1

Forming A Sense of Belonging: How Four-Year Institutions Can Assist Transfer Students

EmmaLea Bittner, Hannah Fisher, Fernando Gonzalez, & Lamia Shapiro

College of Education, Northern Illinois University

HESA 522: College Student Development Theory

Dr. Quortne Hutchings

November 14, 2021

 2

Forming A Sense of Belonging: How Four-Year Institutions Can Assist Transfer Students
This paper will identify and rectify student development issues surrounding transfer

students, specifically how transfer students create a sense of belonging after transferring to a

four-year institution. This paper is organized in four main parts, the issue, context, theoretical

framework, and programmatic intervention. Part I will discuss how transfer students create a

sense of belonging once they transfer to a four-year university. The review of literature provides

a deeper understanding of their struggles. Part II covers the context as it relates to the type of

institution and the students targeted by a following intervention. Part III delves into

Schlossberg’s transition theory, which provides the theoretical framework for transfer student

programming. Part IV proposes a programmatic intervention, which is Transfer Student Interest

Groups, in greater detail.

Part I: The Issue

Years of research and data show the significance of student engagement when it comes to

matriculation through higher education programs. This is true for all students, regardless of full-

time status, socioeconomic background, field of education, or length of program. For certain

student populations, although engagement is important, it is far less feasible. The primary focus

of this literature review will be the transfer student population, the challenges they face for

engagement, and recommendations for practice by current professionals in student affairs.

Transfer students have certain experiences which other student populations may not have.

For example, there is a substantial portion of the population that experience “transfer shock.”

This phenomenon occurs when students experience a decrease in post-transfer academic

performance (Townley et al., 2013). To help students overcome transfer shock, there must be

interpersonal validation at the receiving institution to fully support student development and

growth. This can be achieved through academic engagement that focuses on meaningful
 3

connections with faculty members and academic challenges paired with learning. Peer mentoring

programs, faculty exchange meetings, transfer student orientations, clubs benefitting transfer

student interests, awards and scholarships specific to transfer populations, the establishment of a

Tau Sigma chapter (national honor society for transfer students), “transfer student day” to

celebrate transfer students, and emotional support from faculty, administration, and peers can

help incoming students adapt to the “transfer shock” that many report feeling at their transfer

institutions (Shaw et al., 2019).

Transfer capital, as defined by Laanan et al. (2011), describes the skills and abilities

transfer students can utilize to give them an advantage at their new institution. Transfer capital

includes synthesizing information accessible to transfer students through the access of transfer-

related services; academic skill building, advising, and counseling; developing accurate

perceptions of the transfer process; increasing cognitive development through learning; and

experiencing positive interactions with faculty and staff (Rosenberg, 2016). In a study done by

Zhang and Ozuna (2015), students from a community college reported valuing personal

relationships with faculty members and relied on them for career advice and mentorship. Their

research indicates the importance of faculty and staff support at the transfer institution just as

well as the initial institution. Staff, such as academic counselors, need to be aware of the types of

information and services prospective transfer students need to make the successful transition at

their 4-year university. Faculty can also play a significant role in providing access and resources

to transfer students upon their arrival at their new institution (Laanan, 2007). No matter where

transfer students are, their qualifications and experiences must be recognized as significant by

faculty. Students who were validated were found to have an increased likelihood of academic
 4

integration in college. For most transfer students, faculty approachability plays a significant role

in their engagement. Laanan, (2007) states:

Students who perceive that faculty are easy to approach will more than likely take
advantage of office hours and seek assistance on class assignments and projects. The
more information students have about the expectations of the faculty for a particular
class, the greater the likelihood that students will successfully meet those expectations (p.
53).

Hartman and Mayo (2020) states there is also transitional trauma involved in the transfer

student life experience, including “alienation…when unfamiliar with some of the norms, values

and expectations that predominate in a school community” (p. 19). One aspect often overlooked

in research is navigating the technological nuances of the new college or university. Four-year

institutions must prioritize efforts to readily answer questions that pertain to transfer students and

maintain efforts to post information online in easy-to-understand formats. Information can

include course equivalencies, credit evaluation, expenses beyond the strict cost of attending,

class availability, program deadlines, admissions requirements, campus culture, class size,

ordering transcripts, financial aid information, academic expectations, and study skills to name a

few (Rosenberg, 2016). When unsure or unable to find information about new technology,

transfer students can experience anxiety about possibly failing their classes. One suggestion is

for institutions to communicate information about how to access classes, use email, and assist

users in learning management systems such as Blackboard. In a study conducted by Shaw et al.

