Interview Questions

Tell me about a mistake you made and how you fixed it.

Advised two M1s that they didn't have to do the reading for their first class - it was all supplemental. Came to find out in a meeting the next week that it was supplemental LAST YEAR - not this year. Though I had met with about 10 m1 students that week, I take excellent follow-up notes so I knew which two students I had shared that misinformation with. I contacted them promptly and explained my error. Both of them wrote back thanking me warmly for giving them the correct information. (If they want a more serious example, mention Janet and telling her that nothing would happen with her financial aid only to find out a day later that we were no longer sure this was the case.)

Describe a difficult work situation and how you overcame it.

Advising students through the teach-out. Starting in Fall 2016, there was an incredibly amount of uncertainty surrounding Globe. Students were understandably anxious, concerned, and emotional about what would happen to their educational futures. Because everything was changing on a daily basis, we at the campus level were given very little information from our corporate office, and it was frustrating to be able to tell students nothing about what was happening. Finally, at the end of December, we learned that we would be putting students on a teach-out. They would at least be able to finish their degrees. I met with every Madison student to discuss their options with them. Several were still upset, but many were relieved that they would be able to finish their programs at Globe. It was the most uncomfortable several months of my professional life, but I was glad to be able to end the year with good news for students. • CareerPath rollout - In the spring of 2015, Globe announced that it would move to a new six-week course delivery model (CareerPath) as of January 2016. ALL programs would need to convert over, which also meant that our Allied Health programs would have to have new curriculum. The prospect of this significant change caused anxiety among many students. In order to ease their worries, the Associate Dean and I developed and facilitated trainings to help students and faculty be successful in accelerated hybrid classes. We taught students how to navigate the online portion of a hybrid class and how to manage their time with 6-week classes. Despite all the initial apprehension surrounding the transition to the new learning model, student retention in the 2015-2016 academic year was the best that the Madison campus has ever had (76%). • Improve retention to benchmark standards - When I arrived at the Madison East campus in 2012, annual student retention was 64%. Our accrediting body, ACICS, has a benchmark goal of 70%, so our campus was on reporting for that 2012 year. My campus director challenged me to improve retention to 70% for the 2012-2013 year. We implemented a variety of initiatives - new student meetings, early alert system, attendance meetings - to improve retention. At the end of the 2013 academic year, our retention exceeded the Madison East campus goal at 74%. And every year I've been Dean, it's been above 70% (almost 5 yrs). • Madison West and East consolidation. The Madison West campus closed as of June 2016, and students as well as staff and faculty transitioned over to the Madison East campus. People lost their jobs, and others took on new roles. For example, while I had been the Dean of Education since 2014, my role shifted back to Dean of Students in the summer, and the DOE at the West campus became the Dean of Faculty. We had to merge the two schedules, cultures, the two P&Ps as well. It took teamwork, give and take, and good communication, but we're feeling more like "one big family" (Brady Bunch) than we did at the start.

Tell me about a major challenge you faced and how you handled it.

Advising students through the teach-out. Starting in Fall 2016, there was an incredibly amount of uncertainty surrounding Globe. Students were understandably anxious, concerned, and emotional about what would happen to their educational futures. Because everything was changing on a daily basis, we at the campus level were given very little information from our corporate office, and it was frustrating to be able to tell students nothing about what was happening. Finally, at the end of December, we learned that we would be putting students on a teach-out. They would at least be able to finish their degrees. I met with every Madison student to discuss their options with them. Several were still upset, but many were relieved that they would be able to finish their programs at Globe. It was the most uncomfortable several months of my professional life, but I was glad to be able to end the year with good news for students. • CareerPath rollout - In the spring of 2015, Globe announced that it would move to a new six-week course delivery model (CareerPath) as of January 2016. ALL programs would need to convert over, which also meant that our Allied Health programs would have to have new curriculum. The prospect of this significant change caused anxiety among many students. In order to ease their worries, the Associate Dean and I developed and facilitated trainings to help students and faculty be successful in accelerated hybrid classes. We taught students how to navigate the online portion of a hybrid class and how to manage their time with 6-week classes. Despite all the initial apprehension surrounding the transition to the new learning model, student retention in the 2015-2016 academic year was the best that the Madison campus has ever had (76%). • Improve retention to benchmark standards - When I arrived at the Madison East campus in 2012, annual student retention was 64%. Our accrediting body, ACICS, has a benchmark goal of 70%, so our campus was on reporting for that 2012 year. My campus director challenged me to improve retention to 70% for the 2012-2013 year. We implemented a variety of initiatives - new student meetings, early alert system, attendance meetings - to improve retention. At the end of the 2013 academic year, our retention exceeded the Madison East campus goal at 74%. And every year I've been Dean, it's been above 70% (almost 5 yrs). • Madison West and East consolidation. The Madison West campus closed as of June 2016, and students as well as staff and faculty transitioned over to the Madison East campus. People lost their jobs, and others took on new roles. For example, while I had been the Dean of Education since 2014, my role shifted back to Dean of Students in the summer, and the DOE at the West campus became the Dean of Faculty. We had to merge the two schedules, cultures, the two P&Ps as well. It took teamwork, give and take, and good communication, but we're feeling more like "one big family" (Brady Bunch) than we did at the start.

