Executive Summary with Action Plan
Foundations of Excellence
Transfer Focus
University of Northern Iowa
June, 2011
In the spring of 2008, the University began the Foundations of Excellence® process to evaluate
the first college year as its special emphasis self-study as part of its reaffirmation of accreditation
by the Higher Learning Commission. The Foundations of Excellence (FoE) process involved a
comprehensive, guided self-study of the first college year, providing for a systematic assessment
of institutional strengths and weaknesses. The framework for the Foundations of Excellence selfstudy process are nine foundational dimensions that, as an aspirational model, provide general
guidelines for intentionally designing an optimum first-year experience for our students. The
FoE process focuses on institutional practices rather than student inputs to improve student
engagement and success during the first year with improved retention being considered a likely
outcome (Executive Summary with Action Plan, Foundations of Excellence, University of
Northern Iowa, September 2009). One of the outcomes of the first-year experience study was a
recommendation to conduct a study of the transfer student experience.
With approximately one-third of new students entering the university as transfers each year, this
population is an important group within the UNI study body. The University agreed to work
with the Gardner Institute as one of eight institutions piloting a transfer study. In late fall 2009,
co-chairs were identified from academic and student affairs. By mid-spring 2010, a steering
committee was in place and the Current Practices Inventory (CPI) was populated with data,
practices and policies related to the transfer population. Separate surveys were administered to
transfer students and faculty and staff in April 2010. The transfer student survey had a 23.9%
rate (N=853). The faculty staff survey had a low response rate so was re-administered at the start
of the fall 2010 semester, achieving an 11.6% response rate (N=352). Both survey response rates
were considerably lower than the corresponding response rates for the surveys administered
during the initial FOE study of the first year experience (student, 37.6%; faculty and staff,
49.7%). These surveys provided qualitative and quantitative data analyses that, combined with
the CPI and the 195 items gathered in the evidence library, were the context the study
committees used in forming the recommendations.
The transfer self study was conducted by nine dimension review committees comprised of 79
faculty, staff and students. Each followed the structured FOE self-study process for key
performance indicators within each specific dimension. There have been significant
accomplishments within the university that enhance the transfer student experience. UNI has
been actively represented on the statewide Liaison Advisory Committee on Transfer Students
since its formation in 1972. As a result of these voluntary articulation efforts between the
Regents institutions and the Iowa community colleges, UNI has been a signatory on the eight
statewide articulation agreements from the beginning. Between spring 2008 and fall 2010, UNI
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entered in to Admission Partnership Programs with all fifteen Iowa community college districts
as a means to improve early academic advising to transfer students. Transfer Plan-It is an
effective planning tool for prospective transfer students and served as a model as the Regents
developed the TransferInIowa.org web site. UNI currently has over 200 individual
programmatic articulation agreements with community college programs. Various faculty are
actively engaged in discussions with two-year college colleagues to improve transfer articulation.
The faculty staff survey results indicate a variety of opinions are held about transfer students and
their academic preparedness. It should be noted that the liaison from the Gardner Institute
commented in her philosophy dimension report feedback: “You do have your work cut out for
you regarding attitudes toward community colleges and their transfer students. Some of the
comments were the most negative versions of this somewhat common perception of community
college transfer students not being as well prepared as “native” students that I have seen.” The
student survey results indicate almost 70% of transfers felt welcomed at UNI and almost 80%
indicated unbiased treatment by faculty and staff. As a factor in student success, further
assessment of campus climate for the transfer population is indicated.
One of the more profound statements comes from the Organization Dimension report which
stated, “We believe that if student affairs better understood the reticence of departments to
participation in sessions, and if departments understood the perspective of student affairs,
practices that would better meet the needs of all could be implemented. Student and
academic affairs need to work together to solve advising/orientation/campus visit issues.” While
this statement was made in relation to the review of academic advising across campus, it is
reflective of the pathway we must pursue for solutions. It was an astute decision of university
administrators that brought faculty and staff together from the two divisions. Discussions via the
FOE process have already brought faculty and staff together. It is in this spirit of collaboration
that we offer this report.
Brief summaries of the key findings and recommendations are described below, followed by a
compilation of the full report from each dimension committee.
Key Findings
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An explicit philosophy statement regarding transfer student experience at UNI does not
exist.
The recently approved university strategic plan does not specifically reference transfer
students.
Resources committed to transfer students are not proportional to the population.
Academic advising approaches vary throughout campus and may not meet transfer
student needs.
Systematic processes and coordination of efforts with community colleges are needed.