(2019), students shared their struggle with learning the technology and trying to get help at the

university. One student was transferred between departments until being disconnected. Another

student explained that when she attempted to learn about the online resource of Blackboard,

there was no one available to help explain it to her. Transfer students feel an immense anxiety

not knowing how to operate systems to submit coursework, review material, or engage with
 5

peers. It is the lack of support that makes the transition insurmountable for some. By the time

students adapt to classroom technology, they have lost valuable time finding a social network or

seeking foundational support at their transfer institution.

Many transfer students have reported feeling marginalized by their transfer institutions.

Such experiences can result in transfers’ perceptions that their institutions are unreceptive to

their needs, and that they do not matter to faculty, staff and their institutions overall (Hartman &

Mayo, 2020). Hartman and Mayo sought to understand transfer student experiences and the role

which institutions play in developing their identity. There were mixed responses to how transfer

students viewed their transfer identity. For some, it was an important part of who they are. Other

students did not see it as an identity but rather as part of a process to get a degree. For some

students, a sense of community may be less desirable, particularly if it interferes with their

identification with communities that are not recognized or affirmed by their campus (Townley et

al., 2013). For many transfer students, that means creating a sense of community outside of their

transfer institution because there are not enough support programs that affirm and encourage

transfer students’ experiences. Hartman and Mayo (2020) argue that support programs for

transfer students must be extended and sustained through the student’s undergraduate career to

combat the shock that many transfer students face. If the receiving institutions desire to integrate

transfer students into the community, there must be a dedication to see the population throughout

the transfer process, rather than simply at the beginning and (with a 21% probability of

completion) at the end (Shaw et al., 2019).

Part II: Context

This section examines transfer students and how they create a sense of belonging on

campus once they transfer. While transfers are adaptable, flexible, and have prior understandings
 6

of navigating higher education, they still require support from their transfer institutions.

Additionally, this section looks at ways that public four-year institutions can encourage and

foster connections for transfer students.

Descriptions of Population

Transfer students are often overlooked by institutions of higher education.

“Undergraduate transfer is a fact of life, as it is estimated that at least 40 percent of students

attend more than one institution on their path to a baccalaureate degree” (Townsend, 2008, p.69).

A transfer student is a student who has completed classes at multiple colleges or universities

after leaving high school. Students transfer for a variety of reasons. Some common reasons

include, but are not limited to, finding a school with an inclusive environment, changing majors,

financial circumstances, and prestige.

In several studies Martinez (2016), states some common characteristics of transfer

students have been noted. For instance, there are life experiences that have enabled transfer

students to have an enhanced strength of perseverance. In addition, students gained the ability to

build study habits as well as time management skills independently. One student described it as

being able to manage themselves:

I had to teach myself how to study and go to class all the time and just stuff like that...I
think that was my biggest thing, just getting used to like the workload and how hard the
classes were and how to organize my time...I can’t do bad and I have big shoes to fill...So
just basically...putting myself in check (Martinez, 2016, p.51).
In this instance, the social pressure and challenges, as well as the skills gained by these life

experiences are highlighted. These pressures hold students accountable by their social support.

Transfer students can commit themselves to goals and priorities, regardless of the

difficulties that stand in the way. Among transfer students, there is also a sense of being

adaptable and not being phased by change. Transfer students described their experiences
 7

adjusting to college during COVID-19. “Just the change of setting, I feel like, will kind of

inspire me to become more focused and take care of what I need to take care of academically”

(Rashad, 2020, para.30). Data collected for this study involved the experiences of transfer

students at their receiving institution. Transfer students are unique because while the institutions

consider this population first-year students, they have more life experiences compared to

traditional first-year students. Studies have found that while transfer students may have life

experiences and other skills, this population does not always ask for assistance, especially when

it comes to building community or gaining job and internship skills. Engaging in cocurricular

activities and interacting with faculty and peers outside of class-required activities are positively

associated with student persistence. However, studies have found that transfer students are less

likely to be involved in student organizations or have contact with faculty compared to native

students (Matthews, 2015).

