1. How UC Campuses Select Transfer Students UC Counselor Conference September 2015

2. COUNSELOR CONFERENCE 2015 “Transfer students bring much needed diversity in terms of ideas, backgrounds, and experiences, and in so doing enrich the campus learning community in immeasurable ways." George Bunch, Assistant Professor, Education, UCSC

3. COUNSELOR CONFERENCE 2015 Selection – All Campuses Priority to California Community College applicants 60 semester/90 quarter transferable units 7-course pattern complete Minimum 2.4 GPA (2.8 non-residents) All minimum requirements completed by spring Transfer Academic Update submitted

4. COUNSELOR CONFERENCE 2015 Selection – Campus Variations Selective MajorsNon-selective Majors Major preparation/completion of articulated coursework Recommended major preparation Minimum overall GPA Minimum GPA in major preparatory coursework Overall number of units English & Math by fall** IGETC completion**Progress toward completion of GE/breadth requirements TAG/TAP/Honors program or coursework TAG/Honors coursework ** not all campuses and/or majors

5. COUNSELOR CONFERENCE 2015 Transfer Admission Planner UC TAP is an online tool to help prospective UC transfer students track and plan their coursework. The UC TAP tool is designed for use by students transferring from California community colleges, including those students who are seeking a Transfer Admission Guarantee (TAG) with one of the six participating UC campuses. Students can use the Transfer Admission Planner to enter their coursework (completed and planned) from the very beginning of their college careers, or at any point when they decide to transfer to a UC campus. The planner helps students track their progress toward meeting UC's minimum requirements, and allows UC staff to communicate important information to prospective transfer students.

6. COUNSELOR CONFERENCE 2015 Additional Selection Criteria Military/veteran status Former foster youth Socioeconomic factors Nontraditional/re-entry Employment Hardship/special circumstance Pattern and trajectory of coursework Campuses may consider some or all of these factors.

7. Case Study 1

8. COUNSELOR CONFERENCE 2015 Case Study 1

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10. COUNSELOR CONFERENCE 2015 Case Study 1

11. COUNSELOR CONFERENCE 2015 Case Study 1

12. COUNSELOR CONFERENCE 2015 Case Study 1

13. COUNSELOR CONFERENCE 2015 Case Study 1 Priority to California Community College applicants 60 semester/90 quarter transferable units 7-course pattern complete Minimum 2.4 GPA (2.8 non-residents) All minimum requirements completed by spring Transfer Academic Update submitted

14. COUNSELOR CONFERENCE 2015 Case Study 1

15. COUNSELOR CONFERENCE 2015 Case Study 1

16. COUNSELOR CONFERENCE 2015 Case Study 1

17. COUNSELOR CONFERENCE 2015 Personal Statement & Additional Comments Statement 1 Student talks about growing up in family of farmworkers Student motivated to study Political Science to help farmworkers with no voice Student explains how mother’s work injury has inspired her to study labor law Statement 2 Student speaks about coming from low-income immigrant family Student describes feelings of “not being good enough” Student talks about presenting a research paper at Stanford University and finally feeling “good enough” Additional Comments Explains Fall 2012 grades: mom suffered injury at work and student had to supplement family income

18. Case Study 2

19. COUNSELOR CONFERENCE 2015 Case Study 2

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25. COUNSELOR CONFERENCE 2015 Case Study 2

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27. COUNSELOR CONFERENCE 2015 Case Study 2 AU Additional Information

28. COUNSELOR CONFERENCE 2015 Case Study 2

29. COUNSELOR CONFERENCE 2015 Case Study 2 GPA, Units, 7-Course Pattern

30. COUNSELOR CONFERENCE 2015 Case Study 2 Employment

31. COUNSELOR CONFERENCE 2015 Case Study 2 Honors and Awards

32. COUNSELOR CONFERENCE 2015 Case Study 2 Extracurricular Activities

33. COUNSELOR CONFERENCE 2015 Case Study 2 Volunteer Work and Community Service

34. COUNSELOR CONFERENCE 2015 Personal Statement & Additional Comments Statement 1 Student talks about hearing stereotypical descriptions of African Americans while growing up Student wants a degree in African American Studies Student 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 student’s focus and goals

35. Thank you!