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Demystifying Transfer Review September 2014

Demystifying Transfer Review September 2014. Minimum qualifications vs. selection Comprehensive Review Two case studies.

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Demystifying Transfer Review September 2014

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  1. Demystifying Transfer Review September 2014

  2. Minimum qualifications vs. selection • Comprehensive Review • Two case studies “If I could only choose one student next year, and randomly, it would be a transfer student. They are seriously not kidding around.”—Avril Thorne, Professor, Psychology, UCSC AGENDA

  3. TRANSFER QUALIFICATIONS • Qualifications = minimum requirements to be qualified for admission to the University of California system • For Junior Transfer – • 7 course pattern of classes • 60 UC-transferable semester units • 2.40 grade point average in UC-transferable courses

  4. ADMISSION EVALUATION • Applicants are admitted primarily on the basis of academic performance and preparation for the major • Preparation is assessed by a review of: • GPA • Completion of lower division prerequisite courses for the major • Breadth courses for the College/School • Grade trends

  5. ADMISSION EVALUATION • Additional considerations: • Interest in the major • Extracurricular accomplishments • Employment and/or family responsibilities • Personal qualities such as leadership and motivation • Potential to contribute to the intellectual and cultural diversity of the campus • Veteran status, foster care • Completion of AAT/AST degree

  6. COMPREHENSIVE REVIEW • Academic factors (major preparation, GPA) are most important. • All factors, academic and non-academic, are reviewed in the context of each applicant’s circumstances. • We also consider available resources and/or opportunities, and accomplishments given these circumstances.

  7. PERSONAL STATEMENT • WE LOOK FOR: • Demonstration of intellectual curiosity and interest in the intended major • Evidence of a student’s ability to think and write analytically • Personal qualities such as maturity, perseverance, tenacity, leadership, and/or service to others • Not just what a student has done, but the choices he/she has made and what he/she gained as a result of those choices

  8. CASE STUDY • Case Study #1

  9. CASE STUDY

  10. CASE STUDY • Communication with Student

  11. CASE STUDY • Student Response

  12. CASE STUDY Additional Communication with Student

  13. CASE STUDY • Gaps in Education & Additional Academic Comments

  14. CASE STUDY

  15. CASE STUDY [All gaps were explained.]

  16. CASE STUDY

  17. CASE STUDY

  18. CASE STUDY

  19. CASE STUDY

  20. CASE STUDY

  21. CASE STUDY • GPA, Units, 7-Course Pattern

  22. CASE STUDY

  23. CASE STUDY • Personal Statements • Statement #1: speaks of interest in major within • context of personal experiences (physical and • emotional abuse growing up) • Statement #2: speaks of breaking the cycle of • dysfunction with her own children • Both statements provide excellent context of student’s • experiences & challenges overcome

  24. CASE STUDY • More information to consider…

  25. CASE STUDY • Case Study #2

  26. CASE STUDY Family Information

  27. CASE STUDY • Gaps in Education & Additional Academic Comments

  28. CASE STUDY 113159 NORTHSIDE HIGH SCHOOL WARNER ROBINS GA

  29. CASE STUDY

  30. CASE STUDY We have received your University of California Undergraduate Application for Admission and Scholarships. Thank you for your interest in our campus. We are in the process of reviewing your application. Before we can complete our review and reach an admission decision, we need the following information from you:  - Course descriptions for Engl 106 and Hist 140 at Philander Smith College, and Engl and Hist 1 at Madison. Also, do you have an updated transcript from Philander showing the W's? Otherwise, I am going to have to use those F's. We must receive this information within five days of this message date, or processing of your application may be delayed or canceled. To respond to this message please use our online response form by clicking the following link: https://ugappinfo.ucop.edu/messageResponse/index.cfm?m=98FDE28C-FFBB-9CD4-4B528D6393738CAF DO NOT reply to this email as it will not be delivered. 

  31. CASE STUDY Message Detail

  32. CASE STUDY

  33. CASE STUDY AU Additional Information

  34. CASE STUDY

  35. CASE STUDY • GPA, Units, 7-Course Pattern

  36. CASE STUDY Employment

  37. CASE STUDY Honors and Awards

  38. CASE STUDY Extracurricular Activities

  39. CASE STUDY Volunteer Work and Community Service

  40. CASE STUDY Personal Statements • Statement 1 – • Student talks about hearing stereotypical descriptions of African Americans while growing up • Student wants a degree in African American Studies; wants to open non-profit programs focused on teaching African Studies, influencing government policy, and uplifting the community • Student describes difficult personal experiences that shaped interest and goals • Statement 2 – • Student speaks about feeling inferior and dumb as a child • Established a non-profit focused on the homeless and disabled • Inspired to return to school, focused and ready to work • Experiences as an African American help shape students’ focus and goals

  41. Questions?

  42. Thank you!

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