transferedge: giving transfer students a head start

1. TransferEdge: Giving Transfer Students a Head Start

2. Orientation Itinerary Theoretical Perspectives on Orientation Theoretical Perspectives on Transfer Orientation Current NY Trends SUNY Oswego Current Programs On the Burner at SUNY Oswego What�s Everyone Else Doing? Discussion/Questions/Comments

3. Why is Theory Important? Theory is a tool that can inform professional practice. Informal vs. Formal Theory

4. Why is Theory Important? Informal theories regarding Orientation generally revolve around what works and what does not, what is appropriate content, how to sequence programs effectively, and how various students will respond to different aspects of orientation (Dannells & Wilson, 2003).

5. Why is Theory Important? Our informal theories of Orientation are �based on practical experience, implicit assumptions, presumptions and biases that subtly influence decisions and generally guide practice (Dannells & Wilson, 2003). They are informal in that they are not operationally defined, explicitly stated, or systematically tested.

6. Why is Theory Important? Formal theory provides a framework through which to construct interpretations and understanding. Formal theory makes �the many complex facets of experience manageable, understandable, meaningful and consistent rather than random. (McEwen, 1996)

7. Why is Theory Important? A theory�s explicitness enables us to test our work against it, measure our outcomes, and craft the kinds of quality programs that characterize professionalism in our work. Theories make the difference between practice and informed practice.

8. Theory to Practice 12 Step Model - Upcraft (1993) Identify Concerns Determine Goals Examine Helpful Theories Analyze Student Characteristics Analyze Environmental Characteristics Analyze the Source of Challenge and Support

9. Theory to Practice 12 Step Model - Upcraft (1993) Re-analyze Goals and Modify Design the Orientation Program Implement the Orientation Program Evaluate the Program Redesign the Program if Necessary Revise or Confirm the Theory

10. Literature Review Transfer students are often labeled as: Not wanting to engage in the campus life of their new institution (Astin, 1982) Concerned only with their academic course requirements, being academically unprepared for the demands of four-year institutions (Keeley & House, 1993; Laanan, 1999; Townsend, 1994) Not needing assistance in their transition because they have already experienced college life on at least one other campus (Beckenstein, 1992).

11. Transfer Orientation Theory The transfer process increases educational opportunity and access beyond two-year institutions; however, paradoxically, it also immobilizes many students, as policies related to the movement of students beyond community colleges and four-year colleges are inconsistent or nonexistent (Zamani, 2001).

12. Transfer Orientation Theory Orientation programs can offer support to incoming transfer students and can help them remove transfer barriers (Cuseo, 1998) Orientation programs have been shown to positively affect retention and graduation rates and should be required during the first year of enrollment (Ingold, 1990).

13. Transfer Orientation Theory Certain steps need to be taken in the development of a program to ease the transfer transition (Daniel, 1998) Assesing student needs Determining program structure and components Training Evaluating and using results

14. Transfer Orientation Theory Orientation programs must be designed to emphasize principles and linkages as effectively for transfer students as for incoming first-year students (Howe & Perry, 1978). The responsibility of preparing transfer students for success should be shared by both two- and four-year institutions. Moreover, both should partner to address the role of transferring (Zamani, 2001).

15. New York Orientation Trends

16. Questions Asked of Our Survey Schools Does your institution have a Transfer Orientation Program currently? If you offer Transfer Orientation, does it include registration for courses? What parts of your Orientation do you believe are most effective? What do you see as the current flaws in your program? Is your program mandatory? Approximately what percentage of your transfer students attend your Orientation program?

17. General Findings All schools that responded did have some type of Transfer Orientation Program. These were mostly 1 or 2 day programs held in the summer. Some programs were offered in conjunction with a continued orientation session in the fall. A few schools did not separate their transfer program from the freshman program. A majority of respondents did have advising/registration as a part of the orientation.

18. What Is Being Done at Orientation? 2 basic types of activities: �Business� tasks Social/developmental activities Often difficulty in balancing the two: students are focused on the business, faculty/staff are focused on transitional issues. In the end, most institutions do seem to follow the feedback of their students, and use a �one stop shopping� approach.

19. Advising/Registration at Orientation Of the 35 responses, 23 indicated that registration is included in Orientation. 26 schools indicated that advising is included. Advising/registration is often held until the end of the day. Many of the schools that did not advise/register at orientation had a program that allowed students to do these tasks from home before the orientation program.

20. What Are the Primary Flaws In Transfer Orientations? Not interactive/engaging �We don�t need it!� The many faces of a transfer student Time Course availability Mixing of transfers and freshmen More faculty involvement needed

21. What are the Best Practices? Course registration/advisement Time with major department Time to take care of business Time to speak with current students who have transferred Time to ask specific/individual questions Mandatory!

22. SUNY Oswego Current Programs

23. TRANSFERmation Transfer only Orientation program One and two day options 30 credits or less - mandatory to attend 2 day option Transitioning to Oswego Advisement and Registration by department Get to Know the Community

24. TransferEdge New program for early deciders Students must commit, via a paid admissions and housing deposit, to Oswego by mid-March One day program Approx. 8:15am-3pm myOswego tutorial Led be �Laker Leaders� Designed to educate incoming transfers about the Oswego registration system Course Recommendations Departments make course recommendations based on already completed courses and degree requirements

25. TransferEdge Advisement Advisors have 1 hour to go over course recommendations and talk about department and major requirements Registration from home on their own Students register on their own based on the number of completed credit hours Registration occurring at the same time as current students Transfer students are no longer given �leftovers� for registration

26. On the Burner Conference format orientation Transition and Registration Fall Orientation Peer mentor involvement Traveling road show Orientation sessions at the community colleges

27. Other Programs

28. Virginia Tech Fast Track Sessions Offered during FYS summer sessions 95% attendance Sessions include: spirit and traditions, academic success messages, college or department advisement and registration, college business Opportunity to come to campus 1 day during the summer to prepare for the fall

29. Purdue University Two specialized programs Beginning of fall semester Spring semester Typical Components New Outreach to regional campuses via online and personal contacts

30. Washington State University Day and a half programs Biggest draw and benefit according to campus staff? Students meet with an advisor and register for classes prior to all other new students Program offered in May Track for Parents and Family

31. Georgetown University Small transfer population 4 day program similar to first year student Students meet with an advisor and register for classes prior to all other new students Program offered in May Track for Parents and Family

32. University of Southern California Series of 10 programs - 1 1/2 days each Campus information distributed by faculty and orientation student staff via small discussion groups

33. University of Arizona Joint program with Pima Community College STU 107 - Pre-transfer success skills Semester long Orientation Students allowed to register early

34. Final Recommendations Create a separate transitional program for transfer students Move away from �one size fits all� models Online programs One day visits Overnight programs w/ student & parents Use more mature themes Provide activities for social interaction Provide �hands-off� informational sessions Collaboration

35. Points to Ponder Does your institution�s orientation program effectively support your transfer student population? How? In what ways can we make small modifications to our existing programs to make them more supportive for our transfer students?

36. Questions, Comments, Discussion