First Year Students | Undecided Exploratory Students | Transfer Students
Professional/Graduate School Planning | At-Risk Students

Transfer Students

Gardner (1995) states, today more students are attending two-year colleges and then transferring to four-year institutions to complete their degrees, rather than starting their college careers at a four-year institution. Literature on transfer students addresses articulation and concerns in the academic and social transition.

There are eight major concerns that are addressed throughout the literature:

Academic skills and performance — Transfer students from community are typically under-prepared in competencies such as analytical reading and analysis and writing (Cooper & Franke, 1992). Milville and Sedlacek (1995) suggest that lower performance is attributed to “transfer shock,” a term used to describe the negative effects of the transition on the students.

Student/Faculty Interaction — Students transferring from community colleges are used to more individualized attention from both faculty and academic advisors. Faculty play a key role in the transfer process, including collaboration between community colleges and advising responsibilities to create strong foundations with the incoming students.

Academic Advising and Planning — A large number of transfer students choose specific educational institutions based on its academic reputation and may expect early advising opportunities. It is important for Academic Advisors to educate transfer students

Career Focus — Transfer students may have greater needs for career information than other new students. Career opportunities emerge as one of the major motivations for choosing to transfer to a specific educational institution. More transfer students than freshmen seem to have concrete career goals and as a result see college as a bridge toward their future livelihoods (Volkwein, King & Terenzini, 1986).

Self-Confidence — Psychosocial issues such as lower self-confidence and motivation can affect the performance of transfer students. Transfer students from community colleges may exhibit less self-confidence both socially and academically, which may also have negative affects on retention (Johnson, 1987).

Campus Adjustment and Involvement — It is common for a transfer student to have difficulty adjusting to campus life, as they feel disconnected to the university. Alexander Astin’s theories link involvement to adjustment to collegial life. On-campus involvement or academic integration has been linked to both academic success and satisfaction for transfer students (Milville & Sedlacek).

Personal Management — Transfer students may face extra challenges in remaining in college because of additional responsibilities such as employment and family. With additional demands, transfer students may inevitably experience problems budgeting their time.

Financial Concerns — It is likely that transfer students are paying a larger percentage of their tuition than native students. Often, finances are a common reason for a student to transfer. Since many transfer students are employed and are receiving little or no scholarship funds this may also effect their time management.

Resources for advising transfer students:

Office for Academic & Pre-Professional Advising Services
• Offers resource guides and other reading material, online assessment tools, workshops and peer advising

Career Development Center
• Provides assistance in career exploration and job and internship placement.

Transfer Student Network
• Offers workshops on topics of interest to transfer students; faculty and peer mentors assist transfer students in getting acclimated to their new collegiate environment.

Shriver Center
• Specializes in service learning and internship opportunities.

Professional Organizations:
National Academic Advising Association (NACADA)
Policy Center of the First-Year of College
National Resource Center on the First-Year Experience and Students in Transition