How would you counsel someone who isn't sure what they want to do for a career?

Although I haven't formally done career advising, I have done it in an unofficial capacity. I've worked with Globe students who decided they wanted to change majors multiple times. While I always referred students to Career Services, I urged them to job shadow someone in the field or ask questions of a faculty member working in that field. I think it would also be important to coach students to take at least one self-assessment to determine what their skills/interests are and how they match with various occupations.

Why should we hire you?

Based on the Senior Student Support Advisor position description, I understand that you are looking for a positive, professional individual who has experience developing, facilitating, and managing successful advising programs for a diverse group of learners. This is who I am and what I have been doing for the last 9 years of my professional life. I enjoy both working one-on-one with individual students as well as big-picture planning and overseeing a team and department. I have excellent communication, program planning, and leadership skills that I would bring to this position. I'm very excited about the prospect of serving the Madison College student population.

What types of educational technology are you familiar with?

Blackboard, Canvas, D2L · Campus Vue for student records, degree audits, and master scheduling · ImageNow for secure record storage · Teaching with iPads (since October 2013), smartboards · Microsoft Sharepoint, Office, Skype for Business

Have you handled a difficult situation with a coworker? How?

Cassie and Michelle's fights - they have a really hard time communicating. Both of them are strong-willed, very direct, speak their mind, and are passionate, dramatic personalities. I have listened to my employee's side of the story, and then reminded her that although she doesn't have to like Michelle, she has to be able to work with her; it's essential that Academics and Admissions work together. I asked them to talk their problems out rather than emailing back and forth.

What is your communication style?

Globe uses a system called Insights, which is based on Jungian psychology. It's similar to Meyers/Briggs, but it's focused on communication style more so than personality. Insights has 4 distinct types that are all identified by a different color: red, blue, green, and yellow. My top two color energies are green and blue, which means I am most comfortable using introverted feeling and introverted thinking energies. I tend to be more subdued in my communication. The green part of me is caring and wants everyone to contribute to decisions, while the blue part of me is very analytical and detail-oriented and wants as much information as possible in order to make a decision. • The best thing about Insights, though, is that it acknowledges that human beings aren't one-dimensional. We all have the ability to use all of the color energies. So even though I'm most comfortable being introverted, I can be extroverted. I give energized presentations, and I make goofy videos to advertise upcoming student events. The other great thing about Insights is that it helps me to identify another person's top colors, by observing their communication style, body language, etc., and I can adapt my own style to fit theirs. For example, if I'm writing to someone who is very to-the-point (a red), I'll write a brief email with a bulleted list. If I'm writing to someone who is all about relationships (a green), I'll say something like "I hope you're well" in my greeting and be sure to ask them to follow up with me if they have questions or concerns, so they feel like I value their input.

What was your biggest accomplishment in your last position?

Globe: Improving overall retention with our targeted initiatives. The campus was in a dangerous position, and I helped energize and focus the team's efforts to improve. Was at 64% retention in 2011-2012, was 74% in 2012-2013. · UW: Creating Med*STAR. It was a brand-new program created from scratch, never been done before, created with minimal resources and developed by just my colleague and I, and with minimal advertising we recruited 45 students. Based on survey feedback, they had a very good experience.

What motivates you?

Having challenging but achievable goals to meet, serving students and watching them graduate, knowing that I can be recognized for good work, helping my team

How do you learn complex information?

I am a mutli-modal learner, and very detail-oriented. When I need to learn new and complex information, I try to involve as many of my senses as possible. I prefer when someone can both show AND tell me how to do something new. I take notes by hand and then read them over to myself shortly afterwards, adding information that I missed. I come back to the notes later and read them over aloud, or summarize them aloud without looking at them. I also color-code them so that it is easier for me to understand relationships between ideas.

