Running head: DOMESTIC TRANSFER STUDENTS

Learning Communities for Domestic Transfer Students

Hilda Bravo, Elisabeth Goss, Eric Lopez, and Pauline Tolentino
Seattle University
SDAD 5400-01
Dr. Erica Yamamura
March 17, 2015

DOMESTIC TRANSFER STUDENTS

Abstract
Domestic transfer students bring a breadth of unique lived experiences to any higher
education institution. It is vital that higher education administrators and faculty are creating a
culture where transfer students feel supported and connected to the university. This research and
workshop focused on ways to better serve this population, specifically through Learning
Communities at Seattle University.

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Introduction
It is important that student affairs practitioners bring a critical multicultural competence
lens when working with students that arrive to the university with an array of lived experiences.
Students bring different identities and practitioners should have the awareness, skills, and
knowledge needed to adequately support different communities (Pope, Reynolds, & Mueller,
2004). In implementing multicultural competence in student affairs work, practitioners are
creating a culture where students lived experiences and capital are being celebrated and valued
in educational spaces (Yosso, 2005).
When creating this workshop, our group wanted to keep the focus on the unique identities
domestic transfer students bring with them to higher education and how those differ from those
of traditional college students. The topics chosen to focus on were: transfer students of color,
challenges, retention and engagement, and transfer student capital. Ultimately the goal of this
workshop was to gain perspective on this population so that the learning community being
developed can best fit their needs.
Yossos (2005) conceptualization of Community Cultural Wealth influenced the research
and creation of the workshop. Creating a learning community for domestic transfer students
where they are able to establish connections to peers, staff members, and faculty will be a
powerful tool to help engage and retain this population. Through research on transfer student
experiences and best practices we created a comprehensive workshop that showcased theoretical
models and conceptualizations to help lay a foundation for a transfer student learning community
at Seattle University.

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Lesson Plan
String Activity (Appendix B)
Given the research conducted we wanted to bring forward an activity that showcased
some of the struggles domestic transfer students face throughout their educational trajectory.
Before any research or theoretical framework was presented, we wanted to get the participants in
the mindset of what it was and was not like to have similar lived experiences to transfer students.
This activity also served as a means of starting to frame and look at forms of capital and how
those can transform the way educational spaces are created. Transfer students are often seen
through a deficit lens but this activity aimed to acknowledge those experiences and how they are
forms of capital (Yosso, 2005).
Each participant was given a piece of string to hold. We read statements about the
experiences of transfer students and if the participant identified with the statement they would tie
a knot in their string. The activity was silent and involved eight statements that ranged from tie
a knot on your string if you are/were a commuter student to tie a knot on your string if you are
a first-generation student (Appendix B). After all of the statements were made, we asked a few
reflection questions about the college trajectory of the participants. The purpose of this was to
see where there were commonalities and differences in order to help shape the presentation.
Scenario in Dyads (Appendix C)
Our second activity consisted of a short scenario followed by a two-minute discussion in
dyads. This activity had a strong connection to the Seattle University context, as it was based on
a real transfer students experience. The scenario was read aloud and was also placed at each

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table so that workshop participants could review the details as needed. The scenario read as
follows:
Bob was a first-generation Asian American student who had recently transferred to
Seattle University from South Seattle College to pursue a Bachelors of Science in
Biology. At 29 years old, he was a little over the traditional age of most students at
Seattle U. However, Bob was excited to meet new friends and pursue his passion. During
his first class, Bob noticed that the other students seemed to have already made friends
and began to feel left out. This feeling worsened as the class went on, especially when the
professor asked everyone to divide up into groups for a project. Bob was the only one left
without a group, causing the instructor to have to assign him to one at random. To his
dismay, his group members pretended that he was not there and left him to do all the
work. By the end of the class, Bob was so upset that he began to wonder if transferring
had really been the right decision. Should he go back to South?
The audience was asked to reflect on the scenario by answering the following questions:
(a) If you were Bobs mentor, how would you address this situation?
(b) Do you think there is a way to change the climate of the classroom to be friendlier towards
Bob so that he will stay at Seattle U?
Through this activity, we wanted to get the audience thinking about transfer student
retention and success. We also hoped that this activity would encourage our audience to think
about transfer student capital and how Bobs own characteristics and abilities could be used to
empower him through his difficult transition to Seattle University (Yosso, 2005).

