Transfer Students

In this section, transfer student refers to students who have transferred to a 4-year institution from either a 2-year institution or a different 4-year institution. While a lot of the challenges associated with transferring are shared between whatever type of institution a student transfers from, most of the literature focuses on those who transfer from community colleges or other 2-year institutions, often referred to as vertical transfer. As such, this section will mostly be in reference to the students who enter the vertical transfer pathway. Overall, transfer students often struggle with feeling fully integrated into their new institution early on which may have negative consequences for their academic success as well as their mental and emotional health. Instructors can relieve some of the stress associated with this transition by being accessible and understanding, providing information about campus resources, and creating an interactive classroom environment for students to engage with the instructor and their peers.

Interesting Transfer Statistics and Findings

  • Students at community colleges make up 50% of all students attending postsecondary education (American Association of Community Colleges)
  • ~75% of US students will attend more than one institution prior to obtaining a baccalaureate degree (Adelman 2006)
  • In a 2017 survey, 31.5% of students enrolled at a community college successfully transferred to a four-year institution within six-years (Shapiro et al. 2017)
    •  Of those who transferred 42% completed their bachelor’s degree at a four-year institution within six years
  • Transfer rates are the lowest for African American and Latino students, even though community colleges serve as an entry to higher education for nearly half of students of these demographics (Crisp & Nunez 2014; US Department of Education, 2012)

The transition to a 4-year institution in any circumstance (high school, from the workforce, community college, between two universities, etc.) involves similar steps to feel fully integrated into the new college environment, the steps of this transition are outlined in Flaga 2002 (see below). But, while there is a more general understanding and infrastructure built around ensuring that a university’s “native” student population, or those who began their higher education at the institution, are integrated, this same support can be extremely lacking for transfer students. Given the substantial diversity of student backgrounds at community colleges (see Underrepresented Minority Section here), there is a lot to gain from facilitating the recruitment and retention of these students at 4-year institutions (Bahr et al. 2013). As seen above, many students, especially underrepresented minorities, do not transfer to a four-year institution, even if that is their original plan. Additionally, a large portion of those who successfully transfer to a four-year institution appear to leave the university without a degree. On top of more resources and infrastructure being given at the community college level, an argument can be made that both recruiting transfer students and retaining them through degree completion can be achieved by more inclusive academic practices at the four-year institution they transfer to.

Visual representation of the dimensions of a transfer student’s transition outlined in Flaga (2002)

Transfer shock: a controversial, variable phenomenon

In early studies considering student’s transition from community college to a four-year institution the term “transfer shock” was used to describe a dip in GPA seen in the first semester-to-year following a transfer event (Townsend 1993; Cejda 1997). With increasing interest in the transfer student experience in the past decade, more studies were conducted challenging this early assertion (Laanan et al. 2010; Melguzio et al. 2011). In these studies, researchers found that the presence of transfer shock was extremely variable when more aspects of a transfer student’s experience are considered (major, both institutions involved, demographic information, etc.). While these studies do not diminish that the transition from community college to a 4-year institution can be extremely challenging to students, they call to redefine the term transfer shock to not focus purely on an academic basis. Results from these studies highlight that the transfer process can be extremely variable and individualistic, bringing challenges not only from an academic perspective but also from social and financial avenues. As such, GPA might not accurately depict the experience and success of transfer students. Overall, regardless of how they defined transfer shock and whether their results supported its existence, all studies agreed that hardships may be alleviated by institutional support academically, financially, and socially.

Qualitative information: What students have to say

Considering how complex the transfer process can be on a student-by-student basis, some researchers have stressed how challenging it can be to find one metric that encompasses the performance of transfer students, as stated above. In response, some of the most useful information about the transfer process comes from qualitative studies garnering feedback directly from students during and after their transition to a 4-year institution. Below, some common student challenges, as well as possible solutions, mentioned in research studies, personal communication with peers, and our interview with City College Professor Erin O’Connor (interview featured here) are listed:

  • Large Class Sizes: The university, and thus some classes, are often much larger than students have experienced at their past institution. This can make it hard for students to feel connected to instructors as well as their other students.
    •  Possible solutions:
      • Utilize in-class activities like group projects, think-pair-share, and group discussions that facilitate collaborative learning and will provide more opportunities for social interactions between students
      • Increase accessibility as instructors through office hours, student interactions in class, or even just letting students know they can chat with you in the time following class
  • Loss of community: These students have worked hard to form a tight community at their previous institution through clubs, study groups, and small class sizes. Once they transfer to a new institution, it may be intimidating and challenging to start that process again.
    • Possible solutions:
      • Be aware of campus resources, especially those specific for transfer students, that you can direct students toward
      • Encourage the formation of study groups or clubs relevant to class content
  • Increased financial hardships: (see Low-income section here) For many students, the transition to a 4-year institution involves increased financial demands. Students in this position may need to balance work and student life.
    • Possible solutions:
      • Be flexible; not only with how and when students can reach you (email, office hours, zoom, etc.) but also potentially with deadlines
  • Perceived competitiveness of 4-year institution: Some students report feelings of intimidation when thinking of the “more competitive” academic environment fostered at 4-year institutions (especially at research universities). There is a sense, grounded in some disciplines at certain universities, that instructors promote more of a “survival of the fittest” mentality to their classes. This is perhaps aided by additional perceptions of instructors at these universities being more focused on research as opposed to teaching, a stark difference from what students might be experiencing at their previous institution.
    • Possible solutions:
      • Promote a growth mindset, stressing the importance of hard work instead of inherent ability and acknowledging failure as a valuable learning experience. This can be implemented through providing comprehensive feedback, allowing multiple attempts on assignments, or as simple as changing how you talk about success in your class
      • Conduct a pre-assessment in the first week of class to gain an understanding of where students are starting in relation to the material and then be sure to provide additional academic resources for those who need it
  • Access to specific resources at new institution: This is particularly in reference to undergraduate research opportunities. Conducting research at the undergraduate level has been shown to promote higher learning and can expose students to more career opportunities within certain fields. Students from primarily teaching-focused institutions may be unaware of the availability of undergraduate research opportunities and if they do might not know how to get involved.
    • Possible solutions:
      • Look for any reason to mention that undergraduate research is happening at your university and how past/current students have gotten involved

Summary

All in all, it seems like the best way to support transfer students as an instructor is to acknowledge that they exist on campus and in your classroom. While the transition to a university can be challenging for all, first-year native students often have a distinct advantage in their experience being relatable for all faculty (everyone has been a first year at some point) and that they typically have strength in numbers, introductory classes are overwhelmingly populated with other first years experiencing the same thing. In the case of a transfer student, their academic path may not be as relatable and they are a minority in class. Instructors need to educate themselves on the resources available to transfer students on campus and start a conversation with the advisors and other faculty who interact with transfer students the most. The transfer experience is highly variable between states and institutions so find out what challenges are faced specifically by transfer students at your institution. Outside of that, best practices are that listed on the homepage of this website. Create an inclusive classroom that is welcoming to all and allows students to view the instructor as a resource that can aid in their academic success.

Citations

Melguizo et al. (2011) Comparing the Educational Attainment of Community College Transfer Students and Four-Year College Rising Juniors Using Propensity Score Matching Methods, The Journal of Higher Education, 82:3, 265-291, DOI: 10.1080/00221546.2011.11777202

Towsend (1995). Community college transfer students: A case of survival. The Review of Higher Education, 18(2), 175–193.

Cejda (1997). An examination of transfer shock in academic disciplines. Community College Journal of Research and Practice, 21(3), 279–288.

Laanan (2004). Studying transfer students: Part I: Instrument design and implications. Community College Journal of Research and Practice, 28, 331-351.

Laanan (2007). Studying transfer students: Part II: Dimensions of transfer students’ adjustment. Community College Journal of Research and Practice, 31(1), 37–59.

Blekic, et al. (2020). Continuing and Transfer Students: Exploring Retention and Second-Year Success. Journal of College Student Retention: Research, Theory & Practice, 22(1), 71–98. https://doi.org/10.1177/1521025117726048

Adelman, C. (2006) The toolbox revisited: Paths to degree completion from high school through college, Washington, DC: U.S. Department of Education.

Bahr et al. (2013) A review and critique of the literature on community college students’ transition processes and outcomes in four-year institutions. In: Paulsen, M. B. (ed.) Higher education: Handbook of theory and research Vol. 28, Dordrecht, The Netherlands: Springer, pp. 459–511.

Shapiro et al. (2017). Tracking Transfer: Measures of Effectiveness in Helping Community College Students to Complete Bachelor’s Degrees (Signature Report No. 13). Herndon, VA: National Student Clearinghouse Research Center.

Crisp, G., Nunez, A. M. (2014) Understanding the racial transfer gap: Modeling underrepresented minority and nonminority students’ pathways from two- to four-year institutions. Review of Higher Education 37(3): 291–320.

U.S. Department of Education (2012). Community college student outcomes: 1994–2009. Technical report, National Center for Education Statistics (NCES 2012–253).

Aulck L, West J (2017) Attrition and performance of community college transfers. PLoS ONE 12(4): e0174683. https://doi.org/10.1371/journal.pone.0174683

Flaga (2006) The process of transition for community college transfer students. Community College Journal of Research and Practice, 30: 3–19, 2006. DOI: 10.1080/10668920500248845