There are many reasons why students transfer. 

• Transferring to a four year institution after beginning at a two year institution.  Students follow this pattern for a variety of reasons such as financial considerations, geographic proximity, availability of remedial coursework, or admission standards
• Poor institutional fit
• The educational or social environment of the current institution is not congruent with the student's expectations, abilities, future plans, academic performance, or comfort level.

The common element among these students is they will be making a very significant change in their lives.

Advising "Transfer Shock"
Transfer students have been at another college and have left most senses of familiarity behind.  Students handle the transition differently ranging from displays of great confidence to lack there of.  Some will readily admit they are lost while others may pretend they have it "figured it all out."

First, an advisor must recognize that "transfer shock" really exists. All transfer students enter a new and different institutional environment, which has different policies and procedures, advising structures, terminology, faculty and academic expectations. 

Transfer students must be encouraged, but also supported and challenged.  Some students may not want to make the effort to meet new people, make new friends, and learn a new system.  In other words, start over. 

Information is one of the most important things to provide a transfer student.  They need to know where to go, whom they should speak with, when and how.  Point them in the right direction.  This is support. 

The challenge is first, letting them know that their experience at the College depends on their effort.  Unlike their freshmen year, orientation activities are not geared toward them.  After orientation, their integration into the college environment and community will be their responsibility.  Sympathize that it is difficult to put forth the effort to start over but offer encouragement that there are services and people that can facilitate the process - they just need to make the effort and reach out.

Students transferring may express problems with the following: academic adjustment, making new friends, roommates, choosing a major, and/or questions regarding the transferability of their courses.

Many of the transfer students chose not to attend orientation; therefore, there are gaps in their knowledge.

Suggestions and Common Issues

• Consult Referral Directory
• Help students link to necessary academic support services.  The academic expectations at Saint Anselm College may be very different than their previous institution.
  • The Academic Resource Center, Professor Joseph Catanese, x7017
• Help students develop a sense of belonging; encourage them to join student organizations, clubs, or intramural activities.
  • Student Activities, Lauren MaGrath, x7363
• The transferability of a course.  Remind them that a C- is not a C.
  • Registrar's Office, Fr. Benet Phillips, x7400
• Humanities sequencing not likely they will have transfer credit for it. May have to take out of sequence.  2, 3, 4, 1
• The Core, particularly sciences and language
• If you know a student within your department who might be a friendly face, introduce them.
• Problems with roommates
  • Office of Residential Life, Sue Weintraub, Director, x7600
• Declaring a major
  • Office of Academic Advisement, Anne E. Harrington, x7465
  • Career and Employment Services, Sam Allen, Director, x7490
• E-mail
  • Help Desk, 641-HELP (4357)
• Parking
• The Permit Store 
• Counseling
  • Counseling, Spiritual, Campus Ministry, x7130
  • Counseling, Mental Health, Todd Brede, Health Services, x7028, x7031