Many issues in First Year Issues still apply to transfer students. The list below is specific to transfer and re-entry students.
| Academic Issues | How Family Can Help |
| • some academic differences catch students by surprise and create feelings of urgency and frustration
• most students were not admitted by major (and may need to complete prep work for major, possibly with pre-major GPA restraints) • science majors have many required series courses which may affect time to graduation • Students often must take elective courses their first quarter rather than major courses (This is okay!) |
• listen, be supportive
• remind student that s/he will get a great education at UCSB (even if transition is a bit frustrating) • encourage student to give feedback (both good and critical) to previous institution about the advising s/he received in preparation for transferring to UCSB • Encourage student to seek help from an academic advisor at UCSB |
| • frustration with finding out what has transferred (both for degree and major requirements) | • encourage students to send ALL transcripts ASAP (and IGETC certification if applicable) to the Admissions Office—New Student Profiles are prepared as soon as possible
• encourage students to begin working on other requirements (University, major, GE, 60 upper division units) while waiting • if unhappy with New Student Profile, encourage student to petition (include syllabus, catalog description, sample papers, etc.) |
| • pace of quarter system; time management; syllabus planning; study skills | • help your student purchase a daily planner and wall calendar
• discuss time management skills; share own strategies • have them practice at home as much as possible • remind students of CLAS’ services |
| • learning to think critically | • ask them what they think about what they learned, not just what they learned |
| • experience of first “C” may affect self-esteem (loss of identity as high achiever) or cause guilt feelings for letting down family
• do not have a GPA cushion (unless coming from a UC) |
• help your student and family set realistic expectations for college level work (different than high school)
• ask how they feel about their classes not just how they are doing in them • share your own struggles and suggestions for coping |
| • pressure of grades can sometimes lead to cheating which has much more serious consequences than a failing grad | • discuss the consequences of cheating and encourage a different choice; regulations are in the General Catalog |
| Re-Entry/Non-Traditional Issues | How Family Can Help |
| • being older than the typical student (and sometimes the instructor) can lead to feelings of isolation and extra pressure to be more “together” than younger students | • listen and be supportive
• encourage student to not make assumptions about how others view him/her • if a situation arises, encourage student to confront with communication and education • encourage student to connect to many activities and support services designed specifically for re-entry/non-traditional students (having a network of friends is very important) |
| • having to play too many roles (student, parent, employee) while doing them all well | • try to setrealistic expectations (doing all well may not be achievable)
• communicate how you can help; the whole family will need to be flexible and willing to do more |
| • feeling overwhelmed because of not having enough time (need assistance and support but don’t have enough time/ energy to seek them) | • refer and encourage use of services (“team” approach can be doable and enjoyable)
• help student and family set priorities; what needs to be done now versus what can wait • get involved; join partner groups, go to class, activities, etc. |
Programs for Transfer Students
Transfer students are also first-year students at UCSB and have unique needs given that they already have been successful in a college environment. However, the transition to a public research university may present some challenges and the following resources are available to assist new transfer students.
Transfer Student Advisors/Mentors
Suzanne Perkin (Orientation Programs) and Gina Gonzales (Visitor Center) serve as
the general mentor/advisors to transfer students. Each month, they email all currently
enrolled transfers an electronic newsletter announcing events, workshops, advice,
deadlines, and other topics of relevance to transfers. They also are available for
one-on-one meetings to help students address any problems or concerns they have
with their academic, social or personal experience at UCSB. Email: TransferMentor@sa.ucsb.edu.
Transfer Success Course
In order to assist transfer students in being successful at the university, UCSB
offers a Transfer Success Course, Education 118 during Fall quarter. ED 118 is a
4.0 unit course that utilizes faculty and staff to create a unique and positive
learning environment. ED 118 introduces students to the mission of the research
university, the role of higher education in society and their role, as students,
within the community of scholars. Topics cover academic, social, and personal issues
that are relevant to college students and specifically transfer students. To learn
more, visit: http://education.ucsb.edu/courses. This course is taught by Dr. Britt
Andreatta, Assistant Dean of Students and Director of First-Year Programs and Leadership
Education.
Transfer Student Association
The purpose of the Transfer Student Association is to foster interests in community
college students of transferring to a four year school and to facilitate an easier
transition for transfer students into the UC system through academic workshops and
social activities. Learn more about meetings, workshops, and social events by looking
for announcements in the monthly e-newsletters sent by the Transfer Mentors to the
student’s umail account.
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