Concentration Planning and Transfer Center 8/21

Transfer Center overview

• Cal Poly hosts a centralized transfer center: not tied to any single college or major; serves all transfer students across the university.
• Physical location: Building 52, Room E 30 (near the University Union; a bit away from the O’Connor Building but central on campus).
• Features: open walk-in hours; events and collaborations with colleges and campus groups; community-building space for transfer students.
• Primary contact channels: official website and Instagram account (two main platforms to stay updated).
• Typical events:
  • Transfer Talks: topic-driven discussions with a featured expert; include food; open to all transfer students.
  • Community-building events (e.g., crochet event).
  • Professional headshots: coordination with Career Services; also available through the college for LinkedIn branding.
  • Study abroad information, academic coaching, and peer mentoring through the transfer center.
• Academic coaches: dedicated transfer-student mentors (second-year transfer students) who can discuss topics with you; mentors act as near-peer resources though not limited to your major.
• Social/informal resources: Instagram for updates and event announcements.
• Practical takeaway: use the transfer center to connect with transfer peers, learn from peers in similar transitions, and access targeted support (mentors, coaching, events).

GRAP plan: context and FAQs

• The GRAP plan is being discussed in class to help students map graduation requirements under evolving catalogs (semester vs. quarter system). Many details are not yet officially published; plan with the best available information.

• Important caveat: university catalogs change over time; the 2022–2026 catalog (catalog year 2226) governs students admitted now, and a future switch to the 2628 catalog would be all-or-nothing for each student.

• Key questions addressed in class:

  • Degree Progress Report (DPR) and GE Area D1:
  • D1 has specific requirements that must be fully satisfied to earn credit; often split into components viewed under the DPR:
    • A top section shows whether a class qualified as D1; a "View courses" button shows the specific classes credited.
    • AUS verification section lists three components: US1, US2, US3 (each with distinct descriptions).
    • If all three components are green (satisfied), D1 verified; if any component is not satisfied, you may need additional Cal Poly coursework to fulfill D1 or add a 1-unit class (often political science) for US3.
    • If US1 and US2 are completed but US3 is missing, you can take a one-unit Cal Poly political science course (e.g., POLS 111 or POLS 112) to fill US3.
    • If US1 or US2 is missing, you may need to take a D1 course at Cal Poly (4 units) that covers all three components; there is no partial addition to fulfill missing components.
  • You only need a single class that covers all three components to satisfy D1; the class usually must be taken here at Cal Poly if the US components are not all satisfied by transfer work.
  • GE Electives (Areas B, C, D) on the DPR are labeled GE Elective One and GE Elective Two on the Grad Plan. These are flexible options where two separate courses must be taken to qualify as GE electives (can be fulfilled by classes within areas B, C, or D).
  • In DPR, you might see “exempt” for GE electives: indicates transfer credit has satisfied the GE elective requirements (units counted) but not tied to a specific course. In the Grad Plan, you should select Yes to indicate you’ve satisfied that GE requirement and list the four units.
  • Transfer credits and Cal Poly coursework tabs:
  • Complete the Transfer Credit tab first to capture all previously earned credits (GEs, major, and support courses).
  • Then complete the Cal Poly coursework tab for remaining requirements.
  • Conversion charts: currently only available as PDFs and must be navigated slide-by-slide; look for concentration-wise groupings (alphabetical by concentration) and use slide titles as a guide.
  • When listing grad-plan classes: you may use placeholders when you haven’t chosen an exact course yet (e.g., "Upper Division C" for a capstone area). You may also list a specific course if you know it; if a course covers two requirements, list both (e.g., "Upper Division C + GWR").
  • If a required class exists (e.g., BIS 342), you should list just the prefix and number (e.g., BIS 342) to keep the plan concise.
  • Support courses: many are prerequisites; most business students transfer with credits for macroeconomics, microeconomics, Calc I, and Stat 251; check DPR to confirm what’s fulfilled and what still counts as prerequisites.
  • Units and workload: regional and catalog shifts create irregular unit conversions (quarter vs semester). Plan for a typical load around $15$ units per term, with a possible maximum around $20$+ units depending on the term; total graduation is $180$ quarter units (note: this may be converted as semesters later).

• Additional Q&A themes:

  • If you’re concerned about catalog changes due to the transition to semesters, staying with the 2226 catalog is often best for predictability; a switch to 2628 would lock you into new GE and concentration rules.
  • For dual or combined requirements (e.g., a course that counts for both a concentration and a GE or USCP), list both requirements in the same cell (e.g., "ITP 330 + Upper Division B").
  • If a class is new or being removed, an indicator will appear in the conversion chart; seek help locating updated equivalents.
  • If you don’t yet have a concrete class for a requirement, you can use placeholders (e.g., "Upper Division C"); if you later select a specific class, you can update the plan and note the requirement clearly.

