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Transcript of Transfergalicious Improving transfer student adjustment at four-year college & universities Scott...
![Page 1: Transfergalicious Improving transfer student adjustment at four-year college & universities Scott Peska, M.A., Associate Director of First-Year Experience.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d8b5503460f94a720b9/html5/thumbnails/1.jpg)
TransfergaliciouTransfergaliciouss
Improving transfer student Improving transfer student adjustment at four-year college adjustment at four-year college
& universities& universitiesScott Peska, M.A., Associate Director of First-Year Experience and Orientation and Coordinator of the First Year Connections Programs, Northern Illinois University
Artwork by Lenny Gilmore and published in the Northern Star (2007)
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Presentation Outline• Introduction• Review of Literature• Best practices • Discussion
•Associate Director Orientation & First-Year Experience at NIU
•UNIV 201: Transfer Experience seminar instructor
•Doctoral student researching transfer student adjustment
•Community college transfer student
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Fergalicious
Fergalicious – adjective
Meaning: Fergie, a contemporary musical artist (formerly with the Black-Eyed Peas) is so attractive that she drives men crazy (i.e., “make them boys go loco.”)
Derived from combining her name with delicious
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Transfergalicious
Transfergalicious – adjective
Meaning: transfer students are such an attractive population that institutions are expanding programs to increase their number of transfer students and help them adjust to campus.
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Northern Illinois University• Four-year, public, comprehensive, doctoral-
extensive institution located 60 miles west of Chicago
• 18,600 undergraduates (3,200 freshmen, 3,100-3,200 transfers)
• 75 percent of transfers come from Illinois public community colleges
• Majority (60 percent) of juniors and seniors are transfers
• Transfer Center developed within past five years
• New office for Commuting and Non-Traditional Students established 2005
• Mandatory 1-day transfer orientation
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Review of Literature
• How do we define transfer?
• Who are considered transfer students?
• Transfer student adjustment
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Transfer Definitions– Are individuals who transfer fewer than 12 credits to
be considered transfer students?
– Are students that are co-enrolled and transferring their hours considered transfer students?
– Are students who are leave, attend elsewhere, and return an institution considered transfer students?
– Is someone who attended a different institution 15-20 years ago and transferring those credits considered a transfer student?
– How about a student who has 219 credits and is entering to gain a teacher certificate?
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Types of Transfer
• Vertical (2-4) Two-year to four-year institutions
• Horizontal (2-2; 4-4) Two-year to two-year or four-year to four-year
• Reverse (4-2) Four-year to two-year
• Gypsy/Multiple (?-?-?) Attending more than two institutions
(Jacobs, 2004)
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Transfer Definitions
• McCormick and Carroll (1997) “Transfer can be defined as a transition between post-secondary institutions, in which the second institution (the receiving institution) grants the student credit for coursework taken at the first institution (the sending institution)” (p.1).
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Transfer Definitions
Townsend (2002) investigates numerous transfer rate studies and claims, “the major difficulty in determining transfer rates is deciding which students are to be included” (p.15).
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Characteristics of Transfer Students
• “Number & Variety” – commonly used to describe community college students (Cohen & Brawer, 2003)
• Fredrickson (1998) reported on more than 4,700 that the typical (mean) transfer student was – Employed part-time– 26 years of age– Female
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• Grubb (1991) reported that a considerable number of minority students who receive a baccalaureate degree started at two-year institutions
• Cohen and Brawer (2003) suggest that the students least likely to transfer are adult students that attend community colleges part-time
Characteristics of Transfer Students
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• In their NCES national study based on longitudinal data, Peter and Cataldi (2005) found that nearly twice as many younger, dependent, traditional-age students (58%) attended more than one institution compared to independent, non-traditional students (27%).
Characteristics of Transfer Students
California State University, Chico Web Site (2008)
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• Eggelston and Laanan (2001) reported that nearly 50% of community college transfer students are from CTE programs.
• Many community college students transfer prior to earning an associates degree (Cohen & Brawer, 2003; Dougherty, 1992; McCormick & Carroll, 1997; Townsend and Ignash, 2000).
Characteristics of Transfer Students
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Transfer Student Adjustment
• Laanan (2001) states “student transferring from one institution to another is going to experience some form of adjustment”
• Community college students transferring to a four-year institution have been well documented that they may experience a number of academic and social adjustment challenges (Berger & Malaney, 2003; Britt & Hirt 1999; Cedja, 1994; 1997; Diaz, 1992; Graham & Hughes, 1994; House 1989; House & Keely 1993; Laanan 1996; 1998; 2001; 2004; Townsend, 1993; 1995; Townsend & Wilson, 2006).
