Success anything Bossier Parish Community College embraces a mission that promotes students attaining their educational goals and faculty and staff innovatively delivering quality courses and services that respond to global economical needs. This mission permeates throughout the College and students increasingly seek enrollment at the College. Over a two-year period, enrollment soared from 5,400 students (fall 2009) to 7,100 students (fall 2011). As enrollment continues to increase, the call for the College to be more responsive to students’ educational goals is evermore important. The College recognizes that institutional policies, practices and culture have a tremendous impact on student success, which Enrollment Trends includes attainment of increased knowledge, persistence from semester to Fall 2011: 7,077 Fall 2010: 6,473 semester, transfer to four-year institutions, graduation from the College, and/or Fall 2009: 5,430 properly-prepared entrance into the workforce. The College implemented the Foundations of Excellence in the First College Year and Transfer Focus ® (FoE) self-study project in an effort to further define and enhance the first-year and transfer-bound experiences of students. The overall goal was to identify activities that will increase student success and identify priorities for resource allocation. Foundations of Foundations of Excellence ® Excellence aided the Foundations of Excellence (FoE) is a comprehensive, externally guided self-study College in identifying and improvement process for the first-year and transfer student experiences. impediments and Betsy Barefoot, PhD, who serves as Vice President of the John N. Gardner Institute reinforcements to for Undergraduate Excellence, guided the self-study at the College from fall 2010 student success. to summer 2011. The centerpiece of the FoE process is a framework comprised of a set of principles ® that are termed Foundational Dimensions . These Dimensions, which were developed by the John N. Gardner Institute for Excellence in Undergraduate Education and vetted by over 300 four- and two-year institutions, guide measurement of institutional efforts and provide an aspirational model for the entirety of the beginning college experience and transfer experience of students. THE FOUNDATION Pg. 02 The engine of the FoE process is a campus-based taskforce—a group with broad representation from across the campus. The work of the taskforce begins with a campus audit of the first-year and transfer-bound student experiences and continues with an evaluation process using the Dimensions and related performance indicators. The FoE process culminates in the development of a strategic action plan for campus improvement. The Blueprint for Student Success details the action plan to increase student success for first-year and transfer-bound students at Bossier Parish Community College. First-Year: First-Year and Transfer-Bound Students Definitions Less than 30 hours The Blueprint for Student Success will utilize the Integrated Postsecondary Education Data System (IPEDS) definition of a first-year student. As such, a first- Transfer-Bound: year student is defined as one who has completed less than 30 credit hours. This Intent to transfer; student may be a new student or a returning student. 30 hours or more For the purposes of the Blueprint for Student Success, a transfer-bound student is defined as one having completed 30 credit hours or more with the intent to transfer to a four-year institution. Specific process FoE Copyright Protection data and committee The John N. Gardner Institute for Excellence in Undergraduate Education grants reports are available the College copyright permission to incorporate the FoE framework into internal via the Student documents related to the FoE process. This copyright permission, however, does Success Initiatives not extend to public reports. Therefore, in-depth process information and related office. data are available to current College personnel and committees responsible for implementation of the Blueprint for Student Success. Contact the Office of Student Success Initiatives for additional details. THE FRAMEWORK Pg. 03 FRAMEWORK: THE FRAMEWORK Composed parts Step 1: Data Review joined together During fall 2010, students, staff and faculty provided feedback about the first-year and transfer-bound student experiences through web-based surveys. The survey results highlighted areas of disparity and similarities between faculty, staff and student perceptions of the student experience. With regard to learning outcomes, the College determined the success rates of courses that enrolled high numbers of first-year and transfer-bound students. These courses included English 099 and 101, Computer Information Systems 105, and Math 097 and 099 among others. The College also captured information related to practices and policies that directly affect first-year and transfer-bound students. This information included percentages of students that were impacted by such practices and policies, as well as information on how students were adversely or positively affected by such activities. Step 1 provided the basis for the FoE taskforce to develop data-informed recommendations. Appendix A includes Step 2: Data-Informed Recommendations a complete listing of During spring 2011, nine distinct committees developed recommendations based recommendations. on data gathered during Step 1 and the FoE performance indicators. The FoE performance indicators provided aspirational principles of enhancing student Appendix B includes learning and