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National Resource Center for The First-Year Experience and Students in Transition

Publication Details

Understanding and Using Assessment Practices in the Context of the Transfer Student Experience


Author(s): Moser, K.

Editor(s): Poisel, M. A., & Joseph, S.

Citation: Moser, K. (2018). Understanding and Using Assessment Practices in the Context of the Transfer Student Experience. In Poisel, M. A., & Joseph, S., Building Transfer Student Pathways for College and Career Success (pp. 109-126). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.

 

Abstract

This chapter reviews changing policy and trends related to transfer students and highlights how the careful assessment of transfer initiatives within the higher education landscape can influence transfer student success. The development of transfer programming and the assessment of its value must be deliberate, collaborative, and focused on data that include the measurement of student outcomes. Central to this work is collaboration between divisions across campus. Student success and the collection of success measures cannot be conducted in individual silos at the institution. Collaboration must be informed by a thorough understanding of the transfer experience at each institution, accompanied by a review of institutional policy and programming designed to address the needs of the transfer student population. Within this examination, institutions should also analyze existing data, including learning outcomes and usage patterns. Finally, for the effort to be sustainable, it is essential to connect this work with existing projects and strategic initiatives that are a priority for this institution. This will ensure the work is not superseded by other institutional priorities.

 

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