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Word Web Activity (Appendix D)

Having provided significant information about transfer students, challenges they face,
capital they possess, and ideas for supporting transfer students through the transition to a new
institution, we allowed the workshop participants to conceptualize for themselves any practices
to increase transfer student engagement and retention through learning communities.
Using the information presented as a foundation, participants were shown an image of a
blank word web (Appendix D) and were asked to brainstorm any ideas to increase engagement
and retention among transfer students. Participants were then provided with a blank sheet of
paper and a writing instrument and allowed to proceed as a group to collectively brainstorm and
discuss their ideas. After one minute, we engaged with the participants to discuss any ideas or
questions that resulted from the activity.
Whereas the prior activities were intended for individual participation or working in
dyads, this Word Web activity was developed to provide group interaction. Ultimately, the
intended learning outcome for the Word Web activity was for participants to translate the
awareness and knowledge they may have gained through the workshop about the transfer student
experience, challenges, and potential solutions, into skills for exploring innovative ways to
increase engagement and retention among domestic transfer students in learning communities.
Theory to Practice
Learning Styles
According to Kolb (1984), people have varying learning styles and preferences
influencing their engagement, willingness, and abilities to learn. A learning style is defined as a
habitual way of way of responding to a learning environment (Evans, Forney, Guido, Patton, &

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Renn, 2010; Kolb, 1984). There are four learning styles: converging (good problem solving and
decision making, prefer technical tasks/problems and practical solutions), diverging
(imaginative, aware of meanings/values and different perspectives, generates alternative
solutions, people and feeling oriented), assimilating (ideas-focused, values logic, strong
inductive reasoning skills), and accommodating (action-oriented, adaptable, prefers trial-anderror approach, comfortable with people) (Evans et al., 2010; Kolb, 1984). With this in mind, our
team intentionally developed our sessions three activities to ensure that we catered to the
different learning styles.
String Activity. The first activity was designed to address the diverging, assimilating,
and accommodating learning styles. Our participants reflected about both their personal
experiences and those of the other participants. Our string activity allowed participants to feel as
they considered the statements and how they each related to them, while learning about their
fellow participants and domestic transfer students (Evans et al., 2010). However, in recognition
of participants who could not personally identify or relate to any of our statements, we
accommodated the assimilating learning style. Assimilators could focus on the ideas and
concepts presented by the statements and logically connect them with the transfer student
experiences. Since this activity was hands-on with the use of string materials and physical
activity (i.e. tying knots), it addressed the accommodating learning style. By creating knots,
participants had the opportunity to tangibly translate their feelings and perspectives.
Scenario in Dyads. Our scenario activity was created with all of the four learning styles
in mind (Kolb, 1984). As was considered with the string activity, some participants could not
personally relate to Bobs situation in the scenario. Therefore, assimilators could analyze the

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scenario and apply theory and concepts in the discussion portion to determine how they might
respond. And, for divergers, they could also analyze the situation, potentially relate to Bobs
experience, and based on their feelings and insight, respond accordingly. During the activity
reflection, participants with converging and accommodating styles had an opportunity to
deconstruct the situation, consider Bobs circumstancessomething that many transfer students
experienceapply their knowledge or perspectives, and create a solution for the problems in the
scenario.
Word Web Activity. Our Word Web activity was intended to specifically target the
converging learning style (Kolb, 1984). In the activity, participants were invited to conceptualize
ideas for improving transfer student engagement and retention, specifically for Seattle
Universitys Learning Communities program. Then, they were asked to actively document and
collaboratively share the results of their brainstorming through a word web. As mentioned
before, convergers are good at problem solving and developing practical solutions for problems.
Therefore, our Word Web activity really encouraged participants with the converging learning
style to utilize their skills in our session.
Multicultural Competence
The essence of multicultural competence is awareness, knowledge, and skills: the
awareness of ones own social identities, the knowledge of identities different than ones own,
and the skills to communicate across and advocate for groups of different cultures and
backgrounds (Pope et al., 2004). In researching learning communities for domestic transfer
students, it was evident that transfer students have a unique experience when compared to

