1. Transfer(able) Skills:
Redefining Transfer Shock
ACPA National Conference
March 2016
Melissa Sinclair, Heather Adams, & Jean Libby
Transfer Student Program, Bruin Resource Center
University of California Los Angeles
2. Welcome to #ACPA16 in Montreal, we are glad you are here!
Bienvenue à #ACPA16 à Montréal, nous sommes heureux que vous
soyez là!
Consider:
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the same system of higher or tertiary education. We invite you to use language that
welcomes all participants to the conversation.
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3. What will be covered
today:
UCLA & Transfer Students
Transfer Shock and
Transfer(able) Skills
Transfer Transitions
Other UCLA Transfer
Programming
Takeaways
ROAD TRIP
4. UCLA Transfer Students
UCLA Transfer Profile
AY 14 – 15
• 24% of the undergrad population
• 7,111 transfer students
• 35% of all new undergrads
• 92% come from 105 CA CCs
• 47% of new transfers live in UCLA
housing
• 47% Male, 53% Female
• Average Age: 23
5. Student Support at UCLA
UCLA Transfer
Student Support
Outreach
Transition
Support
Academic
Integration
Transfer
Programming
Student
Involvement
6. UCLA Transfer Students
Academic outcomes for
UCLA transfer students are
comparable to those for
students who enter directly
from high school: 94%
return for their 2nd Fall
Quarter and 92% graduate,
with an average completion
GPA of 3.30 in UC courses
compared to 3.33 for
freshmen entrants.
7. What will be covered
today:
UCLA Transfer Students
Transfer Shock and
Transfer(able) Skills
Transfer Transitions
Other UCLA Transfer
Programming
Takeaways
ROAD TRIP
8. What is Transfer Shock?
Transfer shock refers to the tendency of a
temporary dip in grade point average when
students transfer from one institution of
higher education to another.
Students may take longer to graduate than
those who begin their undergraduate career
at a university.
9. Transfer(able) Skills
DEFINITION:
Skills students acquire during any community
college interaction or activity as well as life
experience (jobs, classes, projects, clubs,
sports, family, travel, etc.), that are portable
and adaptable to academic success and social
adjustment in their university experience.
10. H & M’s Re-Definition
The ability Transfer Students have to:
1. Anticipate the possible challenges of
their transition to a university.
2. Recognize the skills, attributes,
experience, and knowledge that got
them there.
3. Deliberately apply these adaptive
qualities to their new environment.
11. What will be covered
today:
UCLA Transfer Students
Transfer Shock and
Transfer(able) Skills
Transfer Transitions
Other UCLA Transfer
Programming
Takeaways
ROAD TRIP
16. What will be covered
today:
UCLA Transfer Students
Transfer Shock and
Transfer(able) Skills
Transfer Transitions
Other UCLA Transfer
Programming
Takeaways
ROAD TRIP
17. Threading “Transfer Transitions”
Throughout the Transfer Experience
• Build a Community in Which They Engage
• Collaborate with Campus Partners & Students Orgs
• Bringing the Services to the Students
23. What will be covered
today:
UCLA Transfer Students
Transfer Shock and
Transfer(able) Skills
Transfer Transitions
Other UCLA Transfer
Programming
Takeaways
ROAD TRIP
24. H & M’s Re-Definition
The ability Transfer Students have to:
1. Anticipate the possible challenges of
their transition to a university.
2. Recognize the skills, attributes,
experience, and knowledge that got
them there.
3. Deliberately apply these adaptive
qualities to their new environment.
25. Applying These Principles
• Emphasize what students are doing right
– Celebrate their success in transferring
– Explore other transitions in their lives and how they might relate
– Help students recognize their transferable skills
• Teach students how to apply their transferable skills
– Remind students they have done this before
– Encourage utilization of resources
– Embolden students to step out of their comfort zone
– Provide opportunities for students to use their skills to give back to other students
• Advise students to think big picture
– Reassure students that everyone is going through transition as a transfer
– Urge students to consider their timeline beyond academics
– Stress the importance of experiences beyond the classroom that help prepare students
for life after university
26. Group Discussion
• How does your institution currently support
transfers similarly or differently than UCLA?