Transfer student experience at UNI is generally positive.
Faculty/staff survey revealed a negative campus climate.
Myths and misinformation exist about the transfer student population.
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Identification of transfer students may not be conducive to transfer student success.
The University has extensive data about its transfer students but little evidence exists that
this data is used to make improvements.
The institution as a whole does not provide much coordination and dialogue about
transfer students and their needs.
Opportunities exist for additional communication to prospective transfer students before
arrival on campus.
The need to improve understanding of transfer students provides opportunity for
professional development of faculty and staff.
Recommended Actions
The FoE-Transfer Focus Steering Committee and dimension committee co-chairs reviewed and
prioritized the recommendations made by each dimension committee. The review and discussion
of each dimension report resulted in the following six major recommendations focused on the
coordination of transfer programming, the allocation of needed resources for transfer
programming, quality advising, communication and collaboration with community colleges,
professional development for faculty and staff, and the collection and dissemination of data.
Work could begin in fall 2011 with the establishment of the Transfer Council.
The recommendations from dimension committees that were not folded into these six major
categories are included in the section on recommendations for campus initiatives. These
recommendations for campus initiatives should be referred to an appropriate committee, office,
or task force. It is recommended that each of the identified areas be provided the list of
recommendations at the beginning of fall 2011 so work can begin on each initiative.
1. Establish a UNI Transfer Council and charge with oversight for transfer programming
at UNI.
a. They should be charged with the development, implementation, coordination, and
evaluation of transfer student programming.
b. Responsibility to also include the implementation of the other major recommendations in
this report.
c. The Transfer Council should include campus-wide representation of students, faculty and
staff.
d. The Transfer Council should report to the Vice President of Academic Affairs and Vice
President of Student Affairs.
e. Transfer Council should be separate from the First Year Council (FYC) due to the
differing needs of these two populations. The Council should be maintained as a separate
entity until a future program evaluation indicates needed supports have been
institutionalized.
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f. The Transfer Council should explore the development and implementation of a range of
“shared experiences” for transfer students to meet their needs. “Shared experiences” to be
explored might include transfer sections of LAC courses, transfer housing, a transfer
student organization, and extended transfer student programming.
2. Provide the necessary financial and human resources to support transfer programming
at UNI.
a. Decrease student to advisor ratio to allow for individualized planning to meet the
diversity of needs (see recommendation 3).
b. Develop a strategic plan to clarify the goals and strategies regarding financial aid for
transfer students. Include discussion of disproportionately low availability of scholarships
and grants for transfer students as compared to non-transfers.
c. Increase available course offerings and open seats in courses for transfer students
registering during summer orientation.
d. Work with Colleges and Departments to determine the need for program-to-program
articulation agreements. Provide human resources needed to develop and update needed
agreements.
3. Improve the current student to advisor ratio and provide quality-advising experiences
for all students.
a. The Academic Advising Council should be supported in its efforts to decrease the student
to advisor ratio across campus.
b. The provision of quality advising experiences for all students should be an institutional
priority.
i. Professional development opportunities and resources should be available to all
advisors.
ii. An institutional reward structure related to quality advising should be developed.
iii. An ongoing assessment of advising experiences should be implemented and data
should be used to improve the advising program.
c. The Transfer Council should collaborate with the Academic Advising Council to explore
best practices for increasing transfer student pre-registration participation.
d. Work with Colleges and Departments to ensure new majors have access to information
about rationale for entering a major, course requirements, opportunities for involvement,
and career and graduate school options. Departments should consider hosting information
sessions for new majors as well as creating opportunities to intentionally connect new
students with upperclassmen and graduate students. This will serve both internal major
transfers as well as external transfers.
4. Expand existing collaboration and communication with community colleges.
a. Create a full-time position related to transfer relations. This entity will coordinate,
marshal and disseminate resources for transfer students and work closely with the
Transfer Council. This entity should report directly to the Provost or Vice President for
Student Affairs.
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b. Policies and procedures relating to articulation agreements should be provided to faculty
and staff on an ongoing basis.
c. Allocate additional financial resources for transfer advising and recruitment efforts.
d. Academic administrators should encourage departments to review, update and expand
articulation agreements on an ongoing basis. The professional staff responsible for
transfer relations should support these efforts.