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traditional undergraduates. In order to help participants understand this group, it was essential to
convey our research findings through the context of multicultural competence.
It was important to our group that the participants would be able to understand to some
degree the various challenges that are common to the transfer experience. In order to bring this
awareness to the forefront, we engaged the participants in a string activity that required the
participants to reflect on a sampling of issues that transfer students may face and discern how
their own experiences may relate to the transfer experience. By placing themselves in these
conceptual situations, the activity required the participants to become aware of their own
experiences and gain perspective on the challenges faced by transfer students.
In order to build upon this awareness, we sought to further increase the participants
knowledge about transfer students. Participants were presented with a real life scenario, called
What About Bob, which enacted some of the material discussed. Furthermore, the participants
were given a role within the scenario to determine a course of action. This activity was
intentionally created to provide participants the opportunity to actively engage the knowledge
about transfer students that they had recently gained.
The final activity of the workshop was the Word Web activity. This activity was a
culmination of all of the information and experiences of the workshop. By providing participants
with a base of knowledge and creating the opportunity for them to exercise that knowledge in
developing tangible solutions, the purpose of this activity was to cultivate the participants skills
in working with transfer students.
Through increasing the participants awareness, knowledge, and skills related to domestic
transfer students, our group intended to further develop their overall capacity to critically analyze

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the accessibility and equity in educational spaces, especially in the process of envisioning
learning communities for transfer students. Equally important, we advocated for creating a
culture where transfer students are encouraged to use their various forms of capital as tools for
self-empowerment and to actively participate in the development of programming intended for
them.
Literature Review
Our group drew upon a wealth of resources to create our lesson plan. Our main areas of
research related to challenges faced by transfer students, specific issues for transfer students of
color, and retention and engagement. Each of these research areas were used to inform an
activity, which worked to translate research into practice.
Challenges Faced by Transfer Students. Through our research, we wanted our
audience to gain insight and perspective on challenges facing transfer students (our first learning
outcome). The characteristics of transfer students lead to a very different experience than that of
a traditional student, so the theoretical models and conceptualizations of student success and
experience need to be reconsidered (Lester, Leonard, & Mathias, 2013). In order to highlight this
in our workshop, we identified three distinct themes from the literature. First, transfer students,
as a whole, face unique challenges. This population is more likely to be older, work full-time,
come from lower socioeconomic households, and have significant family responsibilities (Lester
et al., 2013). Second, transfer students do not transfer equally. Dougherty and Kienzl (2006)
found that the parental socioeconomic status and age of transfer students are strongly correlated
to whether or not students successfully transfer. Differences in high school academic preparation,
educational aspirations, parental status, and college major also play an important role (Dougherty

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& Kienzl, 2006). Finally, female transfer students with children face additional challenges.
Academic motivation for female parents appears intertwined between their role of student and
parent; however, maintaining the balance between family and academics proves difficult (as
cited in Lovell, 2014).
Specific Challenges for Transfer Students of Color. Along with examining transfer
student challenges as a whole, our group wanted to specifically address those faced by transfer
students of color. Chang (2005) found that students of color, especially Latino/a and AsianPacific Islander students, have a difficult time connecting to faculty at community colleges. If
students of color are already not connecting with faculty at the community college level, chances
are that upon transferring to a four-year university they will be even less likely to interact. Along
with Changs (2005) work, our group also looked at Critical Race Theory (CRT) to inform our
lesson plan. Jain, Herrera, Bernal, and Solorzano (2011) suggested that educators apply the five
tenets of CRT to create a transfer receptive culture. Finally, research by Suarez (2003)
encouraged us to incorporate the resiliency of students of color into our lesson plan. Our group
gleaned several important findings from Suarezs (2003) study, specifically that personal
experiences serve as catalyst for transfer success, that transferring should be viewed as a shared
responsibility, and that we should look at success through a new lens when working with transfer
students.
Transfer Student Retention and Engagement. Along with addressing challenges, our
group felt it was important to highlight best practices for retention and engagement. Specifically,
we wanted to examine the capital transfer students possess and how they can utilize it for