Institutional Context: Public Four-year Institutions

Upon arrival at receiving institutions, many transfer students struggle with establishing a

community. It is important for students to find ways to connect in order to aid in the transfer

transition. As a result of struggling to establish community, many transfer students struggle with

isolation. Hartman and Mayo (2020) write, “they are different from their first-time-in-college

peers. Isolation and low engagement may result if transfers internalize these instances of

disconnection” (p. 1). Therefore, it is imperative to provide transfer students with resources to

connect to their peers and faculty. To find meaning and purpose on campus, the institution must

provide students with support and strategies to help the transfer students flourish in their new

environment. These supports and strategies must be part of a long-term approach for student
 8

success. One way to do this involves providing learning communities to help students transition

and connect with the greater campus community (Hartman & Mayo, 2020).

Transfer students demand more from their receiving institutions to help them succeed. It

is also important for this population to be engaged on campus. Transfer students are more

concerned with applying specific learning and how it can be applied to other areas. Student

engagement is defined as “the time and energy students spend on educationally purposeful

activities inside and outside the classroom and the ways institutions support these positive

learning environments” (Center for Postsecondary Research, 2021). For example, this student

population is more likely to email an institution than fill out a web form. Therefore, it is

imperative that institutions ensure that contact information is readily available and accessible on

the institution’s website. Furthermore, it is also important to support transfer students after they

email. One possible way to support students is through text and calling. Studies have shown

following up with students in this manner will increase the chances of making a connection and

generating a response from a transfer student (Ruffalo Noel Levitz, 2020).

In addition to reaching out to students, institutions can further help transfer students by

providing a peer mentor program on campus. This helps ensure student success and social well-

being and allows transfer students to engage with the greater community, in ways they never

imagined. It also provides opportunities to network with future professionals. This is crucial to

the transfer student population because they are focused on career and academic goals. In

addition to peer mentor programs, institutions can also provide civic and creative leadership

opportunities for transfer students to build skills.

Transfer students should also be provided with the opportunity to participate in a transfer

student round table. Transfer students have a different schedule than other student populations,
 9

so it is important they be provided an opportunity to share their thoughts and concerns. This can

be done in person, virtually, or through an app that provides the space for discussion to improve

transfer student engagement. By engaging in a roundtable, students will be able to grow and gain

skills for their resume. The students will be able to provide information to shape their

institution’s transfer student experience programs for future generations. They will be able to

provide the framework so that their institutions are able to better support transfer students

(Provencher, 2019).

For transfer students to engage, especially in virtual learning, meaningful achievements

are recommended. For instance, there is a popular trend where users earn badges based on

interactions and accomplishments. In a study by McDaniel et al. (2012), students took part in a

self-guided course where they were rewarded with badges for taking part in behaviors which

encouraged pro-social behavior. This program allowed students to shape their future as they

desired. This study sets the blueprint for future success of programs that aims to get students to

interact virtually. For transfer students specifically, it will be beneficial to relate this to college

completion and job search tasks. Perhaps adding a most loyal user feature or distinguished

transfer student milestone may aid in increasing interactions since that will cater to the needs of

the transfer student population.

Part III: Theoretical Framework

Based on the literature, transfer students struggle with transitioning to new institutions.

Applying Schlossberg’s transition theory can help student affairs professionals and counselors

better understand and aid these students through their transitions. According to Goodman et al.

(2006), a transition is “any event or non-event that results in changed relationships, routines,

assumption, and roles” (p. 33). Transition theory outlines the process of identifying transitions,
 10

recognizing coping resources, and utilizing those resources. The original theory (Schlossberg,

1984) began as a counseling model to help adults navigate individual, relational, and work

transitions. In higher education, transition theory has been applied to aid student groups like

returning veterans (Griffin and Gilbert, 2015), third culture kids (Kortegast & Yount, 2016),

African American students (Patton and Davis, 2014), and transfer students (Byrd, 2017; Flowers

et al. 2014; Lazarowicz, 2015; Rodrgiuez-Kiino, 2013). This section details the process of

identifying transitions, utilizing the 4 S system to provide appropriate resources, and justifies

why Schlossberg’s transition theory is a valuable foundation for transfer student-oriented

programming.