5. The Transfer Council should collaborate with the Office of the Provost and the Vice
President of Student Affairs to provide ongoing professional development about
transfer student needs and programming to UNI faculty and staff.
a. Information concerning transfer students needs and experiences should be provided using
a number of venues and platforms.
b. Information concerning transfer students needs and experiences should be included in the
new faculty orientation.
c. Include information about the needs and experiences of transfer students in orientation
for adjunct, part-time and non-tenure track faculty.
d. Provide specific data to Colleges and Departments regarding their transfer student
population.
b. The Office of University Relations should coordinate a campus-wide campaign focused
on providing information about transfer student needs and experiences.
6. Increase collection and dissemination of data concerning UNI transfer student
experience.
a. The First Year Council data team should be expanded to include representation from the
Transfer Council and broaden its purview to include data for both populations and related
programming.
b. The newly formed data team and the Office of Institutional Research should alter
assessment tools to allow students to identify themselves as transfers in routine
assessment activities (surveys, etc).
c. Provide departments with comparative data for transfer and native student performance
d. Continue providing sending institutions data concerning their students’ progress at UNI
for their own program evaluation.
e. The Office of Admissions and Office of Institutional Research should continue their
efforts to create a CatID protected data depository for data related to transfer needs and
experiences.
f. Explore the use of MapWorks or a similar early warning system for transfer students and
develop specific supports to meet the identified needs.
g. Develop and implement assessment plan for the Admission Partnership Program (APP)
that includes student outcomes and achievement and evaluates UNI services.
h. Assessment tools for Panther Peek, transfer orientation, transfer advisor workshop, and
other transfer related events should be reviewed and revised as needed.
i. Collect and analyze data concerning the outcomes of transfer scholarship award winners.
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Recommendations for Campus Initiatives
Additional recommendations emerged from the self-study process that pertain to operations or
programs within specific divisions, departments or existing councils. These recommendations
should be forwarded to the identified entity for consideration and action. The Transfer Council
should be charged with monitoring of progress but not have direct responsibility for these
recommendations.
Table 1. Division/Department/Council Level Recommendations
Recommendation
Division/Department/Council
Increase available course offerings and open seats in courses Academic Affairs
for juniors and seniors registering during summer
orientation.
Increase course offerings through alternative delivery
methods (online, evening, blended, Saturday, etc.)
A clearly defined rationale for entry into a major should be
discussed in degree program documents, both electronic and
print, so even if it is not discussed with faculty advisers, it is
at least in a document for transfer students.
In the Program of Study for each transfer student, a
"recommended course plan" should be included so the
transfer student is aware of their obligations in each degree
program.
Provide an all campus event at the beginning of the
semester, such as convocation, to serve as a welcome to
campus and provide a focus on goals of higher education
and encourage self-reflection.
Enhance Admission Partnership Program (APP) coordinator
efforts to connect prospective transfer students with
academic departments.
Provide an experience like Up Close for transfer students.
Improve information provided about child care options in
the local area.
Increase outreach to community college satellite campuses
to ensure transfer materials are available and visible.
Review and revise recruitment materials to reflect the needs
of transfer students, with an emphasis on academic
opportunity, transferability of credits and financial aid.
Enhance on-campus housing options for transfer students by
creating a transfer floor/house and/or ensuring housing
options similar to upper classmen at UNI.
Conduct a formal review of the transfer scholarship program
to ensure equity in funding availability and consistency in
selection processes.
Clarify the goals and strategies regarding financial aid for
Academic Affairs
Academic Affairs
Academic Affairs
Academic Affairs and Student
Affairs
Academic Advising
Admissions
Admissions
Admissions
Admissions
Department of Residence
Financial Aid
Financial Aid.
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transfer students and improve availability of scholarships
proportionate to this population.
Include transfer student financial aid data in the Office of
Financial Aid Annual Report.
Financial Aid
Enhance scholarship information provided to transfer
students.
Provide more opportunities for high ability transfers by
ensuring availability of Honors Program spaces; collaborate
with Admissions for promotion.
Explore the implementation of extended transition
programming for new transfer students during the first year,
such as learning communities, workshops on academic and
social topics, and/or a transitions course.
Expand involvement fair during transfer orientation so
students can connect with relevant student organizations.
Revise transfer orientation assessment tool to more clearly
identify if current practices align with needs and gather
feedback on academic area advising.
Investigate opportunities for additional partnerships with
international institutions.
Form a subcommittee of the Retention Council with the
specific charge of improving transfer retention and
graduation rates.
Increase opportunities for transfer student leadership
development.
Financial Aid and Admissions
Honors Program and
Admissions
New Student Programs
New Student Programs
New Student Programs
Office of International
Programs and Admissions
Retention Council
Student Leadership Center and
Northern Iowa Student
Government
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