Describe a decision that you made that was unpopular and how you handled it.

I am the type of person who likes to get input from as many people as possible, and get as many facts as possible, before making a decision. So I try not to make wildly unpopular decisions. However: Asking Admissions not to enroll anyone after Day 1 of Week 1. Not popular with Admissions, but most beneficial for the students.

Why do you want to work at Madison College?

I believe in public, affordable education for all. I want to work in a busy environment where I'm challenged to utilize and develop my advising, program development, and leadership skills.

What philosophy guides your work?

I believe in student-centered education, empowering students and making them active participants in their learning. I believe in helping to graduate students who are critical thinkers, problem solvers, and good communicators. (How do I do that? Helping them learn how to solve their own problems - asking them questions when they come to me with concerns to walk them through the process of solving their problems) (lots of our students make bad decisions - how am I going to prevent myself from perpetuating this problem) (ex: student who might be getting evicted - what happened? have you talked to your landlord? What did they say?)

Why are you leaving your job?

I don't feel challenged in the work I am doing now. Student traffic in my area is very slow - during a busy week I see maybe 15 students total - but when students aren't stressed out, I am lucky if I see a student or two a week. I try to stay busy developing seminars, handouts, finding other projects to assist with, but the scope of my position is so limited compared to what it once was. I miss being busy, seeing students all day, feeling purposeful.

What did you like about your previous job? Dislike?

I enjoy the people I work with - everyone on both the UW team and Globe is friendly, supportive, and passionate about education - we all share that as a common goal. I also really like the problem-solving that comes with advising students and the freedom to create seminars and programming from scratch. • Dislike -Lacking challenge. Having very little to do.

What do you expect from a supervisor?

I expect my supervisor to listen to me when I have a question or a problem and give me feedback/advice. I would also want them to be honest with me about my performance and how I can improve. (constructive criticism as well as recognition when I'm doing well)

What is your greatest weakness?

I get nervous speaking in front of a large group of people, and in high school and college I was terrible at it. However, my various roles have required me to frequently talk in front of large groups of students, staff, and faculty, so I have had to improve in order to be successful in my jobs. Practicing my presentations several times helps me to bolster my confidence. I also like to make my sessions interactive whenever possible, because it's easier to lead a discussion then stand and lecture for a long period of time. A couple of years ago during a classroom presentation, I asked a group of students to guess my communication style, and they all thought I was extroverted! I was proud of myself for being able to overcome my fear to such an extent. I've come a long way from where I once was.

Tell me about a time when you had to deal with a coworker who wasn't doing her fair share of the work. What did you do? What was the outcome?

I had a team member who was struggling to do her share of the academic advising work - which comes naturally to me and I really enjoy doing it, so I noticed it. I realized that she wasn't slacking, she just needed more training. I took some time to coach her more and do periodic check-ins with her. Although she didn't ever come to enjoy student scheduling the way I did, she improved and was grateful for the one-on-one time. · I'm really efficient and a good time manager, so I'd often finish my half of projects before coworkers were finished with theirs. That doesn't mean that they were slacking. I've offered to help and give tips and tricks for the best way to pull certain data, etc. Or I've simply moved on to the next task.

What experience do you have with career advising?

I have worked closely with Career Services staff in all my professional roles, often meeting jointly with CS and a student to discuss issues, troubleshoot, and create action plans that involve both academics and CS. I have attended cover letter and resume writing workshops and sat in on professional development courses as an observer through Globe. I've also given some feedback to students on resumes and cover letters, and I feel comfortable in my abilities to do so. I've been a mock interviewer for Globe students. Having been on the interview trail myself throughout the past year, I also have current first-hand experience about what students need to do to be successful on the job search (network, follow up, do your homework before an interview, etc.)

How do you handle stress and pressure?

I love prioritized to-do lists. I spend just a few minutes at the end of each day jotting down what needs to be accomplished the next day, so that I can keep on top of everything I need to do - then, I'm less stressed out. (exercising, too) A manageable amount of stress is good and healthy, though - it keeps me motivated and focused. A moderate sense of urgency keeps me productive.

Tell me about your vision for student retention at Madison College.

