Cynthia Heel an

Declaring a Transfer Major
Declaring a major was considered a significant factor for successful student transfer to baccalaureate institution (Transfer Taskforce, City College of San Francisco, 1998). Indecision about an end result for a college career could result, in negative effect on a student’s ability to stay recommended student social committees to help foster goal clarity. Transfer student at Kankakee community college also participated in conferences related to potential transfer majors. Recently, during one of these experiences, two students returned from a conferences with renewed enthusiasm and excitement about their career goals. Another student returned with the realization that she had made an inappropriate career choice (Walsh, 2000). It appeared that involvement with a career beyond the classroom could be an important part of the advising process.
An important aspect of having accurate transfer information was having strong transfer agreements with universities. These articulation agreements existed at virtually every college in the sample. While they could be developments existed at virtually every college in the sample. While they could be developed by a different progress in each institution, those transfer agreements existed. At four of the colleges, state policy was working to support transfer (BCC academic faculty, 10/11/00 CCCD transfer advisor, 10/17/01; HVCC Director of Student Development, 3/14/01, VCC counselor, 6/5/01).
At two of the colleges, the articulation agreement went further to incorporate the concept of joint admissions and concurrent enrollment. That is, when a student enrolled at the community college they were also enrolled at the four –year school and were assured of transfer (CCCD Advisor, 10/17/01 and VCC students, 6/5/01).

Summary and conclusions
　　　Advising student is an important factor in the success of all students whether they plan to transfer or get a job after their work at the community college. Both the literature and some of the colleges in the sample explored innovations relative to advising mostly in grant-funded TRIO type programs oriented toward transfer students. Students Support Services programs, for example could be effective for both transfer students and for workforce oriented students when applied in a systemic manner. Research is needed to determine effectiveness in these programs, but Student Support Service programs essentially implement the concepts endorsed by the National Academic Advising Association and by the authors who wrote about career development and were cited in this paper. For example, building a relationship with a client, exploring options, assisting in making a decision about a particular field, and implementing and reviewing an action plan (Magnesson, Casey, 1995) requires meeting with students on a regular basis throughout their college career.