Presentation for NACADA Salt Lake City National 2013
by
Dena Ford, Ryan Sexton, and Chauntrice Riley
College of Sciences
University of Central Florida
ORIENTATION JUST FOR TRANSFER
STUDENTS: EXPOSING TRANSFER SHOCK
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
75 min.
advising: 30 min./Dept. schedule-planning
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: Antecedent
Behaviors 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: Behavior
The antecedent gives rise to the observable
behavior.
Unrealistic expectations are building, outreach is
crucial at this time.

A-B-C
C: Consequence
Avoidant 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 SelfAssessment.
ORIENTATION WORKSHOP OUTLINE
I.
II.
III.
IV.
V.
Transitioning to UCF and Pitfalls of Transfer
Shock
Basic student degree elements and tools
Policies – activity
Student Rights & Responsibilities - activity
First Week Survival
Welcome to UCF!
Please complete the COS Orientation
Questionnaire while waiting to get started.
Thank you,
Your COSAS Advising Team
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
Transfer Shock
A drop in the transfer student’s G.P.A. during the
first semester at the new institution (National
Academic Advising Association)
IT’S REAL
CHANGE IS GOOD
CHANGE CAN BE STRESSFUL
Unrealistic Expectations vs. Realistic Identification
Warning Signs
Realistic Identification
Unrealistic Expectations
•
Class sizes won’t be a
problem.
•
Acknowledge class size.
Don’t get lost in the
numbers.
•
I don’t need to show up
for every class.
•
Retention of info in lectures
means competence in your
field.
•
I need to load up my
schedule so I can
graduate on time.
•
Create a plan of study for
your first 2 terms with an
advisor.
•
I don’t need to look at my
degree audit. I know
what I need to take.
•
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 250
407-823-6131
undergrad.cos.ucf.edu
Office Hours:
M-Th 9-5
F 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
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 2012
Total 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.edu
Ryan.Sexton@ucf.edu
Chauntrice.Riley@ucf.edu