I think the key to retaining any population of students is building rapport, establishing relationships, and guiding students to resources. Encouraging students to talk about their feelings, issues and obstacles, and directing them to appropriate resources, is, I think, the biggest key to retaining them. (need a relationship with SOMEONE, maybe not Student Services, but then a faculty member, or someone else who they trust and who can guide them to resources)

Why do you want this job?

I want to continue to work in Student Services - it is fulfilling to know that I am helping students every day. This particular role interests me because it seems to me the best of two worlds: I will get to advise students 1-on-1, as I am doing now, but I would also be able to oversee a department again, coordinate a variety of activities, and work with faculty and direct reports in addition to students. I would be able to continue my professional development, exercise and grow my skillset.

What are your goals for the future?

I would like to continue to learn more about the Student Services department at Madison College, and how it functions. I would like to develop expertise in Career Services and master the Senior Student Support Advisor role. What does a typical career path look like for someone with my level of skills & experience?

How would you handle an employee who was underperforming?

I'd start by having a discussion with them to try and figure out what the root of the problem is. Maybe something is going on outside of work that is causing a lot of stress, maybe they're not feeling challenged, or maybe they're overwhelmed. I'd get to the bottom of the issue and then ask them where they'd like to be in a week, a month, etc. - specific goals. I'll share my goals for that employee too, especially if they don't match the employee's goals. I'd ask them what resources they think they would need to reach those goals, if any, if they don't already have them. Then I'd set up a follow up meeting to check in and follow up with an email summarizing what we talked about. I'd try to avoid a formal Performance Improvement Plan with HR unless it's necessary.

Tell me about yourself.

I'm a Student Services administrator who is passionate about student success. For the past 9 years, I've been helping students reach their educational and career goals. I excel at big-picture areas of Student Services, such as managing retention projects and student resources, as well as day-to-day items like helping students solve their problems. I look forward to talking with you today about how I can use my communication, organizational, and leadership skills to help the students at Madison College.

How would someone who doesn't like you describe you?

I'm not aware of specific criticisms, but I think that people who dislike me might be annoyed by my high standards. I set high, but fair, goals and hold myself and my team accountable to them. Someone who might not want to work so hard could be resentful of that.

What are you passionate about?

I'm passionate about student success and students getting a great education- it's been my responsibility for the last 9 years to retain students, so I'm always trying to figure out new approaches/initiatives to help students stay in school. (Outside of work - passionate about being with my family, reading, being outdoorsy)

Why shouldn't we hire you?

I've been told by supervisors and team members that I don't give myself enough credit for my contributions to accomplishments. Perhaps I'm not selling myself to you as strongly as I might today because it feels like bragging to me. However, I really do believe that most great things that I've been a part of are accomplished by the team effort of multiple individuals, and that no one person can take all the credit for a campus's success. If you don't want someone who believes strongly in the value of teamwork, you shouldn't hire me.

Give some examples of how you have worked on a team.

I've worked on a number of teams: the Learning Specialist team, Student Services team, faculty team, leadership team, student tutors, Admissions, Financial Aid, Career Services, and the interdepartmental retention committee. We had a spirit of collaboration between departments at Globe, which is really beneficial to serving the students. I worked together with Financial Aid to help students understand why it's best to be full-time. I worked with Admissions to help identify students who are nervous about starting school and have objections/need resources. If departments were siloed, students might get conflicting information and become frustrated, or bounced back & forth between depts.; when we're working together, they get the best experience. · I was the facilitator of the campus retention committee at Globe - an interdepartmental team that worked together to improve student retention. I tried to facilitate as much as possible rather than lead and direct, allowing the team to determine the direction of our projects. I wanted everyone to be able to have input - the team is full of talented people and I wanted everyone to contribute. So our team had open-forum meetings, where feedback is welcome, and everyone had responsibility in projects. (Student Awards Ceremony, for example)

How is working with millennials different than working with nontraditional students? What are some challenges in working with each group?

I've worked with both millennials and nontraditional students, and I think both groups of students bring their own valuable attributes to the learning environment. Millennials are very technology and social-media focused, so I'd capitalize on that as best I can for advertising programming information to them or trying to get them involved - try to use the phone as a learning tool rather than a distraction. From my experience, nontraditional students often want to understand the applicability of what they're learning right away - it's often important to them to understand the benefit of taking a Gen Ed course requirement, for example.

Tell me about how you have handled an emotional student.

