A Student’s Journey: Improving the Transfer Process
Dani Kouyoumdijan is Tohono O’odham and White Earth Ojibwe. She recently graduated from the University of Arizona (UA) with dual bachelor’s degrees in law and American Indian studies, a minor in Russian, and honors distinction. Before her UA journey began, Dani was a student at Tohono O’odham Community College (TOCC) where she earned her associate’s degree. When Dani arrived at UA, she overcame many of the barriers that transfer students often encounter when making the jump from a two-year to a four-year institution, and she also had the unique perspective of a transfer student from a tribal college.
Dani participated in a collaborative experiential program called “A Student’s Journey” (ASJ), which helps tribal college students prepare for a successful transfer to larger universities. Moreover, for students at TOCC this initiative promotes cultural relevancy and a sense of belonging that is guided by the college’s t-so:ṣon (our core values). When asked if she would recommend the program, her response was definitive: “Absolutely, it is life changing.” She went on to add, “It’s one thing to ask, ‘why are Native students not successful in making the jump from two-year to four-year institutions?’ It’s entirely different to fix that gap with practical solutions that holistically address the underlying issues. And ASJ does that.”
Various elements make the ASJ framework successful, and the impact of the partnership is measurable through stories of student success and the specific framework that drives sustained achievement. From tailored programming to culturally responsive curricula and robust support structures, this cross-institutional model scales, adapts to emerging challenges, and creates a replicable framework, laying the groundwork for a broader conversation about equity, resilience, and innovation in higher education.
OPENING DOORS OF OPPORTUNITY
ASJ is an internship-based experiential program for tribal college students interested in transferring to a university to pursue a four-year degree. Developed as a 50/50 partnership between TOCC and UA, ASJ uses a culturally relevant design that encompasses the O’odham himdag (way of life), TOCC’s t-so:ṣon, and is guided by the Tohono O’odham calendar.
Prior to arriving on campus, students attend monthly online workshops throughout the spring to develop their academic and career readiness before navigating the university environment. In the summer, students spend five weeks on the UA campus for an internship experience. The first week is dedicated to orientation, where students meet their internship mentors and additional Native campus leaders, visit campus departments and faculty, and connect with community resources. Through the remaining weeks, students complete a part-time internship with a UA faculty or staff member in an area of their interest while taking a three-unit seminar course.
During Dani’s time in ASJ, she interned in the UA Indigenous Peoples Law and Policy Program at the James E. Rogers College of Law. Immersed in legal research alongside experienced faculty, she discovered a new direction for her future. “I would definitely say my internship lit the fire underneath me to seriously consider law school,” Dani reflects. “It showed me that I have a knack for legal research.” She has remained connected to her mentor, whose support continues to guide her academic journey.
The summer portion of ASJ aims to provide a holistic student learning experience by including academic responsibilities, weekly social night dinners, talking circles with community leaders, and Saturday field trips to explore the greater Tucson area. On the final day of summer, students share their internship projects and summer experiences with the campus community and their family and friends during a showcase style event. After completing the pro-gram, students work with program staff to successfully transfer to UA or other four-year institutions.
THE ELEMENTS OF SUCCESS
Theresa Cypriano is a member of the Tohono O’odham Nation and participated in ASJ in 2021. After graduating from TOCC with her associate’s degree, Theresa transferred to UA where she graduated with a bachelor’s degree in elementary education. During her ASJ experience, Theresa completed her internship with the UA Southwest Environmental Health Sciences Center’s Community Engagement Core where she gained teaching experience by lead-ing lessons with high school and middle school summer programs. Throughout their experiences, Theresa and Dani witnessed the four core elements that make up the ASJ framework and con-tribute to helping students prepare and navigate the transfer process. The first core element is reciprocal relationships. The ASJ program was built on the foundation of a true 50/50 partnership between TOCC and UA. Since then, the program has worked to develop and sustain critical connections with faculty and staff who serve as internship mentors, community partners who share their knowledge and expertise with participants, and campus resource specialists who continue to provide guidance and support for students. Most importantly, ASJ works to maintain relationships with program alumni who continue being a resource for students throughout their academic and career journeys.
The second element of the framework is cultural responsiveness. Guided by the O’odham himdag and TOCC’s t-so:ṣon, ASJ uses intentional strategies to develop programming that include inviting members from the Tohono O’odham Nation to share traditional knowledge during the program and visiting culturally significant sites on field trips.
The third core element is a sense of belonging. Theresa reflected that before ASJ, going to UA was “intimidating to me, because I’m used to being here on the Tohono O’odham Nation. I went from preschool all the way to TOCC here.” ASJ has several activities aimed at promoting a sense of belonging and creating a welcoming environment. These activities include weekly social nights, talking circles, weekend field trips, and introducing students to Indigenous-serving programs and resources. Each week during the summer experience, students attend social nights where they can participate in fun activities such as bowling or movie nights and build relationships with other participants in the program. The weekly talking circle evenings feature a member of the community or alumnus of the program who shares their story and journey with participants and their families, facilitating discussions in a safe space.