Identifying Transitions

To help transfer students move through transitions, student affairs professionals and

counselors should understand the meaning of transitions and the process. Transitions may be

anticipated, unanticipated, or a non-event. Non-events are anticipated transitions that do not end

up occurring (Goodman et al., 2006). For a transfer student, this could be expecting to be

accepted to a specific institution but not getting admitted, resulting in them transferring

somewhere else or pausing the process. When helping students, it’s important to include

discussion of non-events and subtle transitions, not just crises (Goodman et al., 2006). While

situations occur, they are only deemed a transition if the individual perceives it as such

(Goodman et al., 2006). Transfer students all change to a new institution but each student may

not be equally as impacted by the process. Perceptions of transitions are individualized and

unique.

Recognizing Resources: The 4 S System

 11

Once the transition is identified, students can use the 4 S system to recognize coping

strategies for the transition. This system explores the context and resources through the situation,

self, support, and strategies. Understanding the context through situation and self provides clarity

on the transition and helps adapt strategies to the situation. Goodman et al. (2006) explain this

system as an exploration of assets and liabilities with more assets potentially making transitions

easier. Some examples of assets are having a reliable support system, job security, housing

security, and a naturally optimistic personality.

The first step is assessing the situation in more detail than the initial identification

process. Some areas to explore are the event characteristics, timing, triggers, perceived control

over the transition, role changes, external stressors, similar previous experience, and duration

(Goodman et al., 2006). For students transferring, the trigger may be that they did not feel

supported at their previous institution. They may have some control by choosing the school, but

also may feel a lack of control during the acceptance process or waiting for financial aid. For role

change, the student might have been a junior at their past institution but are now sophomore

status at their new one. They may also navigate going from being an insider to an outsider when

transferring. While the process toward graduation may only be a few years, the duration may

seem long term to many students while others may recognize that it is temporary. As students

move through this transition, this assessment may change positively or negatively.

The assessment of the situation also depends on the self which is comprised of personal

characteristics and psychological resources (Goodman et al., 2006). Personal characteristics are

identities like socioeconomic status, gender, race, health, and age which influences a student’s

capital, or assets. More capital often leads to better coping with the transition since they have

more resources, knowledge, and experiences to rely on (Goodman et al., 2006; Kortegast &
 12

Yount, 2016). For instance, first generation students at a four-year university may not understand

that transferring is an option or may struggle finding support in the process. Along with

identities, the psychological resources of an individual influence their transition. These resources

include explanatory style, ego development, optimism, self-efficacy, resilience, spirituality,

values, and commitments (Goodman et al., 2006; Kortegast & Yount, 2016). If an individual has

positive perceptions when assessing the transition, then they may have more positive outcomes

(Kortegast & Yount, 2016). Conversely, individuals with pessimism or a lack of self-efficacy—

seen as liabilities—may prevent students from finding support and using positive strategies to

move through the transition (Goodman et al., 2006).

To help navigate transitions, students can use support systems. These could be social

through intimate relationships, family, and friends. They could also be institutional through

transfer centers, advisors, or clubs on campus to local religious organizations in the community

(Goodman et al., 2006). The functions of support should include trust, affect, affirmation,

encouragement, care, aid, and honest, positive feedback to offer the best outcomes for

individuals in transition (Goodman et al., 2006; Kortegast & Yount, 2016). As with assets, more

sources of support lead to a better likelihood of coping with a transition. Overall, support

systems should help students utilize coping strategies.

With the help of support systems, students can build and perform coping strategies to

manage the situation. Strategies can be separated into two forms: coping responses and coping

modes. Responses describe the goal of the action while modes the type. Coping responses

modify the situation, control the meaning of the problem, or manage stress after the transition

(Goodman et al., 2006; Griffin & Gilbert, 2015; Kortegast & Yount, 2016). Modes include

information seeking, direct action, inhibition of action, and intrapsychic behavior (Kortegast &
 13

Yount, 2016). These strategies may not always have positive outcomes. Often, students must try

several different strategies to figure out which helps them transition the best. One set of

responses and modes also may not function in the same way when a new transition arises. Once

again, these strategies change and develop through the process, and are highly individualistic.

Justification for Use

While everyone encounters transitions, one popular community in higher education that

this theory can apply to is transfer students. These students often endure transfer shock when

entering new institutions. To target specific aid toward these students, the next section will

propose a transfer student program grounded in Schlossberg’s transition theory. The goal of this

program is to help transfer students identify support systems within their new institution and

socially, recognize and practice coping strategies, and situate their transition in relation to their

identities and self.

