The Importance of Transfer Student Supports

The current state of the education system in the United States is in a critical condition. “Although nearly half of all undergraduate students start at a community college, the likelihood of this group successfully transitioning from community college to a 4-year institution is low,” (Dr. Higdon, 2022). At CTB, we understand that it is of the utmost importance to provide our students with all the support they need in order to successfully transition into a 4-year institution once they complete their 2-year degree with us. 

The CTB model provides wrap-around supports for all students. In regards to the transfer process, at Arrupe College and the Dougherty Family College (DFC), there are staff members whose roles focus on supporting students with nuances of this process. Katia M. Colón-LaCroix, DFC’s College Persistence Counselor, shared with us:

“Transferring to new campuses can be challenging, especially for students who are balancing many obligations and responsibilities. For many students this transition can be eased through finding communities that support and uplift them, whether it be through organizations and activities that affirm their identities, support their passions and hobbies, or just offer students a chance to connect with one another. The best way to support this type of involvement is by engaging in authentic and individualized relationships that honor our students and allow us to understand their needs and interests in meaningful ways, building bridges for students to access opportunities on campus and in the community, and connecting them with other students and community members who can welcome and support them as they transition.”

In this article, we highlight the experience of Arrupe College 2021 graduate and now Loyola University Chicago (LUC) 2023 graduate, Angel Rubi Navarijo. Angel shared with us about his experience throughout the transfer process while at Arrupe and now as an LUC student. His insights serve as acknowledgement of the work that has been done from the beginning to support him and his peers, but also shed light onto the work that is yet to be done to support all students more effectively.

Angel shared with us that one of the most important supports he received from these institutions was “the career services aspect,” as he recognizes the competitive nature of today’s professional world. He further explained that LUC “offered [him] that support even after coming out from Arrupe.” 

While both Arrupe and LUC have been incredibly supportive, it is a fact that not everything is perfect. “The difficulties transfer students experience during their transition to 4-year institutions include: less financial aid (Melguizo et al., 2011), less engagement (National Survey of Student Engagement, 2019), and transfer and culture shock from changes in cultures and academics (Ishitani, 2008).” (Lazarowicz, and McGill, 2022) Angel tells us that “there is a lot of room for improvement [...] the community needs to be a lot more embedded within itself, [meaning that there needs to be a clear community for transfer students to rely on… as well as] support for undocumented students who may not have social security numbers.” 

At CTB, we understand that there is yet a lot of work to be done in order to meet the needs of every single student out there. However, our model has been able to provide supports that work, and create a blueprint for new CTB model institutions-and any other higher education institution–to follow. 

Angel concluded with providing powerful advice for faculty and staff alike in terms of how to best support students who have to face all these nuances regarding the transfer process:

“I truly think the classroom is the best place to do any sort of outreach for students. Just from my experience at Loyola, I know engagement and outreach has been a challenge for universities and colleges across the country, not just Loyola. So, [faculty and staff] really [need] to use your classrooms as a method of outreach and understanding, and mentorship for students. That will really help. And also, transfer [students] are still students even though they are transfers [...] so offer that support, and apply their voices in class, be advocates and be honest about the support they may need.”