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empowerment and success (our second learning outcome) as well as explore innovative ways to
increase engagement for domestic transfer students (our final learning outcome).
We found three main themes through our review of the literature. The first theme relates
to the importance of self-advocacy and transfer student capital. The study skills, motivations,
personal life factors, psychosocial factors, and general skills, knowledge, and experiences of
transfer students can assist them in their social, psychological, and academic adjustment
(Calvillo, Dennis, & Gonzalez; 2008; Eggleston, Lanaan, & Soko, 2010; Ishitani & McKitrick,
2010).
The second theme was the importance of professional support. Transfer students need to
feel secure and supported in their new environments, and having as few as one or two
professionals that they can rely on for guidance and encouragement makes a significant impact
(Berger & Malaney, 2003; Dowd, Pak, & Bensimon, 2013; Wang, 2009). Peer support and
faculty attention increases transfer students sense of integration, provides them with information
about important resources and services, and facilitates progress to graduation (Dennis et al.,
2008; Nehls, 2014). Transfer students want a friendly, welcoming, and satisfying campus
environment (Lanaan et al., 2010) where they can make connections (Townsend & Wilson,
2006).
The final theme that we identified was the importance of the collective efforts of
institutions, professionals, and students. Individual efforts may have positive impacts on student
achievement, however, truly impactful efforts are those that collaborate across institutions and
involve professionals and students alike (Berger & Malaney, 2003; Fee, Prolman, & Thomas,
2009; Wang, 2009). Institutions must communicate and work together to make [transfer]

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students aware of the opportunities for help and the ways in which [available] services can
improve their success at the university (Dennis et al., 2008; Ishitani & McKitrick, 2010).
Group Reflection: Conclusion & Lessons Learned
Reflecting on the overall project to develop a professional workshop about learning
communities for domestic transfer students, our group identified several strengths and challenges
that we experienced.
Strengths
The most evident strength that emerged from the workshop was the flexibility of the
activities. Each activity was intentionally planned with various modifications that could be
implemented as necessary in order to accommodate different sized groups or an individual. This
flexibility proved essential with only one to two participants attending the workshop sessions. In
particular, the Scenario in Dyads activity was originally based on two participants discussing
with one another, however we were able to alternate to a modified version of the activity by
engaging with the participants in a group discussion.
The workshop overall was well organized with an effective balance of information and
activities that accommodated a range of learning styles. The information that was provided was
based on thorough research of the transfer student experience and inspired thoughtful discussion
with the participants. Overall, the activities were designed to address various learning styles and
therefore cultivated active participation from the participants.
Furthermore, the workshop was strong in amplifying the struggles of transfer students
and incorporating multicultural competency throughout. There was research specifically done on
transfer students of color since they make up a significant amount of the transfer student