Part IV: Programmatic Intervention

This section presents and justifies a programmatic intervention for transfer students at

their receiving institution. The following sections state the outcomes of our intervention as a

result of utilizing Schlossberg’s transition theory, a proposal for the creation of Transfer Student

Interest Groups (TRIGs), the benefits of implementing TRIGs, and the evaluation plan for this

program. It is crucial to provide transfer students with the support services they need to

overcome these barriers to ensure a smooth transition. The programs and solutions mentioned in

this paper will help develop these skills in transfer students. The transfer student population will

be able to feel a greater sense of support and become knowledgeable about the various student

services available on campus by engaging with a counselor regularly. These meetings will allow

students and staff to build a community with one another on campus. As a result, students will

feel connected and increase their chance of success at the institution. The meetings will be held
 14

once a week, for at least the first semester, with the recommendation to hold optional meetings

beyond the first semester to further contribute to the sense of community. The institution will

utilize the department of student success and partner with the office of orientation and first year

experience. The number of participants will vary by institution and transfer class cohort.

Intervention Outcomes
In order to achieve the desired outcomes, institutions must create a program which will

help promote a sense of belonging on campus for transfer students. Although transfer students

are not freshman, many of them feel like that as they transition to a new institution (Townsend,

2008). With the implementation of TRIGs, we will assist transfer students as they transition from

one campus to another. Utilizing Schlossberg’s transition theory, we will structure our

programming around the 4 S’s: situations, self, support, and strategies (Goodman et al., 2006;

Griffin & Gilbert, 2015; Kortegast & Yount, 2016).

The first outcome centers on the situation and is to minimize institutional stressors for

students by educating them on the various services and resources available. The next outcome is

to have transfer students engage with the counseling office asking them to meet at least once

with a counselor and focuses on self from Schlossberg’s theory. Support from Schlossberg’s

theory is represented by requiring transfer students to participate in the student activities fair,

which will promote student engagement on campus. The last S from Schlossberg’s theory is

strategies and acts as the foundation for the TRIGs. The objective of creating TRIGs is to equip

students with numerous strategies as they transition from one campus to the next.

Programmatic Intervention
According to Townsend (2009), to help transfer students develop a sense of belonging at

their new institution, it is recommended to create and implement a TRIG program would be most

beneficial. The program would be modeled after First Year Experience and incorporate aspects
 15

from TRIO Student Support Services, but applicable to transfer students’ experiences. The

TRIGs would be designed according to semester cohorts of transfer students. Activities included

as part of the TRIG are: Orientation, Campus Tour, Transfer Day, Student Activities Scavenger

Hunt, Guest speakers from various college departments, and Transfer Student perspectives from

Seniors. A schedule of events can be found in Appendix A (Strabala-Bright, 2021). This program

would reside within the Student Success division and be part of the office of Orientation and

First Year Experience. The program requires a TRIG coordinator(s) to facilitate and evaluate the

program. A job description can be found in Appendix B (Sauk Valley Community College,

2021).

Rationale
Based on research from Townsend (2009), the creation of a TRIG program would help

transfer students become familiar with the campus, provide information specific to their

situation, provide supports as they encounter transfer shock, and help them connect with others

on campus. Additionally, the TRIG program is created based on Schlossberg's transition theory,

which makes this program especially beneficial for transfer students due to their unique situation.

Transfer students have experience navigating higher education but are at a new institution with

an unfamiliar campus and culture. The TRIG will help create connections for transfer students

with the institution and fellow transfer students, yielding a sense of belonging.

Additionally, students will be provided information about the campus and the various

supports available to them. The TRIG program coordinator(s) will also serve as liaisons for

transfer students and will provide support for the duration of their first semester on campus.

Transfer students bring with them a variety of strategies, as they have prior experience
 16

navigating higher education. The program coordinators will help students connect their previous

experiences in higher education with available resources on campus.

