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1819 N. Main St.
San Antonio TX, 78212

The nine Foundational Dimensions® explored in this study each have a corresponding committee and function. 

The Dimension committee will determine whether the college as a whole and/or one or more units or departments have either a written or implicit philosophy, purpose, or rationale for its approach to encouraging and facilitating student transfer. Committee members will further determine whether such a philosophy is disseminated or has demonstrable influence on the nature of the transfer experience.

Committee members of the Organization dimension determine how the institution is organized to support transfer-bound students and how it coordinates with receivinginstitutions in various functional areas. Committees also investigate the level of specific services to these students as well as funding and evaluation.

The Learning committee will explore the College’s use of feedback from receiving institutions concerning students’ performance in various academic programs. The committee also considers the level of transfer-bound student involvement in various forms of academic enrichment.

Campus Culture
This Dimension recognizes the importance of both faculty and staff to the quality of support and services for transfer-bound students.  But the Dimension places responsibility for faculty/staff involvement on senior administrators who set expectations and determine the existing system of faculty/staff roles and rewards.  This Dimension also recognizes the importance of a college culture that expects and supports student transfer.

Committee members will judge the effectiveness of the College’s communication to transfer-bound students and the quality of the college’s collaboration with sending institutions to provide transfer-bound students the information they need. Committees will also consider how the college connects transfer-bound students with important sources of support and information and will evaluate the quality of academic advising.

All Students  
Committee members will evaluate the college’s service to individual transfer-bound students and to certain subgroups. The committee will also consider the degree to which all transfer-bound students make connections with college mentors and with appropriate individuals at receiving institutions. Finally, the committee will evaluate the college’s overall support for and encouragement of transfer-bound students.

The Diversity Dimension Committee will focus on how the college conveys standards of behavior related to human or intellectual differences and how the college prepares students for a potentially different environment at the receiving institution in terms of human and intellectual diversity.

Roles and Purposes
The Dimension Committee will consider how the college introduces students to the importance of further education in some academic fields and educational requirements for employment in those fields. Performance Indicators also question the degree to which transfer-bound students are given an opportunity to revisit their motivation for college and whether they understand the rationale for general education and major requirements.    

The Improvement dimension evaluates the level and use of assessment. They also consider the college’s efforts in disseminating important data and information about transfer-bound students as well as the college’s own efforts to contribute to and learn from other sources of research and information 

Each committee is made up of 8-10 staff and faculty volunteers. Committees will convene throughout the fall and early spring semesters.