Crowdsourcing professional development for student referrals

The transfer space is facing a critical gap that has become more apparent as discussions of transfer are gaining prominence in the national education discourse. Although many institutions employ transfer specialists, ongoing support and training for this community remains neglected. Historically, transmission was considered an afterthought in the field. It is time to prioritize the development of professional development in higher education; its lack is a significant barrier to student success and institutional success.

To address this gap, we must:

1. Prioritize consistent, transfer-oriented training and development programs,
2. Strengthen networks and communities of practice focused on transfer,
3. Integrate transfer technology into broader institutional strategies,
4. Avoid resources and referral recognition as a specialized field and a high-impact practice, too
5. Collaborate across institutions, sectors and regions to share best practices and innovative solutions.

Higher education leaders are responsible for promoting the transfer profession and equipping dedicated transfer professionals with the necessary skills. In our combined 40 years of transfer work, we have found that by investing in transfer professionals, we are investing in the future of our institutions and the success of our students.

Let’s commit to building a strong, well-supported community of transfer professionals who can drive meaningful change and ensure that every student, regardless of their path, has the opportunity to thrive.

Key Areas of Focus

Most transfer-related discussions revolve around three key areas:

1. Challenges facing transfer students
2. Data-driven insights
3. Institutional and systemic responses

For example, a recent “Beyond Transfer” blog post highlighted solutions such as improving transfer testing with technology, as discussed by Camden Farmer in September 2023. Additionally, Melody Crenshaw and Micol Hutchison examined Virginia’s efforts to help transfer students navigate their multiple options. Tania LaViolet also emphasized the power of data transfer in driving institutional decisions.

While these conversations are important and necessary, they often ignore the professionals who use these techniques and support students directly. These unknown heroes include:

• Transfer program coordinators and directors
• Underwriting and referrals for credit checkers
• Counselors guide students through the transfer process
• Learning coordinators work to reduce culture shock as students transition between locations
• Policy makers and curriculum administrators who promote student-friendly systems
• Institutional or system-level leaders who push for cultural change and improved support
• Student leaders and student workers who support transfer efforts

Despite their important roles, these workers are often underprepared and neglected. Their roles have been discussed in different contexts, such as Judy Johnson’s discussion of the transfer function upon admission or Brenda Pongracz, Jonathan Dryden and Jonathan Wehner’s focus on cabinet members who influence transfer culture. However, broader institutional collaboration is essential to truly improve transfer outcomes.

Building a Unified Referral Community

There are many industry groups that provide professional transfer services, such as:

Other organizations, such as the Council on Adult Learning and Experiences and the Student Veterans of America, provide support for a specific number of students. However, these services are fragmented, requiring transfer specialists to assemble them outside of a central resource hub.

A major challenge in the transfer area is the absence of systematic and consistent professional development. Transfer workers are often self-taught by trial and error, relying on personal creativity to find the right resources. That has been our experience as boots-on-the-ground workers. Many in the field report that they feel equally unprepared to become true transfer professionals due to the need for more formal guidance.

Here’s what the experts told us:

• “Everything except speaking was self-taught out of necessity, limited resources.”
• “I developed skills at work … a transfer tool? Unfortunately, there really isn’t one.”
• “I wish there was one holy book for all transfers [staff] for them to be given immediately to give them the knowledge to do this work, but unfortunately there is none.”

Call to Action

The transfer community has the power to change this. What is needed is a collaborative platform that acts as a connecting medium for the transfer of knowledge—the transfer of sources of knowledge to better serve society. Such a forum could be:

• Create a central website where transfer professionals can share information and access selected resources.
• Invite experts, faculty, administrators and students to contribute their knowledge, building a rich, diverse knowledge base.
• Organize formal and in-person events to network and exchange ideas.
• Establish mentoring programs that connect experienced leaders with those new to the field.
• Create working groups and think tanks to address specific challenges, such as debt mobility, financial aid and student support services.

One step in this direction is a new data collection project designed to create a free, transfer-oriented knowledge base accessible to everyone. Transfer Nation, an online professional community with nearly 7,000 followers on various social media platforms, has a unique opportunity to gather this information from those doing the work. In the next few weeks, the Transfer Nation website will launch this program.

This initiative depends on the involvement of the entire transfer community. By offering collective expertise, we can create a flexible resource that adapts to the changing needs of students and institutions.

Together, we can build a stronger, more connected transfer education community—one better equipped to advocate for and support students throughout their academic and professional journeys.