Evaluation Plan
The TRIG program coordinators will use a pre- and post-assessment to gauge where

transfer students are and how the institution can connect the students prior experience to the

resources available on campus. Transfer students must meet with the program coordinator(s) at

least once during their first semester before they are eligible to enroll in classes for their next

semester. This allows our coordinator(s) to continue to build relationships with the transfer

students, as well as assist with any “transfer shock” they may be experiencing. Lastly, all transfer

students enrolled in the TRIG program will be asked to complete an exit interview. Copies of the

pre-assessment, post-assessment, and exit interview can be found in Appendix C, D, and E.

Section E: Conclusion

Transfer students are in a unique situation within higher education. They are both new

and not at the same time. Transfer students are no strangers to navigating the system of higher

education, but each institution is setup differently. To ensure the academic success of transfer

students as they continue to pursue their academic goals, specific supports are needed. One way

of rectifying this issue is by implementing and sustaining a Transfer Student Interest Group

(TRIG). Based on Schlossberg’s transition theory, the TRIG would meet transfer students where

they are at in their development and assist them as they transition to a four-year institution. This

approach embodies Schlossberg’s theory and is centered on the 4 S’s: situations, self, support,

and strategies. By utilizing this theory, institutions can ensure the proper support is available for

transfer students as they transition and continue towards their degrees.

 17

References
Byrd, D. A. (2017). Utilizing Schlossberg’s transition theory for student success: A case study of
underrepresented transfer students in a predominantly White teacher education program.
The Journal for the Texas Association of College & University Student Personnel
Administrators, 3.
Center for Postsecondary Research. (2021, November 13). NSSE. National Survey of Student
Engagement.
https://nsse.indiana.edu/nsse/#:~:text=Student%20engagement%20represents%20two%2
0critical,opportunities%20to%20get%20students%20to
Flowers, R. D., Luzynski, C., & Zamani-Gallaher, E. M. (2014). Male transfer student athletes
and Schlossberg’s transition theory. Journal for the Study of Sports and Athletes in
Education, 8(2), 99-120. https://doi.org/10.1179/1935739714Z.00000000021
Goodman, J., Schlossberg, N. K. & Anderson, M. L. (2006). Counseling adults in transition:
Linking practices with theory. 6 ed. Springer Publishing Company.
Griffin, K.A., & Gilbert, C.K. (2015). Better transitions for troops: An application of
Schlossberg’s transition framework to analyses of barriers and institutional support
structures for student veterans. The Journal of Higher Education, 86(1), 71-97.
Hartman, C. & Mayo, J. (2020, August). Supporting transfer student experiences and identity
development post transfer. Research Briefs. Retrieved November 12, 2021, from
https://sc.edu/nrc/system/pub_files/1600287489_0.pdf
Kortegast, C. & Yount, E. M. (2016). Identity, family, and faith: US third culture kids transition
to college. Journal of Student Affairs Research and Practice, 53(2), 230-242.
doi:10.1080/19496591.2016.1121148
Laanan. (2007). Studying transfer students: Part II: Dimensions of transfer students’ adjustment.
Community College Journal of Research and Practice, 31(1), 37–59.
https://doi.org/10.1080/10668920600 859947
Laanan, F.S., Starobin, S.S., & Eggleston, L.E., (2011). 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 & Practice,
12(2), 175-209. https://doi.org/10.2190/CS.12.2.d
Lazarowicz, T. A. (2015). Understanding the transition experience of community college
transfer students to a 4-year university: Incorporating Schlossberg's transition theory
into higher education. The University of Nebraska-Lincoln.
Martinez, D. L. (2016). Transitioning: Experiences of transfer students. [Doctoral
Dissertation, Michigan State University]. https://d.lib.msu.edu/etd/4509/datastream/OBJ/
download/transitioningexperiencesoftransferstudents.pdf
Matthews, O. "The transfer student experience: Challenges and institutional
support systems for undergraduate transfer students at a public four-year university"
(2015). [Masters Dissertation, Wright State University].
https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=2420&context=etd_all
McDaniel, R., Lindgren, R., &; Friskics, J. (2012). Using badges for shaping interactions in
online learning environments. 2012 IEEE International Professional
Communication Conference. https://doi.org/10.1109/ipcc.2012.6408619
Patton, L. D., & Davis, S. (2014). Expanding transition theory: African American students'
multiple transitions following Hurricane Katrina. Journal of College Admission, 222, 6-
15.
 18