The final element of the framework is self-efficacy, which is often thought of in the context of Bandura’s (1977) self-efficacy theory that can be summarized as an individual’s belief in their own ability to be successful in an achievement. In this theory, self-efficacy can be built through four sources, including successfully completing an achievement, watching others be successful, positive reinforcement, and having a positive attitude towards completing an achievement (Bandura, 1977). ASJ aims to promote self-efficacy in students through several strategies. First, students complete an internship experience and a course on campus over the summer, offering them an opportunity to be successful. Theresa reflected on this experience saying, “Just being able to be in front of students was an impact because this is my area, I’m going to be a teacher.” She continued, adding that ASJ “gave me that experience . . . where I was able to stand up and be a teacher.” Students receive positive reinforcement and encouragement from their internship mentors and program staff. Participants are also able to learn from their peers during weekly seminars and the final showcase when students present their experiences.
Another key component within this element is simply having the program take place on campus. By living, working, and studying on campus, students can build their confidence by navigating a university through its physical environment. Theresa discussed how being on campus was one of the most important parts of ASJ. “Just being able to know where everything was at and just realizing the distance from here to there,” she explained. Students learn to navigate campus virtually through UA’s learning management systems (LMS) and physically by becoming familiar with the university shuttle system and public transportation via the city streetcar.
Since 2021, ASJ has had a total of 59 students participate in the program, representing TOCC, San Carlos Apache College, and Turtle Mountain College. Of those students, 23 have graduated from their tribal college. Among those academically ready to transfer, 70% have transferred to four-year institutions. While most have transferred to UA, other students have transferred to different universities.
Beyond the numbers, students consistently share that ASJ gave them the confidence, connections, and cultural grounding to take the next step in their academic journeys. “ASJ gave me the opportunity to be exposed to campus and know where everything was at, showing me the college I’d be attending and introducing me to the right people there,” reflected Theresa. Dani also shared that ASJ “made the idea of transferring so much less daunting. I could see myself at the University of Arizona, whereas before it was just the place I drove by on the way to my house.”
This figure uses the colors of TOCC (purple and gold) and UA (red and blue) to illustrate the main elements of the ASJ framework, which includes reciprocal relationships, cultural responsiveness, sense of belonging, and self-efficacy.
The program’s success is also made possible by its strong network of supporters. More than 50 faculty and staff have volunteered their time and resources to mentor students while over 30 community partners have shared knowledge, led field trips, and created spaces for cultural exchange. Together, these efforts ensure that students feel supported not just during the program but well into their transfer and professional pathways.
LESSONS FOR THE FUTURE
ASJ illuminates that culturally grounded, relationship-driven programs can remove barriers and open doors for Indigenous students. Alumni stories like Theresa’s, who credited ASJ with helping her feel at home on campus before transferring, and Dani’s, whose internship inspired her to pursue law school, illustrate how intentional design can spark both personal and academic growth.
One key lesson is that the program’s impact extends beyond the summer; students need support before, during, and after transferring. ASJ’s framework reflects this by preparing students academically and socially for university life and maintaining connection and guidance through alumni engagement. For many, the internship component builds professional skills, fulfills associate degree requirements at their tribal college, and is applicable to programs of study at the university level, an important benefit for students in rural areas who may face barriers finding suitable opportunities.
The collaboration between UA and TOCC remains central. As Christina Coffman, TOCC’s academic advising manager, notes: “I couldn’t have asked for a better team to work with on these efforts! Even though I’m around for the program, I know my students are in good hands.” Coffman further adds, “This 50/50 partnership enables UA to consult with TOCC on culturally relevant aspects of the program and to seek suggestions for guest speakers, culturally tied activities, and more. This ensures that the program is not only academically enriching but also culturally responsive. Because of this, students can discuss their community’s needs in a safe, genuine environment and plan how their academic pursuits can contribute to those needs.”
Looking ahead, ASJ will focus on expanding partnerships with additional tribal colleges to serve a broader range of students and communities, while deepening existing relationships with TOCC. As part of deepening that relationship, TOCC and UA are collaborating on new initiatives like transfer articulation and improved support throughout the pre-transfer, transfer, and post-transfer stages of students’ journeys.
Recruitment for the next cohort is underway, and the program will continue to engage alumni as collaborators, building a network of Indigenous leaders who can guide and inspire future participants. As ASJ grows, its commitment remains the same: ensure that the pathway from tribal colleges to four-year degrees is accessible, welcoming, well-supported, and grounded in the values and identities that students bring with them.
Benjamin Richmond is the manager of undergraduate education initiatives in the University of Arizona’s Division of Undergraduate Education; Mayra Vargas is a project manager for undergraduate education initiatives at UA; Daniel Sestiaga (Quechan) is the assistant director of the Indigenous Resilience Center at UA; Annamarie Stevens is the career readiness and employment program administrator for the American Indian College Fund; Marti Lindsey, PhD, served as the director of community engagement for the Southwest Environmental Health Sciences Center; Christina Coffman (Santee Sioux Nation) is the academic advising manager at Tohono O’odham Community College; Alex Benavides served as a program coordinator for the ASJ program; Jamie Siquieros (Tohono O’odham) is an ASJ alumna; and Jasmine Lopez (Tohono O’odham) is an ASJ alumna.
REFERENCES
Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191.
Lindsey, M., et al. (2021). I-We:mta: Working Together at Tohono O’odham Community College and the University of Arizona. Tribal College: Journal of American Indian Higher Education, 33(2), 14-18.
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