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population. The workshop centered a lot on not only recognizing some challenges of transfer
students but also how transfer student learning communities can empower and engage them
through these challenges.
Challenges
The primary challenge faced by our team was a general lack of understanding various
instructions and goals throughout the process. As the details for the service learning project were
intentionally ambiguous in order to foster the learning process and creativity of the presenters,
the group did struggle somewhat with uncertainty about how to proceed with each step. For
example, when determining research topics for the project, the group failed to prioritize research
about learning communities in general because of the fundamental focus on the assigned
category of domestic transfer students. Despite the anxiety regarding the process, the group was
successful in trusting the process and navigating each step successfully. However, if given the
opportunity to change, our group might be inclined to perform additional research on learning
communities.
A second challenge surfaced during the workshops themselves with a lack of participants
at the formal sessions and an unexpected guest during a practice session. During a closed
practice session the group received an unexpected visit from the Assistant Vice President for
Student Development, Dr. Tim Wilson. Despite the initial shock of such a prominent observer,
Dr. Wilson did provide the group with helpful feedback that was immediately implemented in
subsequent sessions. Although the group was able to accommodate him as well the small number
of participants who attended the two official workshops, it was a challenge to think and react
quickly enough, all while maintaining the flow of the presentation and activities.

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A third challenge was that the workshop did not adequately connect back to what was
occurring at Seattle University. Some of the feedback we received indicated the workshop was
too theoretical in nature and did not make concrete connections to how it could be implemented
in a learning community setting. Although the presentation did give recommendations on how
the learning communities could be created, there was no solid action plan presented.
Conclusion
Ultimately, the goal was to create an original lesson plan for a service-learning project
illustrating understanding of student development theory, research, and practice in the context of
multicultural competence. The workshop on learning communities for domestic transfer
students presented thorough research of challenges facing domestic transfer students and
potential practices to help students overcome some of those challenges. The material presented
demonstrated a strong understanding of how theories about student identity development,
involvement, transition, and community cultural wealth integrate into the research findings.
Finally, the workshop and lesson plans reflected the overarching principles for promoting
multicultural competence. Although, our presentation did not provide tangible suggestions
specific to serving domestic transfer students through Seattle Universitys Learning
Communities program, we did foster an environment to discuss the challenges and social capital
of transfer students as well as potential promising practices for integrating, engaging, and
retaining domestic transfer students.

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urban university. Journal of College Student Development, 49(6), 535-550.

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Dougherty, K.J., & Kienzl, G.S. (2006). Its not enough to get through the open door:
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Suarez, A.L. (2003). Forward transfer: Strengthening the educational pipeline for Latino
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Appendix A
Lesson Plan

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Appendix B
String Activity Outline
DIRECTIONS:
Each person gets a string
If response to question is yes, person ties knot in string

GROUND RULES
Move forward, move back
Maintain confidentiality
One person, one mic
Suspend disbelief
Challenge the idea not the person

GOALS
The goal is to raise awareness on the experiences of domestic transfer students. They
experiences of domestic transfer students are multifaceted
Increase empathy and community understanding of transfer students
Figure out how to better support transfer students

QUESTIONS:
You have/are taken a quarter/semester leave of absence
You are/were a commuter student

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You are first-generation student (neither of your parents attended college)

You have/had a dependent during your time in higher education
You come from a low SES background
You are a veteran
You took time after high school before attending college

REFLECTION QUESTIONS:
How did this activity make you feel about your experiences during your college
trajectory? Was it linear?
How did this activity make you feel about your undergraduate college experience?

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Appendix C
Scenario in Dyads Description Handout
Bob was a first-generation Asian American student who had recently transferred to
Seattle University from South Seattle College to pursue a Bachelors of Science in Biology. At
29 years old, he was a little over the traditional age of most students at Seattle U. However, Bob
was excited to meet new friends and pursue his passion. During his first class, Bob noticed that
the other students seemed to have already made friends and began to feel left out. This feeling
worsened as the class went on, especially when the professor asked everyone to divide up into
groups for a project. Bob was the only one left without a group, causing the instructor to have to
assign him to one at random. To his dismay, his group members pretended that he was not there
and left him to do all the work. By the end of the class, Bob was so upset that he began to
wonder if transferring had really been the right decision. Should he go back to South? If you
were Bobs mentor, how would you address this situation? Do you think there is a way to
change the climate of the classroom to be friendlier towards Bob so that he will stay at
Seattle U?

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Appendix D
Word Web Activity Brainstorm Chart

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Appendix E
Workshop Presentation PowerPoint Slides

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