ORIENTATION JUST FOR TRANSFER STUDENTS: EXPOSING TRANSFER SHOCK

Presentation for NACADA Salt Lake City National 2013byDena Ford, Ryan Sexton, and Chauntrice RileyCollege of SciencesUniversity of Central Florida

PRESENTATION OBJECTIVES Provide motivation for institutional

modification of a long-held schedule Demonstrate key elements of COS

interactive workshop developed specifically to expose new transfer students to “Transfer Shock” phenomenon.

Show results of learning outcomes and plans for expanding transitional advising throughout first semester.

SOME BACKGROUND INFORMATION The University of Central Florida (UCF) The College of Sciences (COS) Transfer students make up approximately

half of UCF’s and COS’s student population AA Transfers Consortium Agreements with UCF Transfer Orientations – one full day (9-4)

College advising: 30 min./Dept. schedule-planning 75 min.

MOTIVATION FOR CHANGE “Deferred” Acceptance Four colleges presented data from Fall

2009 Results: Over 33% of the new transfers

placed on probation first semester were within the “deferred” groups. (COS: over 54%!)

Presented results to higher administration

ACTION TAKEN SO FAR Task Force formed at request of Higher

Administration to discuss results and make recommendations

Decision was made to change schedule of Transfer Orientation to allow for longer advising sessions College advising: 80 minutes/ Dept. schedule

planning unchanged (75 minutes) How can we best use this time to help

transition students more successfully?

FOCUS ON AVOIDING TRANSFER SHOCK

Raise awareness of the “Transfer Shock” phenomenon

Reinforce in two presentations University presentation: done by

Transfer and Transition Services office

College advising presentation: for COS, students are split up into 4 groups, each led by their assigned college advisor

Focus on initial transition: “First week survival”

Measure learning by way of pre- and post-tests

THEORETICAL BACKGROUND• Developmental Identification Model

Derived from Erik Erickson’s Identity Model Stage 5: Identity vs. Identity Diffusion (Confusion)

• Unrealistic Expectations (Incongruencies)Vs.

Realistic Identification (Successful Transition)• Signs of inadequate transitioning through

Transfer Shock (Incongruencies) • Appreciative Advising techniques can help

guide transfer students toward a more realistic identification

VISUAL SIGNS & PATTERNS

Behavior-Based Learning/Model Builds in layers through unrealistic

expectations Progressive in nature = unrealistic

expectations pick up sediment, or additional incongruent behaviors

A-B-C A: AntecedentBehaviors appear calm though antecedent factors, such as lack of support, financial hardships, or the family crisis, are a catalyst to the behavior that begin the ripple effect.

A-B-C B: BehaviorThe antecedent gives rise to the observable behavior.Unrealistic expectations are building, outreach is crucial at this time.

A-B-C C: ConsequenceAvoidant and negative behavior leads to destructive consequences.Triage is necessary at this layer. Help student accept the fallout.

PRE-ORIENTATION OUTREACH E-mail to transferring students

- UCF’s Orientation Services office provides all the colleges access to run their own reports from the orientation database.

- Prior to each orientation session, a list of expected attendees is generated.

- Includes link to COS on-line Student Self-Assessment.

ORIENTATION WORKSHOP OUTLINEI. Transitioning to UCF and Pitfalls of

Transfer ShockII. Basic student degree elements and

toolsIII. Policies – activityIV. Student Rights & Responsibilities -

activityV. First Week Survival

Welcome to UCF!

Please complete the COS Orientation Questionnaire while waiting to get started. Thank you,Your COSAS Advising Team GO KNIGHTS!

ORGANIZATION OF THE UNIVERSITY

University: UCF

Colleges: College of Sciences

Departments/Schools: Eg. Chemistry Department / Nicholson School of Communication

Majors: Eg. Psychology

Minors (required and/or optional): Eg. Statistics

Certificates (options): Eg. Behavioral Forensics

Selecting a Major

?

Selecting a Major

• Why discuss when you already have a major?• The average student changes majors 2 to 4

times • Change your major if it is not right for you!• Note: Must adopt current catalog if you switch

FORENSIC SCIENCEMATHBIOLOGY PHYSICS

CHEMISTRY

Transfer ShockA drop in the transfer student’s G.P.A. during the

first semester at the new institution (National Academic Advising Association)

IT’S REALCHANGE IS GOOD

CHANGE CAN BE STRESSFUL

Unrealistic Expectations vs. Realistic Identification

Warning SignsUnrealistic Expectations Realistic Identification

• Class sizes won’t be a problem.

• I don’t need to show up for every class.

• I need to load up my schedule so I can graduate on time.

• I don’t need to look at my degree audit. I know what I need to take.

• Acknowledge class size. Don’t get lost in the numbers.

• Retention of info in lectures means competence in your field.

• Create a plan of study for your first 2 terms with an advisor.

• The University uses the degree audit as a graduation reference.

Mark Your Calendar

• Drop/Swap and Add• Grade Forgiveness• Withdraw– academic standing policy

Time Management

Reality Check Activity

First Week Survival

• “Don’t go into Transfer Shock!” tips sheet• Parking in first week – permits• Classroom locations • Don’t overload• Campus Resources• Auditorium Size Classes

College of Sciences Academic Services(COSAS)

CSB 250407-823-6131 undergrad.cos.ucf.edu

Office Hours: M-Th 9-5F 9-12

HOW ARE STUDENTS RESPONDING? COS Transfer Orientation Presentation

Survey List 2 things you learned from this

presentation

Post-test (same as Pre-test) to measure student learning outcomes

TRANSFER SHOCK

POST-ORIENTATION OUTREACH In development: Transfer Success Seminar Will include timely communication plan, including

social media, over the first semester according to the COS Advising Syllabus

Will study differences among majors (ex. are STEM majors having more trouble transitioning than Social Sciences?)

Develop more pre-transfer programming with Consortium Schools (e.g. academic maps for each major incorporating each schools AA requirements)

RESULTS OF STUDENT LEARNING OUTCOMES

Pre- and Post-Test Results Summary: Most students learned about Transfer Shock in first

presentation and could answer correctly in pre-test (93%).

Awareness of how often students should see an advisor jumped from 55% to 80% (+25%).

Awareness of academic progress tool increased from 77% to 94% (+17%).

Understanding differences of GPAs and which ones determine academic standing increased from 66% to 87% (+21%).

CHANGE IN TRANSFER PROBATION RATES

Fall 2009 Fall 2012Total COS Transfers: 1074 1337

Placed on probation after 1st semester: 259 (24%) 112 (8%)

Deferred COS transfers (borderline 2.0 GPA): 141 (54% of 259)41 (37% of 112)

Questions?

Dena.Ford@ucf.eduRyan.Sexton@ucf.edu

Chauntrice.Riley@ucf.edu