This week’s lecture regarding engaging community college transfer students, truly resonated with me as I aspire to be a dean of students at a community college; my concentration is community college administration and leadership. Therefore, engaging and ensuring that transfer students persist will be a major component of my desire role within the institution. Engaging transfer students as a whole is important, in addition to addressing their needs as it relates to race/ethnicity, gender, sex, and socioeconomic class.
Rhine, Milligan, and Nelson note the importance of alleviating transfer shock in Alleviating Transfer Shock: Creating an Environment for more Successful Transfer Students. Considering the social and academic obstacles faced by transfer students, eliminating additional obstacles should be a priority amongst institutional leadership. For the purpose of this assignment, transfer shock refers to the social and academic decrease experienced when a transfer student goes from a 2-year institution to a 4-year institution. As noted by Rhine, Milligan, and Nelson (2014) community college serve as an economic and social safe haven for students which natures their desire to transfer to a 4-year institution. Unfortunately, once this population of students transfers to a 4-year institution, they do not find the safe haven that they are accustomed too.
I believe Transfer Shock could be alleviated through mentor programs as proposed by Laanan (1996) “mentor-mentee programs”. All incoming transfer students should be required to participate in the mentor program. The purpose of the program is to provide guidance to transfer students while alleviating Transfer Shock and the effects of the W-Curve. Considering that this will be transfer students once time in the 4-year environment, they may also experience the W-Curve.
Rhine, T. J., Milligan, D. M., & Nelson, L. R. (2010, Oct. 29). Alleviating transfer shock: Creating an environment for more successful transfer students (PDF). Community College Journal of Research and Practice, pp. 443-452.