the overall student experience. The nine committees focused on the a complete listing of following areas: philosophy, organization, learning, campus culture, transitions, all committee members. students, diversity, roles and purposes, and improvement. For additional information about the committee’s focus areas, or dimensions, visit the FoE website. Appendix A includes Step 3: Feasible Action Items a complete listing of During summer 2011, a Steering Committee, which consisted of the nine action items. committees’ chairpersons and College leaders, determined the feasibility of the recommendations. The feasibility study was based on personnel and financial capacity, as well as alignment with the College’s overall strategic plans. If a THE FRAMEWORK Pg. 04 recommendation was found to be unfeasible, the reason for removal was noted in Appendix A: Action Items Chart. If a recommendation was found to be feasible, it became an action item. During fall 2011, the Chancellor, Vice Chancellors, and the Director of Public Relations identified implementation strategies, which included a timeline detailing when the action items should be further reviewed/planned and implemented by the College. The action items are Step 4: Action Items’ Categories grouped into eight The Blue Print for Student Success is based on (a) the nine committees’ categories in order recommendations, which became action items, and (b) the College’s aid the College in leadership team’s implementation feedback. The action items are categorized focusing on a under eight broad categories, which are: First-Year Philosophy Statement, specific area during the implementation Advising, Communication, Institutional Research and Effectiveness, Orientation, process. Professional Development, Student Life, and Transfer Process. A complete listing of the categories, with associated action items, is noted in Appendix A: Action Items Chart. Philopsophy Statement Transfer Advising Process Student Success is the core of the Blue Student Print for Student Student Life Communication Success Success. Institutional Professional Research & Development Effectiveness Orientation THE BLUEPRINT: FIRST-YEAR EXPERIENCE Pg. 05 BLUEPRINT: THE BLUEPRINT: FIRST-YEAR EXPERIENCE A plan of action The first-year student action items will be implemented through a coordinated effort across the College. The Planning Council commenced the process of that influences implementation during the 2011-2012 academic year by developing a First-Year design or practice Student Philosophy Statement. The Philosophy First-Year Student Philosophy Statement Statement embodies The Planning Council represents a broad cross-section of faculty, staff and leaders; the College’s as such, the Council served as the appropriate body to develop the First-Year commitments to first- Student Philosophy Statement. The First-Year Student Philosophy Statement year students and will serve as the basis for organizational policies, practices, structures, leadership, sets the foundation and resource allocation to support the first-year student experience. The First-Year on which practices Student Philosophy Statement embodies action items 88-90 (see Appendix A) and and policies are built. details the positive attributes of an effective, actionable philosophy statement. The First-Year Student Philosophy Statement is expected to gradually permeate throughout the entire college experience and BPCC culture. The Statement reads: The faculty and staff at Bossier Parish Community College believe the first-year experience provides the foundation for college success and life-long learning. Therefore, the College commits to: I. Guide students as they transition into college life. II. Provide a positive culture of advising. III. Engage students in the learning process. IV. Promote civic responsibility and social awareness. V. Perform ongoing improvement by identifying and responding to students’ individuality. The categories are Six of the action item categories are intrinsically linked to the First-Year Student linked to the Philosophy Statement’s five commitments, or values. The six categories include: Statement to ensure Advising, Communication, Institutional Research and Effectiveness, Orientation, alignment with the Professional Development, and Student Life. These six categories’ action items will College’s be assessed as to how well the implemented action items effectively embody the commitments to first- Philosophy Statement’s respective value and how such action items affect student year students. success. THE BLUEPRINT: FIRST-YEAR EXPERIENCE Pg. 06 Value I: Guide Students as They Transition into College Life Value I holds that institutional practices must be early, intentional and coordinated in order to provide students with the necessary tools to increase student success. Communication and orientation categories provide action items that guide students as they transition. Communication Category: The College will build on a system of communication that incorporates efficient modes of sharing pertinent information with faculty, staff and students. Examples include new student welcome packets, strategic Facebook communications, and coordinated ways to share the College’s promising practices across various areas of the College. The FoE taskforce is also seeking a redesigned website that is better tailored to the varied goals of new, transfer, and returning students and their families. CATEGORY ACTION ITEM Communication Increase the level of visibility of senior-level administrators across 8 - Administration campus, especially