• Practical tips when planning:

  • Don’t wait until late winter to declare a concentration (early declaration helps with class registration and targeted communications from the department).
  • Two concentration courses in the first year (spring quarter) is recommended to reduce second-year load under semester scheduling.
  • Keep in mind that declaring a concentration doesn’t lock you into a single path; many students pivot later in their career.
  • Your major requirements plus GE breadth, plus concentration sequencing can be navigated with careful planning and consultation with advisors and mentors.

Concentration declaration and strategic advice

• For business administration students, you must declare a concentration; economics students can declare among qualifying concentrations or opt for a general economics track.
• Why declare early:
  • It helps with targeted advising and communications from the concentration area.
  • It allows you to plan sequenced courses (advisors often emphasize completing at least two concentration courses in the first year to ease later terms).
• Catalog considerations and staying the course:
  • The 2226 catalog is common for admitted students; switching to the 2628 catalog binds you to the new requirements entirely; this can change GE and major requirements significantly.
  • If you plan to switch catalogs, you’ll be required to meet all requirements of the new catalog; this can force more courses and potentially delay graduation.
• Real estate finance note:
  • BIS 434 and BIS 435 may be combined into a single “combined” course in the transition; if you’re planning to complete these in the semester system, prefer the combined course version rather than split prerequisites.
• How to report planned courses on the Grad Plan:
  • If you know the exact course, list “Prefix-number” and, if it counts for multiple requirements, include both in the same cell (e.g., “ITP 330 + Upper Division B”).
  • If you don’t know the exact course yet, you can list a placeholder (e.g., “Upper Division B”) and indicate the requirement; update later with the exact course and, if possible, indicate the two requirements it covers.
• Why concentration panels matter:
  • Nine concentration panels are offered in fall and winter with 3–4 upperclassmen per panel.
  • Panels provide real-world insight, senior-project experiences, internship insights, resume guidance, and network-building opportunities.
• Networking and mentorship resources:
  • Cal Poly Career Connections (alumni network via the university) and Mustang Jobs (Cal Poly’s job board) are primary job/internship channels—handshake is less emphasized here.
  • Alumni mentoring program: apply to be matched with mentors in your concentration; mentors often come from top employers and industries; early sign-up is recommended.
• Consequences of changing concentrations or career paths:
  • Concentration choice today does not guarantee a fixed career path; many alumni pivot after graduation.
  • Networking and experiences (clubs, internships, and projects) often shape career trajectories more than the initial concentration choice.

Graduation plan assignment: the concentration exploration reflection

• What you must do:
  • Between now and August 28 at 10:00 AM local time, research two different concentrations in depth (nine are available) and produce two reflections (one per concentration).
  • Each reflection should address five questions (two reflections total, so five questions per concentration; total 10 responses).
• What to include in each reflection:
  1) Identify the concentration you are reviewing; name it clearly (e.g., Finance concentration).
  2) After reviewing the program descriptions, faculty and student overviews, what is one perspective that stood out to you and why?
  3) After reviewing the catalog descriptions, what is one course that you would be required to take or that sounds most appealing, and why?
  4) After reviewing the career pathways and the GSR dashboard, what is one job title you would like to research further? What did you learn about this job title or career path?
  5) How will you continue to plan and research this concentration as you move forward at Cal Poly?
• Length and format:
  • Each reflection should be approximately 1–2 pages in length (not a long essay; concise paragraphs per question).
  • Submit as a single document containing both reflections or as two separate documents uploaded to Canvas.
• Tools and resources to use while researching:
  • Catalog descriptions and faculty testimonials on the concentration landing page.
  • Student testimonials and alumni perspectives on the landing page.
  • Career Paths pages (industry buckets, typical job titles, and required skills).
  • GSR (Graduate Status Report) dashboard data: focus on the concentration’s first-job outcomes, employer data, and location statistics.
  • Bureau of Labor Statistics (OOH) occupational outlook data for a selected job title to understand duties, environment, education, pay, and future prospects.
• How to access and use the tools:
  • Navigate to the concentration’s landing page: read catalog descriptions, watch faculty testimonials (≤ 5 minutes each), view student/alumni testimonials.
  • Open the career paths section for the concentration to explore common paths and required skills (e.g., for Finance: corporate finance, investment banking, commercial banking, equity research, wealth management).
  • Review curriculum to map courses to skills and career paths; identify core and elective courses that align with your goals.
  • Use the GSR dashboard to identify common job titles and employers historically associated with the concentration.
  • Use the OOH page for the chosen job title to understand duties, work environment, education requirements, and salary data.
• Submission notes:
  • Clearly label the concentration you reviewed in each reflection.
  • If you include two concentrations in one document, indicate which reflection corresponds to which concentration (e.g., “Reflection: Finance Concentration”).
  • The assignment is worth 20 points, reflecting its role as a major guide for career planning in this course.

