The Unique Needs of Transfer Students

Carolyn Blattner, Charisse Coston, Kevin Parsons

September 30, 2013

Goals• Consider characteristics of transfer

students

• Understand some of the challenges transfer students face

• Discuss implications for academic advising to support transfer student success

Snapshot of UNC Charlotte TransfersEntering Transfer Class, Fall Semester

Tamara Johnson, Student Success at UNC Charlotte: A Series of Working Papers

2000-01 2006-07 2012-130

500

1000

1500

2000

2500

3000

3500

4000

2203

2798

3541

16311906

2568

New FreshmenNew Transfers

New TR Student Demographics 2011-2012

Prior Institution•73% from NC institutions•51% from NC community colleges•CPCC largest single feeder

Credit Hours Transferred~30% transfer 61-75 hours~38% transfer 31-60 hours~21% transfer 30 or fewer hours

Cynthia Wolf Johnson, Student Success Working Group (February 12, 2013)Claire Kirby, Student Success Working Group (April 9, 2013)

UNC Charlotte Transfer Population by College

Fall 2011

College

Number of Enrolled Transfers

Number of Enrolled

Undergrads PercentageCOAA 340 947 36%COB 1,404 2,913 48%CCI 392 919 43%COED 517 1,183 44%COEN 954 2,533 38%CHHS 952 2,250 42%CLAS 3,303 7,104 46%UCOL 733 2,325 32%No College Designated 1 109 1%TOTAL 8,596 20,283 42%

Source: Report Central, All Undergraduate Student Demographics, retrieved July 2013

Summary – One Year PersistenceCohorts: FALL 2005-2007-2009-2011; Criteria #1: Transfer Origin; Criteria #2: Initial Enrollment Status

Transfer OriginInitial

Enrollment Status

2011(N=2407)

Community College

graduates

Full-Time 84.9%

Part-Time 68.6%

2-Year school, no degree

Full-Time 78.3%

Part-Time 68.0%

4-year school, no degree

Full-Time 77.6%

Part-Time 64.1%

Second degree and other

Full-Time 64.9%

Part-Time 63.4%

TOTALFull-Time 79.3%

(78.0 FR)

Part-Time 66.9%

Cynthia Wolf Johnson, Student Success Working Group (February 12, 2013)

EASE Survey

The Successful Transfer Student• Most attempted hours and higher attempted /earned

hours ratio• Previous education experience matters (hours earned &

degree attainment)• Highest first semester GPA

• Self report that they were most prepared for class• Self report that they know when to seek out faculty for

help if needed

Ted Elling, Student Success Working Group (April 23, 2013)

National Context

Transfer swirl: attending multiple institutions to earn degree

Transfer shock: dip in transfer student’s grades during first semester at new institution

Activity

Two-minute Brainstorm:

• Group 1: Academic issues for transfer students

• Group 2: Social/Emotional issues for transfer students

• Group 3: Financial issues for transfer students

Transitions: Academics• Academic Performance: New Transfers are

placed on academic probation at higher rates than New Freshmen at end of first fall semester

• Class Size: Many new students report class sizes less than 50 at previous institution

• Logistics of Transfer: New transfers regularly report questions about transfer credit, exemptions, requirements

Source: Academic Standing of All Undergraduate Students Report, Fall 2011, Institutional ResearchSource: Informal Survey, SOAR 2013

Transfer Student Stories

Many transfer students self-identify challenges and realize what they need to be successful.

Transfer Student Challenges

Academic

“In the past while taking courses at CPCC, I felt less motivated while being there so I was just doing assignments to get by. I will be using all the resources that are available to me to go above and beyond.”

Advising Implications: Academic Challenges

Progression:• Use CAPP and advising transcript• Pay close attention to course attributes and course

electives

General Education:• General Education attribute exempts student from

specific requirement• Contact Admissions or suggest student make appeal

if course title seems similar to GenEd requirement• University Advising Center can assist

Advising Implications: Academic Challenges

Academic policy• Explain tuition surcharge or suggest student review

policy if transferring large number of credits• GenEd appeals go to Dean of University College• Major/minor appeals go to dept. chair• GPA does not transfer• Ask about completion of associate’s degree if student

has large number of community college credits• Beware of repeated courses when possible• Remind student that UNC Charlotte policies may be

different than those at previous institution

Advising Implications: Academic Challenges

Academic Performance• Help student select courses that meet requirements and

allow for successful performance• Discuss strategies for succeeding in large courses• Encourage connection with faculty• Encourage use of campus resources• Encourage regular class attendance

Transfer Student Challenges

Socio-Emotional“I hope to find time to join and participate in at least a few clubs/organizations while I’m here, as well as enjoy catching our school athletic teams compete. Also, I’m hoping to forge some long-lasting friendships that will endure even after graduation.”

