TRANSFER STUDENT ORIENTATION PROGRAMS
AT COMMUTER INSTITUTIONS
MAUREEN O’CONOR, PH.D. AND ERICA PEARSON, M.S.
NASPA
ANNUAL CONFERENCE
PHILADELPHIA, PA
MARCH 2011
TRANSFER STUDENT ORIENTATION PROGRAMS AT COMMUTER INSTITUTIONS
ABSTRACT
Undergraduate students and bachelor’s degree recipients show strong patterns of multi-institutional
attendance, which is expanding the scope of student support services and activities on many campuses to
address the needs of transfer student populations. Most orientation programs for transfer students focus on
academic aspects of the student experience. The purpose of this roundtable discussion is to discuss
supplemental orientation programming addressing social and developmental aspects of adapting to and
succeeding as a transfer student.
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TRANSFER STUDENT ORIENTATION PROGRAMS AT COMMUTER INSTITUTIONS
Background
Undergraduate students and bachelor’s degree recipients show strong patterns of multi-institutional
attendance, which is expanding the scope of student support services and activities on many campuses to
address the needs of the transfer student population. Nationally, 17 percent of undergraduates transfer from
the first institution at which they enrolled within three years of beginning their postsecondary education
(Berkner & Choy, 2008). Among bachelor’s degree recipients, nearly 60 percent attend two or more
institutions (Bradburn, Berger, Li, Peter & Roy, 2003).
By enrolling at more than one institution, transfer students have to learn to adapt to different
academic requirements and institutional cultures as well as integrate into the college community. This
combination of changes and adjustments can be problematic for transfer students and may lead to difficulties
with performance and progress, socialization and departure (Britt & Hurt, 1999; Tinto, 1993). However,
despite encountering these persistent challenges, many transfer students succeed by acquiring and
strengthening their academic and social skills.
Commuter institutions are particularly challenging because of the difficulties with helping students
integrate into the community without a residential experience. Braxton, Hirschy and McClendon (2004)
detail the issues related to student departures from commuter institutions. The chaotic atmosphere at
commuter institutions, with students, faculty and staff coming and going, can be unsettling for students (p.
45). In addition, students who have a strong need to join groups and participate in extracurricular activities
find the lack of formal social structures at commuter institutions unsatisfying (p. 39).
While articulation agreements, transfer credit policies, academic program planning, advisement,
support services and faculty involvement address academic aspects of the transfer experience, the
socialization and developmental needs of transfer students are an emerging area of concern. Generally,
orientation programming is offered to ease the students’ transition into the new institution. These programs
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often involve or are arranged by advising and student services in conjunction with academic departments.
The primary focus is on the academic programs, application of transfer credits and program planning. In
their literature review of programming for transfer students, Britt and Hirt (1999) found most orientation
programming for transfer students focuses on academic issues.
Purpose
In an effort to address the social and personal adjustment issues transfer student face, Hunter
College is piloting supplemental orientation programming to address these other complex issues. The
purpose of this roundtable program is to discuss supplemental orientation programs focused on creating
connections and building community among incoming transfer students at a large commuter institution.
Hunter College is public urban institution annually enrolling 22,000 students, the majority of whom
commute to campus. Among new undergraduates, 44 percent are transfer students (Hunter Fact Book,
2009). Given the high proportion of transfer students, the Office of Advising Services offers comprehensive
orientation programs. The major objectives of the basic orientation program include understanding college
policies regarding academic programs and policies, progress and performance, transfer credits and registration
procedures. In addition, Hunter is piloting supplemental orientation programming focusing on fostering
community development, including getting to know one another, becoming anchored to the Hunter College
community, developing learning communities and networking with one another. The goals of the
supplemental programming are designed to introduce and help equip transfer students with the resources,
skills and tools they need to succeed.
In 2010, more than 90 percent of the incoming transfer students attended the basic orientation
program, which focused on the academic aspects of the student experience. The supplemental programming
was designed to aid students with their transition to Hunter and increase opportunities to address the
problems of adjusting to and integrating into the college community. The initial supplemental program was
well-received and filled to capacity.
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Goals of the Program

Exchange information about best practices for transfer student orientation programming,
especially initiatives focusing on the personal and social aspects of the student experience

Discuss student attendance at and evaluation of programming

Create a deeper understanding of the adjustment issues transfer students encounter,
including academic, social and community involvement

Understand the logistics of implementing new or enhanced programming based on idea
exchange with the group
Program Format
Roundtable discussion

Introductions

Identify academic, social and personal issues transfer students encounter

Discuss Hunter College orientation programming objectives and provide context with data
about transfer student population and student participation

Survey roundtable participants about orientation programming for transfer students with a
questionnaire

Large group sharing of questionnaire answers

Large group discussion about feasibility of implementing new programming and logistics,
such as budget, personnel and other resources
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Relationship to Conference Theme
This program addresses the theme of helping students to develop their sense of self. Offering
transition services and orientation programming designed to help transfer students integrate and succeed in
various institutional environments is an essential component of effectively helping students acclimate to a
new community and gain confidence in different environments. Through effective practices addressing
academic and social needs, we enable students to become anchored and increase their confidence in their
own role in the college community.
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REFERENCES
Berkner, L., & Choy, S. (2008). Descriptive Summary of 2003–04 Beginning Postsecondary Students: Three Years Later.
NCES 2008-174. Washington, DC: National Center for Education Statistics.
Bradburn, E.M., Berger, R., Li, X., Peter, K., & Rooney, K. (2003). A descriptive summary of 1999-2000
bachelor’s degree recipients one year later. NCES 2003-165. Washington, DC: National Center for
Education Statistics.
Braxton, J.M., Hirschy, A.S., & McClendon, S.A. (2004). Understanding and reducing college student
departure. ASHE-ERIC Higher Education Report, 30 (3). Hoboken, NJ: Wiley Periodicals, Inc.
Britt, L.W., & Hirt, J.B. (1999). Student experiences and institutional practices affecting spring semester
transfer students. NASPA Journal, (36)2, 198-209.
Hunter College. (2009). Fact Book 2009. Retrieved September 3, 2010, from
http://www.hunter.cuny.edu/ir/factbook2009/factbook2009.html
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago:
University of Chicago Press.
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Presenter Profiles
Maureen O'Conor, Ph.D.
Dr. O'Conor has more than 15 years of experience working with diverse student populations in roles
including advising, admissions, communications and operations. Dr. O'Conor earned her Ph.D. from Loyola
University Chicago and her research focuses on degree attainment, student success and persistence. Contact
Dr. O’Conor at moconor@hunter.cuny.edu
Erica Pearson, M.S.
Ms. Pearson has nearly 10 years of experience in advising and residence life. Ms. Pearson has an M.S. in
Higher Education from SUNY at Buffalo and has pursued additional graduate work in sociology. Contact
Ms. Pearson at erica.pearson@hunter.cuny.edu
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