during faculty meetings. Visibility Communication Continue to utilize and promote resources available, such as the 9 - Campus library, learning center, etc. Resources Communication Continue diligence to provide clear communication of program 10 - Degree requirements. Requirements Create new student packet (This could be placed on Facebook, on Communication the web, and in hardcopy. Decisions about what should be 11 - NS Experience included and when it should be made available to the student have to be made.) 12- Communication Share realities of college life through online communications and a 13 - NS Experience possible New Student Connection Day. Communication Adapt communications about student services and activities 15 - Social Media available to social media venues. Communication 22 Website needs to be tailored to first year population. - Website THE BLUEPRINT: FIRST-YEAR EXPERIENCE Pg. 07 Communication Modify BPCC website to make new student information more 23 - Website readily apparent, especially Cavalier Connection. Communication Create and upload virtual tours of Academic Advising and Financial 32 - Website Aid Offices. Orientation Category: In Students Speak: Are We Listening? (2012), McClenney and Arnspargner note that “students don’t do optional” (57). These leading researchers of community college best practices posit that most students do not complete optional activities—even if such activities are to the students’ benefit. Based on this premise, the College will require orientation as a mandatory entrance requirement and offer various formats (internet-based) to accommodate students’ varied schedules. The FoE taskforce seeks to ensure that students are aware of the rigors of college and how to effectively navigate the campus and support systems. CATEGORY ACTION ITEM Orientation - Create and make available a comprehensive BPCC campus 70 Additional orientation available online. Sessions Orientation - 71 Additional Offer orientation throughout the academic year at varied times. Sessions Orientation - Increase the number of times and the delivery formats for 72 Additional Cavalier Connection (orientation). Sessions Orientation - Offer a family meeting during orientation; beneficial, however, 73 Family Meeting location would be a barrier. Orientation - Offer off-campus orientations at high schools involving Recruiting 74 Off-Campus and Student Services Orientation - Offer an orientation seminar. (This idea is one of the top 75 Semester recommendations in every study done to improve student Course success.) THE BLUEPRINT: FIRST-YEAR EXPERIENCE Pg. 08 Orientation - Make freshman orientation a mandatory entrance requirement. 76 Semester This will help to better identify new students and meet their Course respective needs. Orientation - Develop an orientation course with a component that would help 77 Semester students explore the purpose of pursuing a higher education. Course Orientation - 78- Student Create a “student success” handout for orientation. 79 Success Handout Value II: Provide a Positive Culture of Advising Value II affords the opportunity for the College to promote a culture that thrives on effective advising. The advising category provides a glimpse into how the College will support a positive advising culture. Advising Category: The College will create more opportunities for students to become empowered through high-quality advising. Overall, the FoE taskforce seeks to ensure a positive culture of year-round advising throughout the College. Note that action items related to advising are also present in the professional development category. CATEGORY ACTION ITEM Require all students to see an advisor before they can register Advising - Lock 1 online to ensure that they do not take too many hours and that Student Record they take courses appropriate for their major. Advising - 2 Mandated for Mandate academic advising for all first year students. New Students Advising - 3 Transfer Develop and implement a formal transfer planning form. Process Advising - Create and share with faculty advisors a checklist for advising 4 Transfer transfer-bound students. Process THE BLUEPRINT: FIRST-YEAR EXPERIENCE Pg. 09 Advising - 5 Transfer Provide updated transfer information through student advising. Process Advising - Year- Create a culture which promotes faculty academic advising services 7 round throughout the year – during all sessions of classes. Value III: Engage Students in the Learning Process The College will continue to build on the momentum of researching effective course design, high enrollment first-year course success rates, and enhanced support for particular cohorts of the student population. In sum, Value III is centered on increasing students’ knowledge and providing faculty and staff the necessary tools and resources to assist students requiring support and guidance. CATEGORY ACTION ITEM Course Design - 33 Ensure diversity is incorporated throughout the curriculum Diversity Course Design - Retain individuality of programs and how they meet the 34 New Student needs/tailor the needs of new students; create attainable, realistic Goals goals for new students. Course Design - Offer a two-hour block of time during midterms where 35 Out of Class student/campus organizations can meet while faculty/staff Experiences professional development is offered. Course Design - Use Google docs or another organized platform to develop a 36 Outcomes collaborative approach to solicit faculty awareness and input during the course learning outcomes documentation. 