Advising Implications: Socio-Emotional Challenges

Engagement—Academic and Social• Encourage student to connect with faculty and

become involved in life of the department (honorary, research opportunities, events)

• Encourage regular contact and connection with advisor

• Discuss social and community engagement opportunities

• Encourage connection with University Career Center early

• Consider ways that internships or other experiential learning opportunities may fit into student’s plan

Transfer Student Challenges

Financial

“Everyday expenses and renting is a headache, but I plan to use Financial Aid and National Guard benefits to help. Maybe a campus job too.”

Advising Implications: Financial Challenges• Discuss work/school balance• Refer to Office of Student Financial Aid• Refer to University Career Center, on-campus job

postings• Understand residency requirements (in-state and

out-of-state)• Explain possibility of tuition surcharge• Student will want to consider family financial situation

(dependence)

A Faculty Advisor Summary

•Concerns•Challenges for advisors•Challenges for students•Expectations

Criminal Justice and Criminology Department

• About half of our undergraduate population in major are transfer students

• Transfer students were graduating at slower pace than native students

CJUS Learning Community Goals• To aid academic and social transition during the transfer

process• To provide a sense of belonging• To introduce students to the major and to UNC Charlotte• To involve students in the major and/or UNC Charlotte

through a self-chosen volunteer experience

Year Long Program • Limited to 25 newly admitted transfer

students• Course 1: Graded, Writing-Intensive

requirement• Blocked Seating in another course,

dependent upon pre-major or major• Course 2: Graded, Oral Communication

requirement, includes volunteer experience

Descriptive Characteristics of Two Samples

Non-Traditional (53) Traditional (47)Frequency Percentage Frequency Percentage

RaceWhite 30 57 24 51Black 15 28 18 38Hispanic 6 11 2 4International 1 2 3 6GenderMale 24 45 23 49Female 29 55 24 51

Descriptive Characteristics of Two Samples (cont.)

Non-Traditional (53) Traditional (47)Median Age and Standard Deviation

25 (2.1) 21 (2)

Non-Traditional (53) Traditional (47)Frequency Percentage Frequency Percentage

StatusPre-Majors 32 60 41 87*must take Intro to CJ and Stats before matriculating to major)

Majors 21 40 6 13

Research on Transfer Student Stressors

Method•LC students were asked to indicate their biggest stressors (open-ended), and then to rank order the intensity of stressor(s)

•Question asked at three times during the year of participation in LC.

Results: Top 5 Non-Traditional Student Stressors

1. Learning New Campus2. Transfer Credit3. Loneliness4. Balancing full time work and school5. New rules and practices

Results: Top 5 Traditional Student Stressors

1. Learning New Campus2. Transfer Credit3. Registering for Classes(tie) Loneliness4. Transferring from Pre-Major to Major5. Learning new policies and rules

Sources

This presentation is based, in part, upon material derived from the following sources:

Coston, C; Blowers, A, and D. Baals. (under editorial review) Non-traditional transfer students: Assessing academic outcomes from participants in a criminal justice learning community.

Lord, V.; Coston C; Blowers, A; Davis, B. and K. Johannes (2012). The multidimensional impact of a transfer learning community. Journal of First Year Experience and Students in Transition. Vol.24 (2). 

Coston, C; Lord, V. and J. Monell (2010). Improving the success of transfer students: Responding to risk factors. Journal of Learning Community Research. 5 (2).

Reprinted in Learning Communities Research and Practice . 1 (1).

Campus Resources•Tau Sigma Transfer Student Honor Society•Office of Adult Students and Evening Services (OASES) •Transfer Student Admissions website•Office of the Registrar •Facebook group called “Transfer Students-UNC Charlotte”•University Career Center •University Center for Academic Excellence•Office of Student Activities•Veteran Student Outreach•Multicultural Academic Services •Advising and student services office listed for your major and college• Transfer Specialists in Dean of Students, University Advising Center, and University Career Center

•Office of Financial Aid and Scholarships•General advising website (http://www.advising.uncc.edu/)

Conclusions

Advisors can continue to advocate for transfers and become informed about unique needs.

CJUS provides one model that addresses Academic, Socio Emotional, Work/Financial issues

Questions/Discussion