Transfer Student Orientation: One Size Does Not Fit All

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Transfer Student Orientation One Size Does Not
Fit All
Christopher Hockey Transfer Services
Coordinator SUNY Oswego
2008 CSPA Conference Rochester, NY
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Orientation Itinerary

• Theoretical Perspectives on Orientation
• Theoretical Perspectives on Transfer Orientation
• Current NY Trends
• SUNY Oswego Current Programs
• On the Burner at SUNY Oswego
• Whats Everyone Else Doing?
• Discussion/Questions/Comments

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Why is Theory Important?

• Theory is a tool that can inform professional
  practice.
• Informal vs. Formal Theory

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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).

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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.

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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)

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Why is Theory Important?

• A theorys 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.

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Supportive Theories

• Student Development Theory
• Psychosocial
• Chickering Reisser
• Erikson and Stanford
• Schlossberg
• Cass
• Cognitive
• Perry
• Kohlberg
• Gilligan

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Supportive Theories

• Student Development Theory
• Impact Model
• Astin
• Tinto
• Weidman
• Pervin
• Bronfenbrenner
• Rendon

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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

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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

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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).

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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).

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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).

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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

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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).

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New York Orientation Trends
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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?

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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.

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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.

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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.

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What Are the Primary Flaws In Transfer
Orientations?

• Not interactive/engaging
• We dont need it!
• The many faces of a transfer student
• Time
• Course availability
• Mixing of transfers and freshmen
• More faculty involvement needed

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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!

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Questions on These Findings?

• Please feel free to contact
• Camille Girardi-Levy
• Director of Academic Advising and Lecturer in
  Marketing/Management
• Siena College
• girardi_at_siena.edu
• 518-783-2975
• Kelly Lamb
• Transfer Experience Coordinator
• University at Albany
• kburke_at_uamail.albany.edu
• 518-442-3548
• James Maio
• Counselor
• Mohawk Valley Community College
• jmaio_at_mvcc.edu
• 315-792-5401

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SUNY Oswego Current Programs
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TRANSFERmation

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

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TransferEdge

• New program for early deciders
• One day program
• myOswego tutorial
• Advisement
• Registration from home on their own
• Registration occurring at the same time as
  current students

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On the Burner

• Conference format orientation
• Transition and Registration
• Fall Orientation
• Peer mentor involvement
• Traveling road show
• Orientation sessions at the community colleges

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• Other Programs

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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

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Purdue University

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

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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

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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

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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

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University of Arizona

• Joint program with Pima Community College
• STU 107 - Pre-transfer success skills
• Semester long Orientation
• Students allowed to register early

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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

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Points to Ponder

• Does your institutions 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?

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• Questions, Comments, Discussion