Transfer Student Orientation Programs

At Commuter Institutions

Maureen O’Conor, Ph.D. and Erica Pearson, M.S.

NASPA

Annual Conference

Philadelphia, PA

March 2011

Transfer Student Orientation Programs at Commuter Institutions

Abstract

Undergraduate students and bachelor’s degree recipients show strong patterns of multi-institutional attendance, which is expanding the scope of student support services and activities on many campuses to address the needs of transfer student populations. Most orientation programs for transfer students focus on academic aspects of the student experience. The purpose of this roundtable discussion is to discuss supplemental orientation programming addressing social and developmental aspects of adapting to and succeeding as a transfer student.

Transfer Student Orientation Programs at Commuter Institutions

Background

Undergraduate students and bachelor’s degree recipients show strong patterns of multi-institutional attendance, which is expanding the scope of student support services and activities on many campuses to address the needs of the transfer student population. Nationally, 17 percent of undergraduates transfer from the first institution at which they enrolled within three years of beginning their postsecondary education (Berkner & Choy, 2008). Among bachelor’s degree recipients, nearly 60 percent attend two or more institutions (Bradburn, Berger, Li, Peter & Roy, 2003).

By enrolling at more than one institution, transfer students have to learn to adapt to different academic requirements and institutional cultures as well as integrate into the college community. This combination of changes and adjustments can be problematic for transfer students and may lead to difficulties with performance and progress, socialization and departure (Britt & Hurt, 1999; Tinto, 1993). However, despite encountering these persistent challenges, many transfer students succeed by acquiring and strengthening their academic and social skills.

Commuter institutions are particularly challenging because of the difficulties with helping students integrate into the community without a residential experience. Braxton, Hirschy and McClendon (2004) detail the issues related to student departures from commuter institutions. The chaotic atmosphere at commuter institutions, with students, faculty and staff coming and going, can be unsettling for students (p. 45). In addition, students who have a strong need to join groups and participate in extracurricular activities find the lack of formal social structures at commuter institutions unsatisfying (p. 39).

While articulation agreements, transfer credit policies, academic program planning, advisement, support services and faculty involvement address academic aspects of the transfer experience, the socialization and developmental needs of transfer students are an emerging area of concern. Generally, orientation programming is offered to ease the students’ transition into the new institution. These programs often involve or are arranged by advising and student services in conjunction with academic departments. The primary focus is on the academic programs, application of transfer credits and program planning. In their literature review of programming for transfer students, Britt and Hirt (1999) found most orientation programming for transfer students focuses on academic issues.

Purpose

In an effort to address the social and personal adjustment issues transfer student face, Hunter College is piloting supplemental orientation programming to address these other complex issues. The purpose of this roundtable program is to discuss supplemental orientation programs focused on creating connections and building community among incoming transfer students at a large commuter institution.

Hunter College is public urban institution annually enrolling 22,000 students, the majority of whom commute to campus. Among new undergraduates, 44 percent are transfer students (Hunter Fact Book, 2009). Given the high proportion of transfer students, the Office of Advising Services offers comprehensive orientation programs. The major objectives of the basic orientation program include understanding college policies regarding academic programs and policies, progress and performance, transfer credits and registration procedures. In addition, Hunter is piloting supplemental orientation programming focusing on fostering community development, including getting to know one another, becoming anchored to the Hunter College community, developing learning communities and networking with one another. The goals of the supplemental programming are designed to introduce and help equip transfer students with the resources, skills and tools they need to succeed.

In 2010, more than 90 percent of the incoming transfer students attended the basic orientation program, which focused on the academic aspects of the student experience. The supplemental programming was designed to aid students with their transition to Hunter and increase opportunities to address the problems of adjusting to and integrating into the college community. The initial supplemental program was well-received and filled to capacity.

Goals of the Program

Exchange information about best practices for transfer student orientation programming, especially initiatives focusing on the personal and social aspects of the student experience
Discuss student attendance at and evaluation of programming
Create a deeper understanding of the adjustment issues transfer students encounter, including academic, social and community involvement
Understand the logistics of implementing new or enhanced programming based on idea exchange with the group

Program Format

Roundtable discussion

Introductions
Identify academic, social and personal issues transfer students encounter
Discuss Hunter College orientation programming objectives and provide context with data about transfer student population and student participation
Survey roundtable participants about orientation programming for transfer students with a questionnaire
Large group sharing of questionnaire answers
Large group discussion about feasibility of implementing new programming and logistics, such as budget, personnel and other resources

Relationship to Conference Theme

This program addresses the theme of helping students to develop their sense of self. Offering transition services and orientation programming designed to help transfer students integrate and succeed in various institutional environments is an essential component of effectively helping students acclimate to a new community and gain confidence in different environments. Through effective practices addressing academic and social needs, we enable students to become anchored and increase their confidence in their own role in the college community.

REFERENCES

Berkner, L., & Choy, S. (2008). Descriptive Summary of 2003–04 Beginning Postsecondary Students: Three Years Later. NCES 2008-174. Washington, DC: National Center for Education Statistics.

Bradburn, E.M., Berger, R., Li, X., Peter, K., & Rooney, K. (2003). A descriptive summary of 1999-2000 bachelor’s degree recipients one year later. NCES 2003-165. Washington, DC: National Center for Education Statistics.

Braxton, J.M., Hirschy, A.S., & McClendon, S.A. (2004). Understanding and reducing college student departure. ASHE-ERIC Higher Education Report, 30 (3). Hoboken, NJ: Wiley Periodicals, Inc.

Britt, L.W., & Hirt, J.B. (1999). Student experiences and institutional practices affecting spring semester transfer students. NASPA Journal, (36)2, 198-209.

Hunter College. (2009). Fact Book 2009. Retrieved September 3, 2010, from http://www.hunter.cuny.edu/ir/factbook2009/factbook2009.html

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press.

Presenter Profiles

Maureen O'Conor, Ph.D.

Dr. O'Conor has more than 15 years of experience working with diverse student populations in roles including advising, admissions, communications and operations. Dr. O'Conor earned her Ph.D. from Loyola University Chicago and her research focuses on degree attainment, student success and persistence. Contact Dr. O’Conor at

Erica Pearson, M.S.

Ms. Pearson has nearly 10 years of experience in advising and residence life. Ms. Pearson has an M.S. in Higher Education from SUNY at Buffalo and has pursued additional graduate work in sociology. Contact Ms. Pearson at