The Transfer-GEMS program at Northern Arizona University was initiated in 2014 to assist transfer students in STEM fields. It provides a competitive scholarship, a seminar course covering academic success skills, and a mentored learning community. Survey results show the program is having a positive impact on retention and GPA. Students benefit from the support network but more financial aid is still needed, as many struggle with school and living expenses. While the program helps around 10% of transfer students annually, improved online resources and an in-person orientation are still desired.

1. Supporting the Transition to NAU in STEM: Transfer-GEMS
Alexander Ollerton1, Vanessa Fitz-Kesler2, Nena Bloom2, Jennifer Duis1, Pauline Entin3
Department of Chemistry & Biochemistry1,Center for Science Teaching and Learning2,
Vice Provost3, Northern Arizona University
Questions
Program Description
Acknowledgments
Future objectives
Abstract
Many undergraduates decide to start school at a two-year college
while intending to eventually transfer to a four-year institution for
numerous reasons. However, transfer students receive few
resources, as incoming freshman are the primary target of four-
year institutions’ support, resources, and scholarships. In addition
to these issues, incoming transfer Science, Technology,
Engineering, & Math (STEM) students may have difficulty
transferring their credits from their previous institutions and may
not enter with critical introductory coursework (e.g. calculus and
general chemistry) completed, which slows down degree
progression and time to graduation. In an effort to help with these
issues, a learning community (Transfer-GEMS) and an NSF-
funded scholarship was developed to support transfer students in
the College of Engineering, Forestry, and Natural Sciences
(CEFNS) at Northern Arizona University. Additional efforts include
outreach to community colleges and improvement of institutional
websites to better provide information transfer students need. The
intent of the Transfer-GEMS program is to increase retention rate
and success while trying to decrease time to
graduation. Voluntary survey data and tracking of academics (e.g.
GPA) before and during program implementation is allowing us to
better understand the CEFNS transfer student experience and to
examine how the transfer student experience is impacted by the
Transfer-GEMS program.
•Investigate funding issues associated with transfer
students.
•Implement grant funding for student attendance at local,
regional and national meetings.
•Conduct interviews with students to delve further into
survey responses.
• Survey students on how effective the Jacks transfer is
assessing transfer grades.
•Work with CEFNS departments to enhance transfer
student information on NAU websites.
•Explore re-implementation of an on-campus transfer
student orientation. (In progress, Office of Admissions.)
•Work on implementing informing students on
undergraduate research opportunities.
References
Barbara K. Townsend, Kristin Wilson. 2006, JHU Press, 47, 439
Marian Alfonso. 2006, Res. Higher Ed., 47, 873
Toni A. Campbell, David E. Campbell. 1997, Res. Higher Ed., 38, 727
Terry T. Ishitani. 2008, Res. high ed., 49, 403
 To what extent is the Transfer-GEMS program assisting with retention rate?
 To what extent is the Transfer-GEMS program meeting the needs of transfer students?
Transfers to Graduates in Engineering, Math
and Science (Transfer-GEMS), was initiated in Fall
2014 as a program to assist transfer students in
Science Technology Engineering and Math (STEM)
disciplines. This program was designed to assist
these students through a competitive scholarship, a
seminar course covering academic success skills
and emphasizing career preparation, and a
mentored learning community that builds a
supportive network of peers.
Conclusions
Academic enrichments
wanted
Financial issues
Transfer-GEMS seems to be having a positive impact on
students. As demonstrated by Table 1: Transfer-GEMS
cohort 1, which has been in the program for 1+yr, appear to
have higher GPAs than the consented transfer students.
 Compared to AY 2013-2014 Students appear to be
working less hours
 Students would like**:
o On-campus transfer orientation.
o More academic enrichment opportunities.
o Internship help/opportunities
o Increased financial aid opportunities.
o More accessible transfer specific websites.
o A seminar on how to succeed in college.
While Transfer-GEMS offers many of the above it currently
supports ~10% of each year’s incoming CEFNS transfer
population (~380/AY).
“On”-Campus
 More financial aid opportunities
for transfer students.
 3 students were declined
scholarships due to changes
from financial aid
 25% of students are struggling
with pay for school and living
expenses.2
Table 2
 Improved online orientation, yet
students still want an in person
orientation.
 Transfer specific web pages needed
 Jacks Transfer is now live.
 Students can see a better
outline of future classes
needed to complete degree
 Other improvements ongoing…
Statements from the survey:
“Most of my credits didn't transfer as I thought they would. Some that my NAU advisor told me would count have not been counted
or completely miscategorized. “
“I felt a lot of times that in the transfer situation that I was going through it was like pulling teeth to get answers/help from NAU. “
“Just getting an idea of NAU. But an online transfer [orientation] has no communication or time with different people, keeps your
(sic) isolated as a transfer student. “
“I really want someone that knows my major to go over the classes I need to take to graduate and the classes that transferred and
make an academic plan with me. “
Student participants. LC Mentor: A. Koritzke
Transfer-GEMS research group: Jennifer Johnson, Nena Bloom,
Derek Sonderegger, Brent Nelson
CENS 199 Professor: Diana Sundermeyer
NAU ChemEd Research group, Megan Belmares, Kevin, Tim
National Science Foundation Grant Number 1260138
CEFNS Transfer Survey and Related Results
Figure 1: Cohort 1 and 2 Transfer-GEMS
Learning Community
Scholarship
(12 students)
Residential
(8 students)
T-GEMS Seminar
(11 students)
(2 students)
(11 students)
 Male/Female: 52/48
*Average GPA: 3.07± 0.78
Study Results
6%
40%
13%
26%
4%
5%
6%
Figure 2: CEFNS Transfer Students AY 2013-2014
Math/Physics
Biological Sciences
Earth Sciences
Engineering
Forestry
Chemsitry
Misc.N = 284
nsample= 87
Misc. includes: Journalism, Undeclared, Nursing, Secondary
Education, Parks and Rec. Management, and Anthropology*
Academic Enrichments Cohort 1 Cohort 2
Major-focused talks/presentations 79% 67%
Attending local/regional/national
meetings 75% 75%
Undergraduate Research 67% 67%
Internships related to major 92% 96%
Workshops for graduate school 50% 54%
Career advising/workshop/seminar 58% 79%
Work Hours AY 2014 AY 2015
11-20 hrs 38% 41%
21-30 hrs 29.% 18%
31-40 hrs 12% 14%
40+ hrs 3% 0%
As described by Figure 2, transfer-GEMS cohort one
and two seems to be fairly representative of the
consented CEFNS transfer student population for the
AY 2013-2014. The transfer-GEMS cohorts seem to
lack representation in biological sciences and
math/physics while having over representation of
engineering. The male-to-female ratio seems to be
higher in female representation for the transfer-GEMS
population.
N=31
*Students initially entered into CEFNS but changed major by time of survey.
Student
Type N* M/F %
Fall GPA
2013
Spring
GPA 2014
Fall GPA
2014
Spring
GPA 2015
CEFNS
Transfer
Students2
87 52/48 3.18±0.89 3.00±0.93 2.69±1.311 -
Transfer
GEMS
26 46/54 N/A N/A 3.15±0.67 3.26±0.51
* N for 2014-215 AY is 48
1: Several 0.00 GPA present indicating student dropped from university
2: Students represented are survey participants.
Table 1
**Transfer-GEMS cohort 1 and 2 as well as survey participants.