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Transfer Student Adjustment
• Steinmann, Pope, and Miller (2004) analyzed academic research journals and found that the majority of studies on the transfer process were quantitative with a focus on academic challenges
• “The drop out rate is high [for community college students] and for students who decide to transfer to senior institutions, they experience a difficult adjustment process” (Laanan, 2003 p. 498)
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Transfer Student Adjustment• Most common discussed is Hill’s (1965) findings of
“Transfer shock” (dip in GPA in first semester after transfer)
•Diaz’s (1992) meta-analysis of studies investigating transfer shock found that 79 percent of the studies indicated a relatively low magnitude of half a point or less experienced and that 67% recovered their GPA usually at the end of their first year. Westmont College Admissions Web site (2008)
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Transfer Student Adjustment
Townsend (1995) interviewed 24 transfer students
(16 who left the university) and found:
– Transfer students described the university as having higher academic standards
– That they felt unprepared to attend the university – Transfer students perceived the university as a
competitive environment – That transfer students needed to be more self-reliant – They perceived freshmen to be more prepared and
serious than community college transfers students
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Transfer Student AdjustmentBauer & Bauer (1994) surveyed 92community college transfer students andreported:• Nearly 33 percent experienced difficulty
with making friends at the university • 31 percent shared they struggled to meet
new people• 30 percent reported personal self
confidence issues after transferring and had difficulty “fitting in”
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Transfer Student Adjustment
Keup (2006) found that 61 percent of 1,140
transfer student respondents rated
themselves as “above average” among their
peers in their social self-confidence.
Gumm (2006) found that the community college transfer student’s interaction with peers was a high social predictor of transfer students persisting the following semester
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Transfer Student Adjustment
Britt & Hirt (1999) Conducted groupinterviews with 25 students and interviewswith 16 administrators
– They found that participants reported feeling isolated and found the most difficult part of their adjustment to the institution was in making friends
– The administrators believed this was in part due to the lack of institutional resources available to students in the spring
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Transfer Student AdjustmentSmith’s (1999) dissertation study investigated the concept of matteringthrough perceptions of 161 community collegetransfer students and found: •That nearly one third of the participants perceived that they did not matter to the university (compared to the community college) •They found the university to be less student-centered than the community college.
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Transfer Student Adjustment
Nowak (2004) interviewed 23 communitycollege transfer students and eight facultyand found:
– That often the four-year institution made assumptions that students transferring from community colleges had similar experiences, when in fact community colleges are vastly different.
– Perceived that they had to search things out on their own at the university and did not feel that they knew many people on campus
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What we can, should, and need to do!
Best Best PracticesPractices
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Best PracticesTransfer FIGS – University of Oregon• Transfer First-Year Interest Groups are designed
for transfer students with major or pre-major status, but open to all transfers
• Transfer FIGs are promoted during orientation.
• Transfer FIGs have a transfer student Teaching Assistant to help address the unique needs of trans transitioning to campus.
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Best PracticesTransfer mentor/Ambassadors - University of
North Texas
• Transfer Ambassador Program connects new transfer students with current UNT transfer students.
• Transfer Ambassadors attend transfer orientation sessions and help personally mentor new transfer students
• Transfer Ambassadors participate in a "Transfer Panel" to answer questions at orientation.
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Best PracticesTransfer Seminars • Radford University – UNIV 100-T
– Transfer student academic transcript evaluation – Getting involved
• NIU – UNIV 201 –Transfer Transition course– 1 –credit, 12-week graded course– Extended orientation – academic & social aspects of
the community
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Best PracticesOrientation options - University of Utah
• A 3-hour transfer orientation
• A 6-hour comprehensive transfer orientation
• An overnight transfer orientation
• A combined (freshmen & transfer) orientation
• Mini orientations (during the first day of classes)
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Best PracticesWelcome Week Events
• Transfer small group meeting – opening night
• Transfer Student Cookout
• Transfer student Academic Success/involvement seminars
• Transfer student social dinner
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Best PracticesTransfer Student Organizations
• Tau Sigma– 50 chapters nationwide– 14 Scholarships of $500 to $2,500
• Transfer Student Associations– Transfer student BBQ– Open house and transfer days
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Best PracticesBrochures - University of Michigan
• Downloadable (PDF) Transfer Brochure -for each term (summer, fall, winter, & spring)
• Includes:– Overview of the day– Important dates / Academic calendar– Registration information– Traveling to campus information– FAQs– Important Contacts (phone numbers & Web pages)– How to access an online checklist of what students
need to do before arriving on campus
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Best PracticesWeb Resources - Use and promote national,
regional, and state online resources
• http://www.collegetoolkit.com/Guides/Transfer/resTransfer.aspx
• http://www.ehow.com/how_2143738_college-transfer-smooth.html
• http://tes.collegesource.com/• http://collegetransfer.net/• http://www.itransfer.org/newwebsite/
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Best PracticesTransfer student living-learning communities
or housing floors - University of California, Santa Cruz
University of California, Santa Cruz Web Site (2008)
7 different residence house floors or apartments for transfer students
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Best PracticesOne-on-one advising – University ofPittsburgh
• In addition to talking with your college/department academic advisor, offer one-on-one appointments with a transfer advisor specialist to address the needs and questions unique to the transfer student experience.
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Your thoughts
What do you do or are aware of on your
campuses that support the adjustment of
transfer students?
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The endThe end
For more information or the references please contact Scott Peska, at [email protected]
Artwork by Lenny Gilmore and published in the Northern Star (2007)