Presentation on theme: "Rachael Carranza Graduate Student University of Oklahoma Kay Higgins, Ph.D. Associate Dean Texas Christian University Successfully Transitioning Transfer."— Presentation transcript:
Rachael Carranza Graduate Student University of Oklahoma Kay Higgins, Ph.D. Associate Dean Texas Christian University Successfully Transitioning Transfer Students to the Campus
Welcome! As you enter the room, please sit close to the front. Write “Challenges” or things you are hoping to learn in today’s session on the post-it at the front of room. Write “Best Practices” from your campus. What is your institution currently doing to orient transfer students? We will begin in just a few minutes. Thank you for coming!
TCU Philosophy Implementation A Transfer Student for a semester. A Horned Frog for a Life time! Transfer Dean for a semester to transition. Class affiliation for the remainder of their time at TCU.
History –Dean/Newsletter/Events Fall 2007 –Transfer Student walks in: Rachael –Internship –Focused efforts began Fall 2009 –Survey
How did your expectation of the credit transfer process match your actual experience?
What would have made the process (transferring credit) easier? Prior knowledge TCU requirements Credit/Course matching Manage Expectations Process Timelines Student- Focused Streamline process Accessibility Consistent information
What would help make Transfer Orientation better? Networking More time Focused Social Opportunities “Catch up” Details Registration Housing ID, Parking, etc.
What prevented you from attending Transfer Orientation? WorkTiming Didn’t See Need
What would have gotten you to attend Transfer Orientation? More Date Options Timing/Proximity Recognize the Value
Frog Camp description FC purpose FC goals/objectives
Transfer Connections description TC purpose TC goals/objectives
How helpful was Transfer Connections in your transition into TCU?
Transfer Connections helped me in the following ways:
What information needs to be included in Transfer Connections that currently is NOT presented? TCU Culture History & Traditions Cheers & Songs Social Options Clubs & Organizations Surrounding Community Campus Resources Academic Support Health & Wellness
Are you still in contact with any of your Transfer Connections classmates?
What prevented you from participating in Transfer Connections? Lack of Knowledge Schedule Conflict Time Availability
How did you learn of the TSAB?
Please specify how the TSAB has been helpful to you? s Stay connected Awareness of events, opportunities Networking Socials Mentoring Advocacy Awareness Voice
What was your biggest obstacle when transferring to TCU?
What would have made the transition easier? Housing On-campus Off-campus Social Meeting people Getting involved Academic Advising Credit transfer Information in multiple formats
In what ways do you think the TSAB could help transfer students like yourself? Resource Navigating the system Communication to keep connected Social Sponsor events Increase awareness of opportunities Advocate Representation Voice concerns
Information AvailabilityFlexibility MattersStudent-FocusedIntegrated ProcessConsistency CountsManage Expectations
Transition “Any event, or non-event, that results in changed relationships, routines, assumptions, and roles” -Schlossberg, Waters & Goodman (1995)
The transfer student experience: Why does it matter?
Over 325 Attendees Registered More than 150 Institutions Present Over 30 States Recognized
Let’s Talk Theory… Schlossberg’s Transition Theory (4 S’s) Situation Self Support Strategies
Transfer Student Characteristics Traditional/Non-Traditional Two-Year Four-Year Out-of-State International On Campus/Off Campus
Academic & Social Integration “Transfer Shock” You can’t have one without the other - Both must be recognized
Student Engagement Astin’s Theory of Student Involvement Student Learning & Growth = Engagement “Barriers to achievement and engagement can result from making decisions without qualitative input from students” Harper and Quaye, 2009
Student Initiated Efforts: Why They Work Transfer Student Advisory Board (TSAB) The mission of the TSAB is to serve as advocates for transfer students at the University of Oklahoma, to form relationships with existing efforts in order to provide feedback, suggestions and assistance in recruiting, welcoming and supporting students as they transition into their new role as successful members of the OU community.
OU Transfer Leadership Class (TLC) 800 Applicants 50 Students Selected Meet Weekly Guest Speakers Experiential Learning Campus Tours/Visits
And, they have fun!
Ignite Change Serve as advocates for transfer students in every conversation Use student development theories in combination Educate Others Re-evaluate existing programs Start Small!
Braxton, J. M. (2003). Student success. Student services: A handbook for the profession (pp ). San Francisco: Jossey-Bass. Chylinski, M. (2009). The transfer transition. Retrieved December 5, 2009, from transfer&article=transfer-transition Cuseo, J. (2009, September 29). Transfer student FYE- Best practices. Retrieved from Dungy, G. J. (2003). Organization and functions of student affairs. Student services: A handbook for the profession (4 th Ed). (pp ). San Francisco: Jossey-Bass. Eggleston, L. E., Laanan, F. S. (2001). Making the transition to the senior institution. New directions for community colleges, 114, El-Khawas, E. (2003). The many dimensions of student diversity. Student services: A handbook for the profession (pp.45-62). San Francisco: Jossey-Bass. Evans, N. J., Forney, D. S., Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass. Fredrickson, J. (1998). Today’s transfer students: Who are they? Community College Review. 26(1), Gonzalez, J. (2009). Report highlights characteristics of colleges with high transfer-success rates. Retrieved November 11, 2009, from Highlights/49210/?sid=at&utm_source=at&utm_medium=en Reference List
Reference List Cont. Harper, S. R., & Quaye, S. J. (2009). Beyond sameness, with engagement and outcomes for all. Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (pp. 1-15). New York: Taylor & Francis. National Resource Center for The First-Year Experience and Students in Transition (2002) survey of first-year programming: Continuing innovations in the collegiate curriculum (Monograph No. 35). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Nuss, Elizabeth M. (2003). The development of student affairs. Student services: A handbook for the profession (4 th Ed). (pp ). San Francisco: Jossey-Bass. Rowh, M. (2008). Why transfer to a four-year college? Retrieved December 5, 2009, from articles&article=why-transfer-four-year-college-sub Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition (2nd ed.) New York: Springer. Silverman, S. C., Aliabadi, S., & Stiles, M. R. (2009). Meeting the needs of commuter, part-time, transfer, and returning students. Student engagement in higher education: Theoretical Perspectives and Practical Approaches for Diverse Populations (pp ). New York: Taylor & Francis. T-Camp: A transfer's first tradition (2009). Retrieved December 4, 2009, from camp.tamu.edu/node/1 Townsend, B. K., & Wilson, K. B. (2006). "A hand hold for a little bit": Factors facilitating the success of community college transfer students to a large research university. Journal of College Student Development, 47(4), UNT transfer center (2009). Retrieved December 4, 2009, from
“Best Practices” To be added before distribution Q&A
Rachael Carranza Graduate Assistant | Student Life University of Oklahoma 900 Asp Avenue Norman, OK Kay Higgins, Ph.D. Associate Dean TCU Box Fort Worth, TX