If the student is in a public area, I take them to a private area like the conference room. I ask them to tell me what's going on, and then I listen actively to their situation (I also ask if I have their permission to take notes). When they're done talking, I summarize what they've told me. Then I take them through the problem-solving process, step by step. If it is a true emergency and they are in danger, then I would call the appropriate authorities with them. If not, then I would help them devise an action plan. I would refer the student to resources as needed. • Incredibly upset student (Pam B, Brianna C, Krista R): Disagreements with an instructor. Listened actively, let them vent. Paraphrase, validate what they are feeling. Talked about how school is preparing them for the workplace, so they need to practice professionalism and resolving issues professionally. Met with student and instructor, together. Did have to meet multiple times and follow up because the situation was not resolved overnight.

What is your experience with planning and executing student programming?

In my current position, we created Med*STAR (Study Tools and Academic Resources). Its aim was to help new students prepare for the rigors of medical school. My colleague and I taught them about sophisticated study skills, productivity management, and test-taking, and we brought in faculty members to help them get acclimated to the curriculum. I also led the academics portion of Orientation and Registration at Globe, as well as numerous small-scale workshops for technology training, information literacy, etc.

What do you know about Career Locker?

Is a job search site developed by UW Madison. Has career assessment tools, links to job openings, interactive resume builder, job interview tools, and information about occupations, training, and education.

What do you know about Tech Connect?

Is a job site for Wisconsin tech colleges. Employers can post jobs that only Tech College students can see, and students can easily apply for jobs relevant to their field. It also includes info about when employer visits will occur on campus.

If you know your boss was 100% wrong about something, how would you handle it?

It depends on the situation and the boss. If it was a small, trivial thing, I probably wouldn't mention it. If it was a significant mistake that would impact the quality of our team's work or potentially affect even one student or employee, then I would inform the supervisor, diplomatically, of course. My previous bosses and current boss are easygoing, and if I was honest with them and told them I thought they had made a mistake, and gave them the correct information, they would be receptive. I probably wouldn't be quite so blunt with a new boss, but I would still approach them, and say, "I could be wrong about this, but would you mind checking this info again, because I think it might be incorrect." I wouldn't want to offend a boss, but at the same time, I wouldn't want our team's work to be incorrect.

What do you see yourself doing within the first 30 days on the job?

Learning as much as I can about the new position. Constructing my own personal training manual. Setting priorities. Asking questions - that will help me learn more about my coworkers and form relationships with them, as well as learn the info I need to know.

How would you promote and encourage diversity in academic and career advising?

Make sure my team and I attend unconscious bias training - most everyone wants to believe that they are inclusive and accepting, but many don't realize the biases that they hold and how these can affect their interactions with other people. I'd address any hateful, bigoted behavior in students directly and let them know that regardless of their beliefs, they need to be professional and respectful in their interactions with other students, staff, and faculty - as this is what will be expected of them in the workplace.

What was your biggest failure?

Mentorship program at Madison West. We were really excited about it but it didn't work. The mentors were enthusiastic, but many of the new students didn't want to meet with their mentors. After awhile, students didn't want to be mentors because they didn't see value in it. We learned from that, however - did it programmatically, within classes, and had some required assignments that are graded for both students in the mentor-mentee relationship.

What is your greatest strength?

My greatest strength is my ability to communicate. My writing skills are excellent, which is very helpful when I'm answering numerous emails to students and faculty every day, creating presentations, and writing reports. I'm also a great listener and problem-solver, which serves me well in one-on-one discussions with students and direct reports.

What is your leadership style?

My leadership style is service-oriented. I like learning the professional goals of my direct reports and coaching/mentoring them to help them grow towards those goals. For example, Jessie was interested in staying in the classroom - reduced some of her administrative duties so she had time to teach and continue to grow that skillset.

Have you ever dealt with a company policy you weren't in agreement with? How?

No counseling services - for liability reasons. All these at-risk students with no counseling. (students who had PTSD, students who had lost a loved one, students who had been raped) But we refer students where needed.

What adjectives best describe you?

Organized, dedicated, hard-working, team-oriented, driven to succeed, positive, detail-oriented, persistent, independent, professional

Talk about how you have streamlined a policy or improved efficiency.

Stopped moving classes around all willy-nilly. Having a predictable pattern for when classes are offered in each program (and coordinated with the West campus when it was still open, to maximize course availability for shared students.) Helps the instructors and also the students so you can guesstimate for them when a class will likely be offered a year from now, even if that schedule is not done yet.

How do you work with a diverse population of students?

