Lateral transfer students : what drives their decision to leave and why do they experience transfer shock.

• Online Access: http://hdl.handle.net/2047/D20412692

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