NAVIGATING THE COMPLEXITIES OF TRANSFER IN WASHINGTON STATE, A CASE EXAMPLE

In the summer of 2022, we held the Washington Earth Sciences Transfer Summit, for faculty and advisors from 2-year colleges (2YC) and 4-year institutions (4YC/U) across the state. Part of our goal for this project was to build better communication pathways across institutions and individuals as well as work toward a more consistent pathway for students. The outcomes from this summit has been critical for student transfer, the success of which can be illustrated through a case example.

Eliza (pseudonym) came to the full time geology instructor on her community college campus, voicing her interest in becoming a geology major. Seeing as how the geology instructor only really knew about one program, she advised her with that model. After attending the transfer summit, the instructor now realized there were many more options for Eliza to consider. At their next meeting in the fall, they discussed what Eliza’s larger goals were, what she wanted to get from her major and what her family commitments were. Eliza was interested in working after her degree rather than follow a more academic path, in addition, was feeling worried because she wasn’t able to get internship experience over the summer due to her family commitments back in Mexico. The instructor and Eliza talked through the various models and invited her to attend the virtual transfer fair that was being held in the winter quarter. Eliza attended along with her friend from chemistry who was also interested in geology. Eliza learned about a whole host of options that she had not really considered beyond her own hometown institution. Ultimately, she decided on transferring to an institution where, due to the classes she had completed at her community college, she could now finish her transfer geology degree in less than 2 years. In addition, her friend from transfer night has also decided to attend the same school, so that they will already have small cohort built into their transfer process.

This engaged process took understanding by the advising faculty member, a commitment from the student to expand her options, and support from the transfer institution to help her figure out how to make the most of her transfer credits. This success demonstrates that even with a confusing system that has too wide a variety of options, students can navigate the system when supported and informed.