DFC’s Katia Colón-LaCroix Helps Transfer Students Reach the Finish Line

Katia Colón-LaCroix, Dougherty Family College’s College Persistence Counselor

Dougherty Family College (DFC), the first replication of the CTB model, boasts a proven track record aiding students in not just attaining their associate’s degrees, but also transferring to and completing bachelor’s programs. Part of the University of St. Thomas campus in Minneapolis, DFC has an exceptional graduation rate—thanks to wrap-around services that support students before and after graduation. Since its inception in 2017, DFC has had over 81% of its graduates transition to four-year institutions, with 74% either graduating or currently enrolled in bachelor’s programs.

In addition to equipping students with the skills that they need to transfer, DFC has a secret weapon: Katia Colón-LaCroix, College Persistence Counselor. Katia’s work begins once students have graduated from DFC. 

“Students leave DFC well-prepared for future studies, however, transfer students still need to learn how to adjust to a new campus and learning environment,” Colón-LaCroix says. “Many need help with financial challenges or finding out ways to meet people in a larger school.”

Colón-LaCroix’s wealth of knowledge from working with youth for nearly 25 years means she’s well-suited to advise students about what to expect from a four-year university and how to be successful in a new program. She previously worked both as an educator and as an administrator—roles that made her passionate about dismantling barriers that students face to achieving a university degree.

While Colón-LaCroix is part of the DFC staff, she works with students who continue on to all sorts of four-year programs, not just those at University of St. Thomas. To accomplish this, she tries to visit every campus where DFC alumni have transferred. Colón-LaCroix uses an intrusive advising approach that prioritizes proactive engagement.

“I start by trying to understand each student’s goals. We do things like review syllabuses and talk through best practices in time management. We also make a plan to reach graduation, even if it takes longer than four years,” she says.

Beyond academic support, Colón-LaCroix says transfer students face more financial challenges than other populations. Much of her job consists of identifying grants or emergency funding for students who need extra financial help.

She also helps students find their niche on campus. While the CTB model focuses on belonging, transfer students sometimes suffer from imposter syndrome when they begin at a new school. Colón-LaCroix addresses this feeling by suggesting clubs, events and organizations that students might be interested in, based on her knowledge of their interest areas. 

“Students can feel too intimidated to join clubs and attend events. But once you can get them to go to one event, they often stick with it,” she says.

Colón-LaCroix loves the impact she is able to make through her job, but knows that not all transfer students have a counselor like her to turn to on their campuses. Schools often offer transfer student orientations, but leave students to mostly fend for themselves afterward.

“Faculty and staff across higher ed should be more trained about transfer students and what they need,” she says. “And all schools should look into hiring a position like mine to make sure that this important demographic can reach graduation.”