Concentration panels and mentors: practical connections

• Mentors are transfer students who share their experiences in choosing and pursuing concentrations.
• The panel format provides real-world insights into internships, senior projects, networking, and job-search strategies.
• Contact and follow-up:
  • Mentors’ information is available in Canvas; students can schedule one-on-one meetings.
  • The Career Readiness Center team and Mallory coordinate mentorship and career-readiness support.

Personal branding, resumes, and ongoing career readiness (upcoming sessions)

• Next sessions will focus on personal branding and resume writing;
  • Personal branding helps you articulate your story to employers at career fairs and interviews.
  • Expect breakout groups and practice in front of cameras to build comfort with presenting yourself.
• Prework due before the next class (Tuesday 10:10 AM). Arrive early to maximize engagement opportunities.
• Must-have resources:
  • Career Peers and Career Services for resume, cover letter, LinkedIn, and interview practice.
  • Alumni mentoring programs and Cal Poly Career Connections for networking with alumni.
  • Mustang Jobs for Cal Poly-specific recruiting; Handshake is available but Mustang Jobs is more tailored to Cal Poly.

Quick reminders and scheduling notes

• Prework must be completed before class; grad plan is due by the Tuesday deadline.
• If you have questions, email or Canvas message is appropriate; expect responses within a typical business window (e.g., Monday after weekend).
• Break times: eight-minute break to stay on schedule during the session.
• Camera-on participation is strongly encouraged for the career-readiness portion to maximize engagement and practice opportunities.

Summary of key takeaways for exam preparation

• The Transfer Center is a central resource for transfer students with a physical space, events, coaching, and networking opportunities.
• The GRAP plan involves careful navigation of D1 requirements, GE electives, and catalog changes; you should understand how US1/US2/US3 components are satisfied and how exemptions work.
• GE Electives (GE Elective One and GE Elective Two) can be satisfied flexibly across Areas B, C, and D; “exempt” may indicate credit without a single corresponding class.
• When filling Grad Plan, placeholders are acceptable for non-specific courses; if a course counts for multiple requirements, list both in the same cell (e.g., "Upper Division C + GWR").
• Catalog choices matter: staying with the current catalog usually simplifies planning; switching to the semester-based catalog (2628) can change GE requirements and sequencing.
• The concentration exploration reflection assignment requires two in-depth reviews of two concentrations, using catalog descriptions, career paths, and the GSR data to craft two one-page reflections (1–2 pages each) addressing five questions.
• Networking and mentorship are central to career readiness: leverage Career Connections, Mustang Jobs, alumni mentors, and concentration panels to deepen your understanding and opportunities.
• Practical planning tips include declaring early, planning two concentration courses in the first year, and balancing courses across terms to avoid heavy second-year semesters.
• For internships, start early, communicate with faculty about potential accommodations, and leverage campus resources to optimize your internship search and timing.

Quick glossary of terms (LaTeX-ready references)

• Degree Progress Report: $DPR$
• D1 components: $US1, US2, US3$
• GE Elective One/Two: $GE extrm{ Elective I}, GE extrm{ Elective II}$
• General Education areas: $B, C, D$
• Quarter units vs. semester units: typical term load $ext{around } 12 ext{–}16$ units; total graduation target $180$ quarter units
• Catalog years: 2226
  ightarrow 2628
• Four-unit D1 class requirement if US1/US2 missing: $4$ units; one-unit POLS class for US3: $1$ unit; a D1 course may cover all three components: $US1 + US2 + US3$
• Combined courses: e.g., a single course that satisfies multiple requirements (e.g., “ITP 330 + Upper Division B”).
• Graduation readiness tools: $GSR$ dashboard, $OOH$ (Occupational Outlook Handbook) on the Bureau of Labor Statistics site.
• Career platforms: Cal Poly Career Connections, Mustang Jobs, LinkedIn networking, informational interviews.

Note: All numerical references (catalog years, unit counts, etc.) are presented in LaTeX format in this document where appropriate, e.g., $2226, 2628, 180, 15, 12, 16, 4, 1, 8, 20$, to reflect the requirement to enclose numbers and formulas in LaTeX syntax.