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This paper aims to outline foundational research on adult transition theory and transfer shock in higher education to provide the reader with a theoretical and practical framework for the library-focused articles in this special issue.

This paper is a review of relevant higher education literature related to transfer shock and core research related to adult transitional theory.

Transition is a period in-between moments of stability. The state of confusion and disorientation caused by the transition of transfer students from one academic culture to another is a form of culture shock known as transfer shock. “Transfer shock” refers to the decline in academic performance by transfer students immediately following transition to an institution of higher education and the corresponding recovery prevalent for most students in succeeding semesters. Recent studies have expanded the definition of transfer shock to include the academic and social factors that contribute to attrition and lack of degree persistence. Key factors that correlate to transfer students’ success or failure include gender, race, time of transfer, GPA, prior academic success, faculty collaboration, level of engagement with degree program and campus support.

Although most literature on transfer students published by librarians includes literature reviews citing relevant articles, it lacks an extensive literature review collecting research from social science and education literature.

The purpose of this paper was to ask librarian Rachel Mulvihill (Head of Teaching and Engagement) and colleagues at University of Central Florida libraries about the Foundations of Excellence Transfer Initiative, an extensive, university-wide self-study program examining their transfer student needs for success and retention. University librarians participated in Foundational Dimensions groups in the first year of the program and with action groups in the second year.

This is an interview.

Participation in campus-wide initiatives to reach transfer students improved the libraries’ image in the university system, strengthened inter-department connections and supported the success of transfer students. Developing personal connections with transfer students and understanding your school’s transfer population needs and dialogues with feeder school can help libraries better support their student populations.

The integration of library staff into a system-wide transfer-student assessment program is rare, if not unique.

Postsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in college (FTIC) and transfer students. Transfer student success rates are significantly low, with most transfer students nationwide failing to complete their degrees in four-year institutions. The purpose of this study is to better understand the degree progression patterns of both student types in two undergraduate science, technology, engineering and mathematics (STEM) programs: computer science (CS) and information technology (IT). Recommendations concerning academic advising are discussed to improve transfer student success.

This study describes how transfer student success can be improved by thoroughly analyzing their degree progression patterns. This study uses institutional data from a public university in the United States. Specifically, this study utilizes the data of FTIC and transfer students enrolled in CS and IT programs at the targeted university to understand their degree progression patterns and analyzes the program curricula using network science curricular analytics method to determine what courses in the curriculum require more assistance to retain students.

The major findings of this study are: (1) students’ degree mobility patterns within an institution differ significantly between transfer and FTIC students; (2) some similarities exist between the CS and IT programs in terms of transfer students' degree mobility patterns; (3) transfer students' performance in basic and intermediate level core courses contribute to differences in transfer students' mobility patterns.

This study introduces the concept of “mobility patterns” and examines student degree mobility patterns of both FTIC and transfer students in a large public university to improve the advising process for transfer students regarding courses and identifying secondary majors.

This paper aims to investigate the academic library’s role in supporting transfer student success, specifically by providing information literacy (IL) instruction. This paper examines whether IL instruction contributes to a transfer student’s sense of academic integration.

The author designed and distributed a survey to incoming undergraduate transfer students at Valparaiso University, gathering information about students’ IL instruction experiences, their attitudes and their preferences for receiving information about the library at their new university. Inferential statistics were used to test correlations between IL instruction and students’ attitudes.

In all, 38 students completed the survey. The t-test results show significantly higher levels of confidence among those students who had participated in formal IL instruction. IL instruction is shown neither to contribute to transfer students’ sense of academic integration nor to benefit students during the transfer process. Respondents believed that transfer students do need information about their new library. They preferred small group settings or private communications for receiving this information, and the critical window is the period from when they arrive on campus through the second week of class.

This study provides guidance into librarians’ outreach efforts to transfer students, including the desirability, format and timing of this information.

This paper is the first to situate IL instruction as a factor in transfer success.

The aim of this paper is to profile the evolution of library services and information literacy instruction provided for transfer students in collaboration with other campus units at a Master’s level institution and for librarians wishing to develop services for this population.

This paper is a case study enhanced by a literature review, outlining the development of services, resources and instruction for transfer students at one institution.

This paper provides information about the need for library services designed specifically for transfer students at four-year institutions and the importance of cross campus collaborations to develop and offer these resources.

The literature on the provision of library services to transfer students is minimal. This case study details the development of cross campus collaborations that resulted in enhanced library services for this population.