Provencher, L. (2019, October 25). National Student Transfer Week celebrates transfer students
nationwide. OCCRL. Retrieved November 15, 2021, from https://occrl.illinois.edu/our-
products/voices-and-viewpoints-detail/current-topics/2020/12/13/national-student-
transfer-week-celebrates-transfer-students-nationwide.
Rodriguez-Kiino, D. (2013). Supporting students in transition: Perspectives and experiences of
community college transfer students. Journal of Applied Research in the Community
College, 20(2), 1-10.
Rosenberg, M. J. (2016). Understanding the adult transfer student-support, concerns, and transfer
student capital. Community College Journal of Research and Practice, 40(12), 1058–
1073. https://doi.org/10.1080/10668926.2016.1216907
Ruffalo Noel Levitz. (2020). E-Expectations of transfer students: A 2020 trend report. RNL.
https://learn.ruffalonl.com/rs/395-EOG-977/images/2020_Transfer_Student_E-
Expectations_final.pdf
Sauk Valley Community College. (2021, August 4). Transfer coordinator. Faculty and Staff
Tools. https://fast.svcc.edu/hr/job-descriptions/Student-Services/student-
services/Transfer%20Coordinator.html.
Shaw, S., Spink, K., & Chin-Newman, C. (2019). “Do I really belong here?”: The stigma of
being a community college transfer student at a four-year university. Community College
Journal of Research and Practice, 43(9), 657-660.
https://doi.org/10.1080/10668926.2018.1528907
Strabala-Bright, J. (2021, September 9). FYE 101 section L course syllabus. Faculty and Staff
Tools. https://fast.svcc.edu/curriculum-instruction/outline-syllabi/syllabi/index.html.
Townley, G., Katz, J., Wandersman, A., Skiles, B., Schillaci, M. J., Timmerman, B. E., &
Mousseau, T. A. (2013). Exploring the role of sense of community in the undergraduate
transfer student experience: Sense of community and the transfer student experience.
Journal of Community Psychology, 41(3), 277–290.
Townsend, B. K. (2018, December 5). Feeling like a freshman again : The transfer student ...
Wiley Online Library . Retrieved November 17, 2021, from
https://srs.ucsd.edu/_files/support-student/Townsend%2008.pdf.
Zhang, Y., & Ozuna, T. (2015). Pathways to engineering: The validation experiences of
transfer students’ community. College Journal of Research and Practice, 39(4), 355-365.
DOI: 10.1080/10668926.2014.981892
 19

Appendix A

Weekly/Daily Topical Schedule

Table 2 Weekly/Daily Topical Schedule (this schedule is subject to change)
Date Topic Descriptions Assignments/Activities
Topic 1 Introduction to course  Syllabus Review*
 Complete the scheduling appointment online form
to set up an appointment with an academic advisor.
Bring a printout with the appointment information
included to class next week.
 Complete Pre-Assessment Survey in Canvas.
Topic 2 Entry Self-Reflection  Write a reflection about your identities and your
knowledge entering NIU. Include expectations for
the upcoming years
 Review how to use Canva, accessing email, and
other software
Topic 3 Transitioning to  Attend Student Activities Fair, or attend a club
University & Student meeting
Organizations  Complete Student Organization Interview
 Write a SMART goal
Topic 4 Time Management -  Apply your SMART goal this week and prepare to
Strategies share results in class
 Complete Weekly/Semester Calendar
Topic 5 Finding Supportive  Research and post list of resources on campus that
Resources on Campus you think are valuable to you and why

Topic 6 Academic Resources on  Visit the Learning Commons

Campus  Complete The Learning Commons Library Activity
and submit the LC Library Citation Assignment
 Complete the Learning Commons Tutoring Activity
Topic 7 Health and Wellness  No assignment, in-class discussion with self-
assessments and other useful tools.
 Plan methods of self-care
Topic 8 Managing Your Mental  Counseling and Consultation Services presentation
Health in class
 Apply methods of self-care for the week
 Midterm check in with transfer coordinator
Topic 9 Managing Expectations  Write your learning belief statement reflection
 Meet with academic advisor, if you have not yet
done so
Topic 10 Building a Career  Career Services panel
 20