The student populations I have worked with at both Globe and UW have been quite diverse: in ethnicity, gender, abilities & disabilities, age - I've worked with a lot of nontraditional students. I've also worked with a lot of socioeconomic diversity -lots of students at Globe, especially, came from disadvantaged situations. There are certainly a lot of rich experiences that a diverse student body brings to the learning environment; it helps advance the learning process more so than if it was a homogenized population. Working with a diverse population means being sensitive and respectful to everyone, and willing to educate and coach students who may not be. A diverse population of students also needs access to a variety of support services, so it is important to have an abundance of resources at the ready.

What is your dream job?

When I was young, I really wanted to be a novelist. I realized quite soon that I just didn't have enough ideas or creative talent to survive as a writer of fiction. My grown up "dream job" is one that allows me to think, create, and problem solve, and work with smart, compassionate, driven people, for an organization whose mission I believe in. So while I don't have a specific job title in mind as a "dream job," I'd be very happy in a position where I'd be regularly doing the tasks I just mentioned.

Tell me about a time you misjudged a person.

When I worked at the Madison West campus, I interacted infrequently with a staff member at Madison East who seemed very fake to me. My impression of her was that she didn't really care about the people she was working with, she just pretended to - it was her exaggerated demeanor, body language, voice, it sounded very affected. I was uncertain about accepting the DOS position at Madison East because she would be a direct coworker. However, I found out through working with her that she truly did care about the students, faculty, and staff. Her manner may have been a little affected, but I could tell by the decisions she made and the lengths she went to to help me with student dilemmas that she really did care immensely. We worked very well together.

Tell me about a time you helped someone.

When my former supervisor left the Madison West campus, I served as interim Dean of Students at both campuses, to help out the West campus director. I didn't have to do it - they were posting the position but could use the help in the interim, so I worked on both campuses. It was busy - it was the very end of the quarter, and that is when we are crazy with administrative duties, students withdrawing, and students changing their schedules. I alternated days every week for a month, focusing on the biggest, most pressing problems, while I taught my team to tackle some of the lesser issues that I would normally handle. We all grew in that situation, and my boss was grateful for the extra help.

Give me an example of when you took time to share a coworker's achievements with others?

When one of my employees asked to go part-time because she had a lot going on in her life, my boss had some concerns; he didn't think she would be able to finish her workload. I shared that she was the strongest Academic Coordinator I had ever worked with, in any capacity, and I knew that she would be able to get her work done - she is incredibly efficient, hard-working, and does quality work. He allowed her to go part-time, and she did fine. · (Also Serena - going to bat for her to get a new position)

Have you had to convince a team to work on a project they weren't thrilled about? How did you do it?

Yes - file audits! They need to be done. Explaining the value, why it's important, how it will save work for us in the future for accreditation visits.

Have you ever worked with someone you didn't like? How did you handle it?

Yes, I've worked with people I don't like, but I put my personal feelings aside and am professional with that person. I've found that the worst way to have a conversation where two people don't agree is through email. It's so easy to read inflection and tone into an email that isn't really there. I've taught myself to get up and go talk face-to-face with someone if I'm feeling frustrated. I'm polite and respectful, and I usually find that there was a misunderstanding between me and the other person, and we get it resolved quite easily. I can think of one person in particular whose personality clashes with mine, and I know she's passionate about seeing her students succeed - we just approach policy in two different ways. So that helps me to appreciate her and keep my communication professional.

What do you know about Transfer Information Systems?

website with info about transferring to the UW system. Includes Credit Transfer Wizards (to see how your courses will transfer), Transfer Guides, Articulation Agreements, and Transfer Plans

What do you know about Madison College?

• Size of campus: 40,000 students in the network, ~15,000 at Truax in 2012 • Tuition is affordable at $130-$260/credit • 150+ programs: arts, agriculture, business, education, health, law, manufacturing, science, engineering, transportation. • Offer AAS degrees, technical diploma, certificate courses, as well as college transfer courses and community enrichment courses and CCEs • 42% of students transfer to 4-year-colleges • 150 transfer opportunities to BS degrees. Madison College is the largest source of transfer students to UW Madison. Students can transfer to UW schools as well as other schools in Wisconsin (Edgewood, Cardinal Stritch, Lakeland, etc.) and outside Wisconsin (Colorado State, Kaplan, Purdue, etc.) • Has online and hybrid options • 89% of Madison College grads are employed in 6 months