The purpose of this paper is to discuss the planning, implementation and assessment of a personal librarian (PL) program for transfer students at a four-year private university. It highlights best practices to ensure the success of such a program, emphasizes the importance of collaboration with other campus units and explores the possible applications for other underserved student populations.

This paper explains why the PL model is particularly appropriate to serve the needs of transfer students. It clearly describes the assessment methods to evaluate such a program and proposes best practices to ensure success and sustainability.

Transfer students respond very positively to a PL program as shown by the number of interactions they have with their PLs and their responses to a survey. Librarians also appreciate the chance to develop meaningful relationships with students despite the addition to their workload.

Institutions looking at ways to reach out to transfer students or other underserved populations can easily adapt the PL program described here.

The PL concept is not new but, to the best of the authors’ knowledge, it is the first time it has been applied to transfer students. The program described here is also unique because of its “boutique” approach, which emphasizes customization and personalization.

The aim of this paper is to examine literature related to transfer students and students in transition through three interrelated lenses: student demographics and experiences, considerations encountered by institutions of higher education working to support these students and academic libraries’ interactions with this growing population.

Library and information science and education databases were searched for articles related to transfer student experiences and initiatives. Educational research and policy centers were also investigated for supplemental data and definitions.

Several key considerations for academic libraries interested in supporting transfer students emerged, including the growth and diversity of this population; academic, social and procedural experiences encountered during and after students’ transition; commonalities and differences with native first-year students; and the value of partnerships in fostering student success.

This review contextualizes conversations regarding transfer student experiences, providing a resource for librarians to understand this population from multiple perspectives and to use these perspectives to develop and enhance initiatives, resources and services.

Despite an increased emphasis on transfer students across higher education, there is little literature regarding libraries’ involvement with this population. This literature review also seeks to expand upon existing conversations by examining transfer student experiences beyond the library that could inform both their interactions with the library and the ways in which libraries connect and communicate with these students.

To examine the efficacy of admission requirements as predictors of academic success in core business coursework, and as a rationing mechanism for limited course capacity, for both transfer and non‐transfer students following integration of the core business curriculum.

Regression analysis is used to test the efficacy of admission standards in explaining transfer and non‐transfer student performance in the core business curriculum, before and after substantial curricular revision. Fisher's r‐to‐z transformation is used to test differences between student groups and core curriculum formats. Stepwise regression was used to identify an accurate predictor of transfer student performance for the integrated business core.

Efficacy of the admission standard decreased for transfer students following introduction of the new curriculum. While adequate for all students taking the traditional business core, it is a much less effective predictor of success for transfer students under the new curriculum. A modified admission standard for transfer students restored efficacy to previous levels.

The paper considers only one school's experience with revision of its core curriculum.

Re‐examination of admission standards following curricular revision is necessary to ensure effective screening of transfer students. The root problem, however, may not be addressed in its entirety by a unique transfer student admission standard. Non‐transfer students benefit from acculturation as freshman and sophomores, as well as prerequisite courses specifically modified to prepare them for the integrated curriculum.

This paper documents a potential problem for business schools that have, or are considering, significant curricular revisions.

This paper aims to discuss a 2015-2016 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success.

The study uses design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience.

Transfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university and their need to balance academic, work and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students.

This pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase.

This study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.

The purpose of this paper is to explore not only the academic measures such as grade point average of success of college-to-university transfer programs (Pathway Programs), but also the social-cultural facilitators and barriers throughout the students’ Pathway experience.

The experience of students and academic advisors moving between Queensdale College and North Star University (NSU) (pseudonyms) were analyzed using a mixed-methods approach including analysis of data from online surveys, secondary data (course performance), and focus group interviews.

Students who are able to enter the Pathway Programs at NSU perform on average better than their four-year traditional program peers. There remain a number of social-cultural barrier which need to be addressed to improve the overall experience of these transfer students.

The results from this study will assist the administrative decision makers in designing Pathways and their associated communication plans in order to meet the needs of the students with tools and supports that are both perceived by the students as valuable and are improving their Pathway experience and ultimately their academic performance.

The move to develop Pathway Programs in Ontario is a new phenomenon, even in provinces where this is more common, few studies exist which consider the social-cultural aspects of the student journey between the two institutions. This study moves beyond the standard academic performance data and provides insight into the critical role played by the social aspects in higher education experiences.