Senior Hilary Blaker transferred to Washington University two years ago, unhappy with the educational environment at Columbia University in New York City.
“I didn’t find it academically adequate,” said Blaker. “The city is too busy and too expensive for a college student.”
Sophomore Emily Niespodziewanski, a transfer student from the College of William and Mary, gave a simple reason for switching schools.
“Everything here is better,” she said.
Blaker and Niespodziewanski are among an increasing number of students transferring to schools different from their original choice, according to a recent New York Times article. While students come seeking new academic opportunities, some find a new university a difficult place to take on in-depth research and the academic opportunities available to four-year students. An annual report by the National Survey of Student Engagement found that transfer students typically become less engaged in research projects with their professors.
Warming up to Washington University
The 100-150 transfer students arriving at the University each year receive services to acclimate them to the University. Nanette Tarbouni, director of undergraduate admissions, said in an e-mail that the orientation office runs an orientation program for transfer students in both spring and fall semesters.
“It is always our goal to make every new student to Washington University feel welcome,” said Tarbouni.
Niespodziewanski attended one of those orientations last year.
“They did a lot of get-to-know-each-other programs. It was nice to be part of a group – it was better than being thrown into a matrix of people who already knew each other,” said Niespodziewanski.
According to Niespodziewanski, one of the University’s nice touches in orienting transfers was the presence of transfer students as advisors. “Our peer advisors can share their positive experiences, which helps a lot,” she said.
Niespodziewanski did find some things difficult about being a first-year sophomore. “Orientation was better here [than at William and Mary], but I didn’t get a library tour – I’m working on getting that,” she noted.
Students also make academic adjustments when arriving on campus.
“Most transfer students have similar problems as freshmen, different workloads, and adjusting to a new culture,” said Dean Molly McBurney, who coordinates peer advising and other orientation programs. “A lot of them worry about [studying abroad], but it’s definitely possible, just have to plan ahead. Summer study-abroad [programs] are a great option.”
According to McBurney, the most common things that transfer students worry about are clusters. She said, “It’s more of a concern rather than actually [a problem]. [Transfer students are] generally right on track.”
The ability to study abroad also presents a challenge for students attempting to fulfill their new university’s requirements.
“It’s easier if [transfer students] come in as sophomores; juniors are trickier. However it depends on a lot of factors:major, coursework, pre-reqs,” said Warren Davis, an assistant dean and Academic coordinator, regarding study abroad.
Another concern is transferring credits. According to McBurney, each department has its own requirements, and it’s up to the department when it comes to credits and prerequisites.
Overall, Niespodziewanski is satisfied with her experience in transferring to the University. “Everything here is the same [or] better. All my credits transferred, and I have no setbacks. I have no problems with graduation requirements,” she said.
From the first day on campus to final projects
While the University’s admissions office takes measures to welcome and integrate students, the 2005 National Survey of Student Engagement found that in general, “transfer students participated in fewer educationally enriching activities.”
Blaker found her transfer status presented hurdles when she began pursuing a thesis project.
“I was desperately searching for someone who would manage my thesis project,” said Blaker, who is currently writing her thesis in the environmental studies department. “I only knew two professors, who either said they were too busy or their research didn’t relate enough to my research. I’ve been relatively behind.”
When two professors told Blaker they could not advise her because they did not know enough about her subject matter, she ended up working with an advisor spending the semester in Canada. She has only been able to meet with him twice this semester.
Assistant Biology Professor Doug Chalker oversees student researchers in his lab. He said that student initiative, rather than time on campus, determines their ability to become involved in research projects.
In fact, Chalker’s first student researcher was a transfer. According to Chalker, the student sought out the opportunity for himself by contacting several professors, which he suggests is how any student should go about finding a research position.
“Summer is a good time [for people] who need to do research,” said Chalker. He also noted that many students arrive at the University with a background in research from high school, “but we are willing to train.”
According to Chalker, there is also no limitation on research based on level in school, “but at least by the end of junior year” students should be able to take part in research. Chalker supervises students at all class levels. He said that what matters most in selecting student researchers is not their time at the University but “mostly commitment to showing up and being trainable.”
The English department is currently taking steps to revise its program to make it more academically engaging for transfer students.
“We are also developing a Writing 2 course for people who internally want to go on from Writing 1,” said Lawton. “It is a good option for some transfer students, and opportunity to build on what they have already done on a more advanced level.”
“We’ve work very hard to improve Writing 1, but there is always room for improvement” said David Lawton, chair of the English department. “[There have been] huge strides in the last few years.”
While according to Lawton, transfer students submit a portfolio, some are still required to take the Writing 1 course.
“It’s done on a case-by-case basis,” said Lawton. “[We look at] what they have done, and try to be flexible and see if it’s equivalent to [required] courses.”
As the English department attempts to alleviate difficulties for transfer students, Blaker overcomes the obstacles she faced with her thesis.
Blaker has spent the semester researching environmental degredation and the human health hazards that result from both the production and consumption of factory-farmed animals.
“My twist on it is now industrial farming of animals has managed to evade direct legislation,” said Blaker.
“I think honestly the idea of a senior thesis, exploring a subject matter that’s interesting to you, that you want to derive conclusions from, and that you’re extremely inquisitive about is so extremely valuable,” she said.