Imagine Magazine - Johns Hopkins - November/December 2013 - (Page 42)

one step ahead To Transfer or Not to Transfer My senior year of high school was a little unconventional. Like many of my peers, I was thinking of what I would do and where I would go after tossing my cap high into the airs of freedom. But unlike my peers, I had just emigrated from Colombia, where I was born and raised. I was a senior not just in a new school but in a different country, where the culture, the language, and the overall system of education was flat-out unfamiliar. Add the fact that I was about to make one of the most impactful decisions of my life-deciding on my college education-and you can understand why I was feeling a little overwhelmed. Judging from the title of this article, you can probably guess what happened after I graduated. But, even though my situation in high school may not have been all that common, what motivated me to become a transfer student were things many students can relate to: time and money. By the time graduation rolled around, the pressure to decide where to go next was intense. I could have made a decision, but did I want to rush into something that could potentially dictate how my life would unfold? Of course not. I wanted-I needed- time to think things through. Thoroughly. I was going to be an undergraduate only once, and I wanted it to be memorable. Attending almost all of high school in Colombia meant that I didn't have the extracurriculars, honors, or other activities to list on my college applications that someone in the States would've been able to. I knew that not having these experiences would make a big difference in the type of schools I could get into, and I needed time to attain those experiences. In addition, money, as you likely know, is a huge consideration when choosing colleges. Financing my own education meant that I needed to choose a cost-effective path. While I didn't have to know exactly what I wanted to study before attending any university, I knew I was going to try different majors. For me, it made more sense to do so where there were fewer zeroes at the end of the number on the price tag. I'm sure you can see why the transfer route made sense to me. Starting at a community college gave me a respite from the pressure of having to sort out my college 42 imagine by Daniela Rueda education all at once, while still being on track toward a degree-any degree. It also gave me the opportunity to delve into the kinds of activities that developed my skills in leadership, communication, and teamwork, which are the types of skills and activities admissions officers want to see in prospective students. Being a transfer student meant having the time-having a second chance-to carve out the best educational path for myself. There were financial benefits, too. Transferring was by far more affordable. I got to cover the same first two years of courses for any career, and I was debt-free by the time I was a college junior-and that was with changing majors three times! Moreover, working part-time allowed me not only to save for when I transferred, but to gain financial independence in the process. The experience elevated my appreciation for education, because working for something yourself makes the process and the end result much more gratifying. Choosing this path has been as challenging as it has been fulfilling. Transferring required heightened selfdiscipline, self-motivation, and resourcefulness. It was easy to lose track of time or where I was headed once I got to community college; there's no hand-holding here. However, I kept myself accountable for my own progress (or lack thereof), and took the initiative to define-and stick to-my short- and long-term plans. I asked as many questions as I possibly could to get the resources I needed. All the while, I never stopped believing that I was going to end up at an amazing university. Transferring was the right decision for me. It may or may not work for you or your educational goals, but I hope my experience shows you that there is more than one way to a four-year degree. Each path is unique and will leave you with many memorable experiences, but as you think about college, just keep in mind that there are many options. Daniela Rueda is a senior at the University of California, Berkeley, majoring in economics with an emphasis on developmental economics. She is also a peer advisor in the Economics Department. Nov/Dec 2013

Table of Contents for the Digital Edition of Imagine Magazine - Johns Hopkins - November/December 2013

In My Own Words
Interested in Econ
The World in Numbers
Reckoning with Randomness
Elliptic Curves
A League of Our Own
More Than Math
Developing Your Numbersense
Where Math Meets Imagination
Selected Opportunities & Resources
Dancing in the Footsteps of My Ancestors
Off the Shelf
Word Wise
Exploring Career Options
Planning Ahead for College
Students Review
Mark Your Calendar
Knossos Game

Imagine Magazine - Johns Hopkins - November/December 2013