37- Course Design - Use Google docs or another organized platform to develop a 38 Outcomes collaborative approach to solicit faculty awareness and input during the course learning outcomes documentation. Course Design - Review of the WN letter by a committee consisting of faculty, 39 Withdrawal staff, and administration. Procedures Course Design - Review and update, as needed, the online CAVS survey to 40 Withdrawal determine why students dropped courses. Procedures THE BLUEPRINT: FIRST-YEAR EXPERIENCE Pg. 10 Course Design- Explore possibility to expand, review and update, as needed, the 41 Early Alert expansion of online retention referral forms. CATEGORY ACTION ITEM Identification - 50 Vanpool Continue to identify student transportation needs. Students Provide workshops tailored to the needs of adult (nontraditional) Identification - 51 students. (This type activity was done by the Counseling Office Adult Students when it existed.) Identification - Formally identify ESL students and make information available to 52 ESL Students instructors. Identification - Identify first-term students on the class list on Web for Faculty. 53 First-Term Ensure FERPA rules are upheld. Students Identification - 54 Honors Identify honors students. Students Identification - 55 Create additional interactive modules for online students. Online Students CATEGORY ACTION ITEM Faculty Web Include students' campus-wide identification number in Web for 44 Services Faculty; Ensure FERPA rules are upheld. Faculty Web 45 Svcs - Degree Continue effort to create degree audit to include new degrees. Audit Faculty Web Update degree audit program, especially for high traffic transfer 46 Svcs - Degree programs. Audit THE BLUEPRINT: FIRST-YEAR EXPERIENCE Pg. 11 Faculty Web Include a red flag on class roster to identify students repeating 47 Svcs - Flag for course or those having repeat suspensions; Ensure FERPA rules are Underprepared upheld. Value IV: Promote Civic Responsibility and Social Awareness The College serves as the conduit through which students further define their roles in the global economy. When students are exposed to diverse ideas, activities, and people, the student experience is enriched and students are better prepared for their careers. The student life category and related diversity action items embody Value IV. Student Life: The College recognizes that student learning also occurs outside of the classroom through a variety of student organizations and events. The FoE taskforce intends for the student life action items to further develop students’ interpersonal and critical thinking skills. CATEGORY ACTION ITEM Student Life - Increase availability of opportunities for campus involvement for 117 Organizations all students. Increase availability of student organizations to create a culture Student Life - 118 of peer support. The Technical Education Program serves as a Organizations good example of peer support groups. Student Life - 119 Create a peer mentoring program. Organizations Create a peer "shadowing" program for BPCC students who have Student Life - already transferred; include ways to become connected once 120 Organizations students transfer to four-year. Include on the transfer-bound student tip sheet. Student Life - 121 Career Make career assessments readily available to first year students. Assessments Student Life - Offer career assessments for students who are transfer-bound 122 Career and/or undecided majors. Assessments THE BLUEPRINT: FIRST-YEAR EXPERIENCE Pg. 12 Student Life - Continue to build an awareness of the Crisis Intervention 123 Counseling Counselor's role and services; Workshops hosted fall 2011. Establish and budget resources for a Diversity and Cultural Arts 124- Student Life - Series to bring notable artists and speakers to campus for quality 125 Diversity programming through increased funding. Value V: Perform Ongoing Improvement by Identifying and Responding to Students’ Individuality The College recognizes that positive strides in student success require a process that involves data-informed improvements and relevant professional development. Value V is centered on action items that are related to institutional research and effectiveness, as well as professional development. Institutional Research and Effectiveness: The College intends to continue to build on a cyclical approach of identifying pertinent data, facilitating conversation about improvement, developing plans to improve, implementing the improvement and assessing the improvement. The FoE taskforce aims to have more faculty and staff familiar with institutional data and strategies to utilize such data that enhances the student experience. CATEGORY ACTION ITEM Institutional Glean insights from student evaluations of Cavalier Connection, 60- Research & Admissions, Financial Aid, and the Academic Advising Center to 61 Effectiveness determine how it might be applied to strengthen those areas. Institutional Provide survey results to campus services that have the most 62 Research & impact on new students. Effectiveness Institutional 63 Research & Share retention data more regularly across the campus. Effectiveness Institutional Create a system to better share institutional data in more 64- Research & meaningful ways with all levels of administrators, faculty, and 65 Effectiveness staff. THE BLUEPRINT: FIRST-YEAR EXPERIENCE Pg. 13 Institutional Add questions about online courses and The Learning Center to 67 Research & the Graduate Exit Survey. Effectiveness Institutional Track (incoming and outgoing) transfer student data and have a 68 Research & plan to use