Date Topic Descriptions Assignments/Activities

Topic 11 Emotional Intelligence  No assignment, in-class discussion

Topic 12 Inclusion  No assignment, in-class discussion

 CODE workshop

Topic 13 Managing Your Money  Post a good money management tip to the Money
Forum in Canvas Discussions.
 Complete FYE Post-Assessment in Canvas.
Topic 14 Tips for Scholarship  Fill out the Common Scholarship application
Applications  Final required check in with transfer coordinator
Topic 15 Transfer Student  Senior transfer students panel
Mentoring

Final Final Exam  Complete a final project

 21

Appendix B
TITLE: Transfer Student Interest Group (TRIG) Program Coordinator

SUPERVISED BY: Director of Orientation and First Year Programs

DEPARTMENT: Student Services

GRADE: I

CATEGORY: Full-time Professional-Technical

STATUS: Exempt

FUNCTION OF THE JOB:

Facilitates and evaluates the Transfer Student Interest Group (TRIG) program.

DUTIES AND RESPONSIBILITIES

 Facilitates the 16 week TRIG course
 Arrange workshops for faculty and academic advisors.
 Serve as an advocate for the student who transfers from one institution to another.
 Educates transfer students and the various resources the institution offers.
 Monitor and reports on the academic progress and mobility of students.
 Represents the institution at meetings of the Transfer Coordinators.
 Assume all other reasonable professional duties and responsibilities as assigned by the
supervisor.
ESSENTIAL FUNCTIONS:
 Must understand and support the mission of the university.
 Must be able to communicate effectively by phone and email on a daily basis.
 Must be able to work with Microsoft Office products.
 Must be able to work in a team environment.
 Must be able to provide verbal/visual presentations to faculty, staff, and students.
 Must be able to work flexible hours including some evenings and weekends.
PERSONAL INTERACTION:
Frequent contact is made with all levels of College personnel, students, outside organizations in
relation to routine departmental services and duties in providing appropriate assistance and
information as requested.

SUPERVISION EXERCISED:
No supervision required.

REQUIREMENTS:
Bachelor’s degree in education or related field with three years’ experience in an educational
setting or equivalent education and experience; computer skills, and excellent written and oral
communication skills required. Master’s degree in counseling, education, or related field;
community college experience and knowledge of Banner software strongly preferred.
 22

Appendix C
TRIG Pre-Assessment
1. On a scale from 1-10, how familiar are you with the resources available to students?
1 2 3 4 5 6 7 8 9 10

2. Why did you provide that rating?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__

3. What resources were available to you at your previous institution (check all that apply)?
 Advising
 Campus Child Care
 Counseling
 Cultural Resource Centers
 Disability Resource Center
 Financial Aid
 Fitness Center
 Food Pantry
 Fraternity/Sorority
 Legal Services
 Library
 Student Activities, Clubs, and Organizations
 Student Union
 TRiO/Upward Bound
 Tutoring Center

4. What resources do you feel would help you be successful on campus?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

5. What are some student clubs or organizations you would be interested in learning more
about?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
 23

Appendix D
TRIG Post-Assessment
1. On a scale from 1-10, how familiar are you with the resources available to students?
1 2 3 4 5 6 7 8 9 10

2. Why did you provide that rating?

________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. What resources do you use most to help you be successful on campus? (check all that
apply)?
 Advising
 Campus Child Care
 Counseling
 Cultural Resource Centers
 Disability Resource Center
 Financial Aid
 Fitness Center
 Food Pantry
 Fraternity/Sorority
 Legal Services
 Library
 Student Activities, Clubs, and Organizations
 Student Union
 TRiO/Upward Bound
 Tutoring Center

4. What are some student clubs or organizations you joined?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

5. Are there any supports that are missing that would help you be successful?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
 24

Appendix E
TRIG Exit Interview
1. On a scale from 1-10, how would you rate your institutional knowledge?
1 2 3 4 5 6 7 8 9 10

2. Why did you provide that rating?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_

3. On a scale from 1-10, how would you rate your sense of belonging on campus?
1 2 3 4 5 6 7 8 9 10

4. Why did you provide that rating?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

5. Do you feel you have sufficient academic support?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

6. What is one resource you use on campus that you may not have used if you hadn’t
participated in TRIG?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

7. On a scale from 1-10, how would you rate your overall transition to Northern Illinois
University?
1 2 3 4 5 6 7 8 9 10

8. How likely are you to recommend transfer students to participate in TRIG?

Not likely Somewhat likely Very likely