| Summary: | Transfer shock can have a detrimental impact on lateral transfer students as they
seek to successfully transition to their institution. The purpose of this Action Research
study was to investigate and improve the transitional first-semester experience for lateral
transfer students. Participants and data collected in Cycle 1 consisted of interviews with
lateral transfer students both in their first semester and beyond. Action steps were
designed, implemented, and evaluated in Cycle 2 to develop a peer-mentoring program for
lateral transfer students in their first semester. First semester lateral transfer students
were paired up with a current student in their academic college who also previously
transferred from another four-year university. Mentees met with their mentors to start the
semester and then periodically throughout the semester. These meetings were focused on
discussing new technologies, academic support mechanisms, joining clubs or organizations,
and answering any pertinent questions. Evaluating the results of the Action Research study
included a GPA analysis and survey results from both mentors and mentees. This study
concluded that the addition of a co-curricular activity such as a peer-mentor program for
lateral transfer students, did not show a significant drop in their GPA. While the study
also concluded that mentees found having someone to lean on assisted in their overall
adjustment to a new institution, going to school virtually made socially adjusting to the
new institution difficult. Implications for the organization included that by providing an
established connection to their new campus, this dismantles barriers lateral transfer
students face that enables transfer shock.--Author's abstract
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