• Are you familiar with transfer
shock/transfer(able) skills? If so, how do you
address these terms in your current
programming/academic advising?
• What other ways can institutions redefine
transfer shock?
27. UCLA Transfer Student Program
CONNECT
Facebook Page:
BRC Transfer Student Program
Facebook Group:
UCLA Transfer Students
Twitter:
@BruinTransfers
Instagram:
@BruinTransfers
LinkedIn:
Bruin Transfers Group
CONTACT
Melissa Sinclair
msinclair@saonet.ucla.edu
Heather Adams
hadams@saonet.ucla.edu
Jean Libby
jlibby@saonet.ucla.edu
28. Thank you for learning with us!
Nous vous remercions pour avoir appris avec
nous!
Evaluate:
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29. References
• California Community Colleges Student Success Task Force (2011). Draft Recommendations: Advancing Student
Success in California Community Colleges—recommends best practices related to basic skills instruction at
community colleges.
• Cooper, D., Willett, T., and Pellegrin, N. (2012). Traveling the transfer path: Quantitative findings on community
college transfers who complete professional degrees (2nd ed.). The Research and Planning Group for
California Community Colleges, Summer 2012.
• Dennis, J. M., Calvillo, E., & Gonzalez, A. (2008). The role of psychosocial variables in understanding the
achievement and retention of transfer students at an ethnically diverse urban university. Journal of
College Student Development, 49(6), 535-550.
• Hills, J. (1965) Transfer shock: The academic performance of the transfer student. The Journal of Experimental
Education, 33(3), (Spring, 1965).
• Ishitani, T. T. (2008). How do transfers survive after “transfer shock”? A longitudinal study of transfer student
departure at a four-year institution [Electronic version]. Research in Higher Education, 49, 403-419
• Keely, E. & House, J. (1993). Transfer shock revisited: A longitudinal study of transfer academic performance. Paper
Presented at the Association for Institutional Research Annual Forum. Chicago, IL.
• Laanan, F. S. (2001). Transfer student adjustment. New Directions for Community Colleges, 114, 5-14.
• Laanan, F. S., Starobin, S. S., & Eggleston, L. E. (2010). Adjustment of community college students at a four-year
university: Role and relevance of transfer student capital for student retention. Journal of College Student
Retention: Research, Theory and Practice, 12(2), 175-209.
30. References
• Office of Analysis & Information Management (2013): http://www.aim.ucla.edu/pdf/UGProfile12-13.pdf
• Rhine, T., Milligan, D., & Nelson, L. (2000). Alleviating transfer shock: Creating an environment for more successful
transfer students. Community College Journal of Research and Practice, 24, 443-453.
• Student Affairs Information & Research Office (SAIRO, 2011):
` http://www.sairo.ucla.edu/documents/TransferFocusGroupsReport.pdf
• Thurmond, K.C. (2007). Transfer Shock: Why is a Term Forty Years Old Still Relevant? Retrieved January 29, 2010
• Townsend, B.K. & Wilson, K. B. (2006). “A hand hold for a little bit”: Factor facilitating the success of community
college transfer students to a large research university. Journal of College Student Development, 47(4),
439-456.
• Townsend, B. K. (1995). Community college transfer students: A case study of survival. Review of Higher
Education, 18 (2), 175.
• Townsend, B. K. University Practices That Hinder the Academic Success of Community College Transfer Students.
Paper presented at the 18th annual meeting of the Association for the Study of Higher Education,
Pittsburgh, Pa., 1993. (ED 363-360)
• 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),
439-456
• Townsend, B. K., & Wilson, K. B. (2008). The academic and social integration of persisting community college
transfer students. Journal of College Student Retention: Research, Theory and Practice, 10(4), 405-423.
• UC Transfer Action Team 2014 Report: http://ucop.edu/transfer-action-team/transfer-action-team-report-2014.pdf