data. Effectiveness Institutional 69 Research & Research the need for Saturday hours for the Learning Center. Effectiveness Professional Development: The College will build on a culture that promotes promising practices. The FoE taskforce discussed professional development at great length. Overall, the FoE taskforce seeks to utilize the internal bank of knowledge that exists at the College, as well as offer opportunities for external facilitators to share their expertise in student success strategies. In addition, many conversations focused on the convergence of professional development and data, as the campus is interested in identifying ways to better share and understand the story behind data. CATEGORY ACTION ITEM Professional Create a professional development module that demonstrates 101 Development - techniques for encouraging students to examine their motivation Advising and personal goals for pursuing higher education. Professional Development - Share promising practices of Technical Education two-hour new 102 Faculty faculty orientation. Orientation Professional Provide professional development for faculty/staff on aspects of Development - 103 advising and registering new students, promising practices when New Student supporting new students. Experience Professional Academic Advising, Career Services, and the Recruiting Office can Development - answer questions related to the new student experience; Offer 104 New Student better communication to faculty, staff, and students to identify Experience these staff members is recommended. Professional Development - 105 Offer professional development related to needs of new students. New Student Experience THE BLUEPRINT: FIRST-YEAR EXPERIENCE Pg. 14 The College will Further Research considerately The FoE taskforce intends for the College to identify ways to promote a campus research and culture that values diversity, provides more support for the Financial Aid office, strategically identify and ensures the campus environment is safe. ways to respond to the areas that CATEGORY ACTION ITEM require further research. 42- Diversity - Define diversity, develop and adopt a diversity action plan (see 43 Action Plan narrative for list of action items). Financial Aid - 48 Work toward a more rapid financial aid appeals process. Appeals Financial Aid - 49 Provide more staffing in the Financial Aid Office. Staff Safety - Law Increase the visibility of law enforcement during activities on 114 Enforcement campus, especially special events Safety - Law 115 Increase the number of campus officers Enforcement THE BLUEPRINT: TRANSFER EXPERIENCE Pg. 15 BLUEPRINT: THE BLUEPRINT: TRANSFER EXPERIENCE A plan of action In additon to the first-year student experience, the College studied the experience that influences of transfer-bound students. Transfer-bound students require similar support systems as first-yeart students. Therefore, as the first-year student action items design or practice are implemented, the transfer-bound student experince will experince enhancement. For instance, as the College implements first-year student action items related to advising and professional development, transfer-bound students will also experince a greater quality of advising due to new resoruces and tools made available to advisors. In constrast, some explicit differences exist between the first-year and transfer- The College bound student experiences. As such, five focuses will aid the College in enhancing recognizes that the transfer-bound student experience. These focuses include a philosophy transfer-bound statement, transfer process, identification, communication and professional students require development. explicit directions and support in order 1. Drafting and effectively incorporating a philosophy statement for to successfully transfer-bound students into the College’s culture. transfer to a four- 2. Developing and implementing an intentional transfer process that fosters year institution. a strong foundation for timely, successful transfer. 3. Effectively identifying transfer-bound students and college programs/services that increase transfer-bound students’ success. 4. Creating and promoting communication resources that demystify the transfer process. 5. Offering professional development related to the transfer experience. Transfer-Bound Student Philosophy Statement The Transfer-Bound Student Philosophy Statement will serve as the basis for organizational policies, practices, structures, leadership, and resource allocation to support the transfer-bound student experience. The Statement shall embody Action Items 89-99 (see Appendix A). Transfer Process The College will continue to build on its positive partnerships with four-year institutions to offer seamless transfer. In addition, the College will further develop students’ awareness and navigational skills regarding the transfer process (i.e., THE BLUEPRINT: TRANSFER EXPERIENCE Pg. 16 financial aid, academic and degree requirements, etc.). The FoE taskforce aims for the College to build on its process of ensuring transfer-bound students are prepared the transfer experience. CATEGORY ACTION ITEM Transfer 126 Process - Increase articulation agreements. Articulation Transfer Create and implement a transfer-bound student committee that 127- Process - coordinates and oversees initiatives to support the transfer- 129 Transfer-bound bound student experience. Committee Transfer Offer “Transfer Workshops” so students can learn and have ease 130 Process - about transferring to receiving institutions. Workshops Offer an event (by BPCC and receiving