| TRANSFER STUDENTS |
BACKGROUND
Each year, the School of Social Sciences enrolls between
700-800 students from community colleges throughout the
Southern California area. Many of these students have spent
either two or three years in liberal arts programs and
working part- or full-time in their communities. Upon
arriving at UCI, these same students bring with them
insightful work and community experience that enhances the
classroom learning environment. At the same time, they
remain eager to complete their undergraduate education
within two years, if not earlier.
Unfortunately, less
than 10% of any given transfer cohort will successfully find
placement in any one of the nation's top graduate or
professional programs. Whether seeking a Masters or Doctoral
degree in the many areas of the social sciences, or whether
they intend to seek out an MBA or Jurisdoctorate, transfer
students often lack the type of academic portfolio necessary
for competing with 4-year university students. This
phenomena results from issues related to transition, time,
and training during their limited undergraduate career.
TRANSITION
The multiple psychosocial demands that come with the
transfer from a community college to a 4-year research
institution impacts the transfer student's performance and
transition to the university. A much more challenging course
load and a larger, diverse student population can lead to
what many researchers have termed "transfer shock." Transfer
shock refers to the psychological strain that results from
the collective disparities between a transfer student's
expected college experience from their actual one. Transfer
shock has been known to result in lower grades, reduced
social integration, and eventually, dropout.
Transfer students must acclimate themselves socially,
academically, and geographically to the university
environment. Involvement in student organizations,
especially those with high numbers of transfer students,
leads to a better transition experience, and can improve
long-term retention.
TIME
Although an external factor, the amount of time a
transfer student spends at a 4-year university greatly
impacts their long-term performance and placement in
graduate or professional school. For students considering
immediately applying to post-baccalaureate programs upon
graduation, very little time is allowed to complete the
necessary coursework and activities that strengthen an
application. Students wishing to graduate in two years must
apply for their respective post-baccalaureate program in the
fall term following their first year. This leaves admission
committees little information in making strategic judgments
on a student's candidacy for graduate school. Since much, if
not all, of the community college experience remains invalid
during the admissions process, transfer students often do
not compete with non-transfer applicants on the basis of
time alone.
Transfer students must attempt to
minimize comparative disparities with their non-transfer
counterparts by either considering a third year of
undergraduate training - and in the process, focus on a
minor or double-major - and/or attempting to improve their
applications through out-of-class training.
TRAINING
Students who rush to complete their curriculum
requirements leave little room for necessary co-curriculum
experiences, such as research,
internships, and community service.
Graduate and professional school recruiters highly value
these activities, oftentimes over a cumulative grade point
average. Research activities indicate academic ability,
revealed in three core skills associated with scientific
investigation - analytical, verbal, and writing. Internships
promote the development of professional skills in four main
areas - informational, technical, personal, and ethical.
Finally, community service is often associated with
leadership and value-based skills. Students who engage in
community service gain insight and motivation for serving
the types of populations targeted in social science
research.
Transfer students must allow for time
during their university experience to participate in all
three types of co-curricular experiences prior to
graduation. Travel studies and UCDC program also improve a
student's academic portfolio.
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