Students may transfer to another higher education institution for many reasons. These reasons are due to financial changes, graduating with an associates degree, changes in career or academic plans, or difficulty adapting to the environment at a particular institution (Daltry & Mehr, 2016). Daltry and Mehr (2016) also suggest, “One third of students who started at 2-year public institutions and 13% of students who started at 4-year public institutions finished at institutions other than the one where they first enrolled”. Here at Western Illinois Universities (WIU), our enrollment profile records state that 660 students currently make up the New Transfer Class. However, higher education institutions struggle to support transfer students in their adjustment to a new environment (Fink et al., 2016). It is important that we understand that this targeted student population often receives less support and resources which creates additional barriers for them to form relationships with peers, participate in programming, and their overall sense of belonging at their new chosen institution (Daltry & Mehr, 2016). It should also be noted that Fink et al. (2016) explain that, “only 60% of [those] transfer students earn a bachelor’s degree within six years. These are all important factors to understand about transfer students that were taken into consideration when designing this specific intervention and selecting a student population to serve.

Students will be interested in participating in this intervention because it allows them to join together as a community in the first six-weeks of their semester. Students will have the opportunity to build connections and socialize with each other. I also believe this intervention will be interesting for participants because it allows them to connect with offices on campus. This will not only provide them more resources but also a way for them to network with individuals who may be able to help them in the future. Students will be motivated to attend this intervention because it will be a fun way for them to learn something new or explore the recreation center if that is something they have yet to experience.

My plan to increase/sustain student motivation involves partnering with each department that is involved in the intervention to increase awareness. For example, using the RA of the transfer year experience floor to talk to residents about the program and posting information on their floor about the details of the intervention will be one part of the plan. Also, having posters available in the Recreation Center and SDSC for students to see along with graphics for these offices to post on their social media accounts. I hope to sustain students' motivation by making the intervention fun to engage in with music, social interaction, and resources for them to use once not only during the intervention but also after the intervention is complete.

Transfer students may have very different knowledge and/or experiences that may influence how they participate in Well-come to Western: Exploring Physical Wellness. It is important to understand as mentioned early that transfer students often feel unheard/unseen at their new college or university (Daltry & Mehr, 2016). They may have some initial resistance to participate in the program if they are not used to attending programming or did not enjoy programs at their previous institution. I also believe that prior knowledge of physical wellness may act as a barrier for some students. I think it will be crucial to advertise that no prior experience is needed in order to participate in this activity. I also believe that accessibility could influence their experience with the intervention. Lastly, I believe stigmas surrounding wellness may impact the students who chose to participate. I think knowing each of these things will help me design an intervention that is educational and beneficial to all who attend.