institutions) that assists Transfer students in the transfer process (This is already done twice a 131 Process - year and BPCC hosts other colleges when requested.) Use social Workshops media to communicate college transfer events. Identification In order for support systems at the College to fully prepare transfer-bound students for the transfer process, the College must properly identify transfer- bound students and link such students to transfer support programs/services that increase students’ success. Overall, the FoE taskforce intends for the College to identify pertinent transfer-bound student data and make such data easily accessible for faculty and staff. CATEGORY ACTION ITEM Seek more conclusive ways to determine who transfer-bound Identification - students are, how long they stay at BPCC, what kinds of courses 56 TB Students they take, how they performed academically, and in what delivery format they took classes. Identify transfer-bound students and contact them regarding Identification - 57 transfer-bound services/topics (e.g., financial aid at receiving TB Students institutions). THE BLUEPRINT: TRANSFER EXPERIENCE Pg. 17 Institutional Research & Explore BPCC programs/initiatives specific to transfer-bound 58 Effectiveness – students to improve BPCC's efforts. TB Students Institutional Research & Provide survey results to campus services that have the most 59 Effectiveness – impact on transfer-bound students. TB Students Institutional Research & Modify BPCC website to make data related to transfer students 66 Effectiveness – more readily apparent. TB Students Communication A variety of communication tools will aid the College in better preparing students for the transfer process. These tools range from printed resources to website tools that affect a vast number of transfer-bound students. The FoE taskforce seeks to ensure the College is providing the proper resources to transfer-bound students in a timely manner and through varied communication tools. CATEGORY ACTION ITEM Advising - Refer transfer-bound students interested in specific academic 6 Transfer programs to the academic division. Process Communication Identify faculty and staff who mentor/advise transfer-bound - Recognition of 14 students utilizing promising practices. Award or acknowledge Promising promising practices. Practices Communication - Transfer Continue diligence to provide clear communication of transfer 16 Degree program requirements. Requirements Communication 17 - Transfer Create a tip sheet for transfer-bound students. Experience Communication Use the C3 for targeted communication for transfer-bound 18 - Transfer initiatives and announcements. Experience Communication Print pushcards that provide guidance in planning for transfer to 19 - Transfer another institution. Experience THE BLUEPRINT: TRANSFER EXPERIENCE Pg. 18 Communication Website is currently being redesigned. Articulation information will 20 - Website be available in the section for transfer-bound students. Communication Website is currently being redesigned. The General Education 21 - Website Matrix will be available in the section for transfer-bound students. Communication Modify BPCC website to make info relevant to parents/family more 24 - Website readily apparent. Communication Create a transfer link on BPCC main webpage. The link should 25 - Website have information for transfer-in and transfer-bound students. Communication Develop a webpage with information for transferring students 26 - Website specific to each receiving institution. (CIT already has this.) Create a special section on the BPCC website that targets transfer Communication students. Such a section could include links to area 27 - Website colleges/universities, articulation agreements, General Education Matrix, and financial aid resources. Communication Include links to regional receiving institutions on a "transfer 28 - Website student" webpage. Communication Include links to regional institutions' Financial Aid web pages on a 29 - Website "transfer student" webpage. Communication Include information about the College Transfer Day on a "transfer 30 - Website student" webpage. Communication Include links to financial aid resources on the "transfer student" 31 - Website and the Financial Aid webpage. Professional Development The College will continue to define the transfer-bound student experience and collaboratively identify ways to promote promising practices. The FoE taskforce proposes a greater focus on developing faculty and staff awareness of the transfer- bound student experience and sharing internal promising practices with faculty and staff. THE BLUEPRINT: TRANSFER EXPERIENCE Pg. 19 CATEGORY ACTION ITEM Professional Offer professional development focused on transfer-bound Development - students’ trends and issues. Training should be offered in various 106 Transfer-bound modes (times, delivery mode, etc.) to meet faculty/staff Experience schedules. Professional Provide professional development for faculty/staff on aspects of Development - 107 advising and registering transfer-bound, promising practices when Transfer-bound dealing with transfer-bound students. Experience Professional Academic Advising, Career Services, and the Recruiting Office can Development - answer questions related to the new student experience; Offer 108 Transfer-bound better communication to faculty, staff, and students to identify Experience these staff members is recommended. Professional Development - Offer professional development related to the transfer-bound 109 Transfer-bound student. Experience