Orientation Just For Transfer Students: Exposing Transfer - PowerPoint Presentation

Slide1

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 FloridaSlide2

Presentation Objectives

Provide motivation for institutional modification of a long-held scheduleDemonstrate 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.Slide3

Some Background

InformationThe 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 TransfersConsortium Agreements with UCFTransfer Orientations – one full day (9-4)

College advising: 30 min./Dept. schedule-planning 75 min.Slide4

Motivation for Change

“Deferred” AcceptanceFour colleges presented data from Fall 2009Results: Over 33% of the new transfers placed on probation first semester were within the “deferred” groups. (COS: over 54%!)Presented results to higher administrationSlide5

Action Taken So Far

Task Force formed at request of Higher Administration to discuss results and make recommendationsDecision was made to change schedule of Transfer Orientation to allow for longer advising sessionsCollege advising: 80 minutes/ Dept. schedule planning unchanged (75 minutes)How can we best use this time to help transition students more successfully?Slide6

Focus on Avoiding Transfer Shock

Raise awareness of the “Transfer Shock” phenomenonReinforce in two presentationsUniversity presentation: done by Transfer and Transition Services officeCollege 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-testsSlide7

Theoretical Background

Developmental Identification ModelDerived 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 identificationSlide8

Visual Signs & Patterns

Behavior-Based Learning/ModelBuilds in layers through unrealistic expectationsProgressive in nature = unrealistic expectations pick up sediment, or additional incongruent behaviorsSlide9

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.Slide10

A-B-C

B: BehaviorThe antecedent gives rise to the observable behavior.Unrealistic expectations are building, outreach is crucial at this time.Slide11

A-B-C

C: ConsequenceAvoidant and negative behavior leads to destructive consequences.Triage is necessary at this layer. Help student accept the fallout.Slide12

Pre-Orientation Outreach

E-mail to transferring studentsUCF’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.Slide13

Orientation Workshop Outline

Transitioning to UCF and Pitfalls of Transfer ShockBasic student degree elements and toolsPolicies – activityStudent Rights & Responsibilities - activity

First Week SurvivalSlide14

Welcome to UCF!

Please complete the COS Orientation Questionnaire while waiting to get started.

Thank you,

Your COSAS Advising Team

Go knights!Slide15

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 ForensicsSlide16

Selecting a Major

?Slide17

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 Science

math

biology

physics

chemistrySlide18

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

REALCHANGE IS GOOD

CHANGE CAN BE STRESSFULUnrealistic Expectations vs. Realistic IdentificationSlide19

Warning Signs

Unrealistic 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

.Slide20

Mark Your Calendar

Drop/Swap and AddGrade ForgivenessWithdraw academic standing policySlide21

Time Management

Reality Check ActivitySlide22

First Week Survival

“Don’t go into Transfer Shock!” tips sheetParking in first week – permitsClassroom locations Don’t overloadCampus ResourcesAuditorium Size ClassesSlide23

College of Sciences Academic Services(COSAS)

CSB 250

407-823-6131

undergrad.cos.ucf.edu

Office Hours:

M-

Th

9-5

F 9-12Slide24

How Are Students Responding?

COS Transfer Orientation Presentation SurveyList 2 things you learned from this presentationPost-test (same as Pre-test) to measure student learning outcomes

TRANSFER

SHOCKSlide25

Post-Orientation Outreach

In development: Transfer Success SeminarWill include timely communication plan, including social media, over the first semester according to the COS Advising SyllabusWill 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)Slide26

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%).Slide27

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)Slide28

Questions?

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

Chauntrice.Riley@ucf.edu