Transfer student finds more fun and academic opportunity at Randolph

A year ago, Elizabeth van Noppen ’14 had to make a difficult choice. She knew she should leave the campus that she had called home for her first two years of college.

At her first college, she did not experience the academic challenge that would help her grow. She also wanted greater diversity among her classmates and more social activities. “I wanted a place where everyone wanted to stay and have fun on the weekends,” van Noppen said. “I wanted a place that had a dynamic atmosphere and character.”

Transfer Week

Randolph College is celebrating Transfer Week June 24 – 28. Learn more and schedule a tour of campus at www.randolphcollege.edu/transfer.

That spring, she watched her older sister Marian van Noppen ’12 graduate from Randolph College. Inspired by her sister’s pride and positive experiences here, she decided to tour Randolph for herself. “During the tours and the interviews I had, there was a clear difference,” she said. “I felt like I was connecting with this school. There was diversity, there was challenge, and there was more opportunity in my field.”

A psychology major, van Noppen spent part of that first campus tour talking to Beth Schwartz, the Catherine E. & William E. Thoresen Chair in Social Sciences and assistant dean of the College. Schwartz told her about a Summer Research Program project she was working on to study how honor codes affect academic honesty and cheating. Hearing that Randolph students have opportunities to work on summer projects alongside experienced professors helped van Noppen decide to transfer to Randolph.

Transfer student Elizabeth van Noppen ’14, left, has enjoyed singing in Randolph’s female a cappella
group Songshine, fun traditions, and academic opportunities like the Summer Research Program.

Today, van Noppen is continuing that same research project on academic honesty in the 2013 Summer Research Program. Over the past few years, Schwartz and Megan Hageman ’13 conducted surveys to test how people viewed various dishonest academic behaviors. They found that students at colleges with traditional honor codes—featuring self-scheduled exams, a student-run judicial system for honor violations, and the expectation that students report violations—are more aware of standards of academic integrity than students at schools without honor codes or with a non-traditional honor code.

Van Noppen became interested as she saw the way Randolph’s honor system, including self-scheduled exams and many take-home tests, fostered integrity. “I noticed that the culture is really different. With less supervision, with more trust in your students, it makes students act more honestly, because there is that responsibility on them,” she said. “It’s helpful to see what mechanisms help reduce dishonesty in the classroom. I had always thought, to reduce cheating, you should add more consequences or try to manipulate the environment. Coming here and looking at the research, I've realized that's not the case.”

Van Noppen has continued analyzing data, focusing on the way gender affects academic honesty. She also helped finish a paper on the research which they submitted to the Journal of Ethics and Behavior.

In addition to Summer Research, van Noppen has enjoyed singing with Songshine, Randolph’s female a cappella group, and participating in events like Ring Week, when juniors and first-year students exchange gifts and juniors receive their class rings.

She encourages other college students who are looking for a change to tour Randolph and see whether it offers what they are looking for. “If you come here, you will have really special relationships with faculty and your peers,” she said. “You’ll be challenged academically, and you will have fun sporting events to attend. You’ll do quirky traditions. You’ll graduate knowing people you never thought you'd meet, and having friends you never thought you'd be friends with.”

Mom of three fulfills educational dream at Randolph

Cindy Ferguson ’13 has lived two blocks from Randolph College for nearly 20 years. When her children were small, she used to bring her family to have dinner on campus. “It was a great way to find babysitters,” she said.

She never thought a degree from Randolph would be in her future.

“I grew up in a really dysfunctional family, with parents that weren’t involved in school. Education seemed like it wasn’t really important to them,” Ferguson said. Although she dreamed of being a middle school guidance counselor, she felt she had to put those hopes on hold. She worked in several jobs, taught herself computer skills, became a paralegal, and volunteered in a recovery mission at her church, all while raising her family.

Cindy Ferguson ’13 transferred to Randolph to
continue pursuing her dream of finishing college

A few years ago, Ferguson’s oldest daughter came home from middle school with a poignant question: “Do you have any regrets?”

The resulting conversation led to Ferguson to enroll in college a few months later, with the support and encouragement of her husband Robert and their three children.

Today, Ferguson is preparing to graduate with a degree in psychology from Randolph. She plans to pursue a master’s degree in counseling. She is determined to have the career she always wanted. She hopes she can help middle and high school students make wise decisions and attend college. “I want to encourage other students to think not just about where they are right now, but to think about what choices they can make right now that would help their future be better.”

Before enrolling at Randolph, Ferguson attended Central Virginia Community College and received an associate’s degree. When she learned about Randolph’s highly ranked psychology department, she decided to continue her undergraduate education here.

Transferring to Randolph
Community college students in Virginia are guaranteed admission to Randolph College if they meet the requirements of an agreement between Randolph and the community college system. Visit our website to learn more about transferring to Randolph.

Randolph has been exactly what Fergusan hoped it would be. “I don’t think I’ve had any class that I’ve disliked,” she said. “I love that the class sizes are small so you get to have more conversations than lectures. The professors are just incredible.”

Despite the fact that some of her classmates are only a few years older than Ferguson’s children, she doesn’t feel out of place. “I think I fit in here because it is so diverse,” she said. “Everyone is learning from each other. I feel like everyone is my peer here.”

Attending Randolph means taking part in traditions that seemed silly for an adult at first, such as decorating academic robes with buttons and wearing a funny hat and singing College songs. But Ferguson has come to enjoy those traditions and the way they bind her to other students and to the school’s history. “Sometimes you just need to step out and see how much fun it really can be,” she said. “That’s not just about school, that's about life.”

Finding a voice

Admittedly shy, Christina Budd ’13 has never been used to speaking in front of large crowds. But as a new student at Randolph College last year, she found herself compelled to step up to a microphone in front of a large audience at a student government town hall meeting.

Christina Budd, right, has found that participating in campus life
has helped her fit in at Randolph and increase her self confidence

Budd spoke about the beautiful campus that had helped attract her to Randolph as a transfer student, and she shared suggestions she thought would make life easier for the staff that cleans and maintains the campus. The rest of that week, people approached her and thanked her for speaking up—a reaction she hadn’t expected.

“I’ve learned that I do have a voice,” Budd said, reflecting on that experience and other lessons at Randolph. “I’m a naturally introverted person, but I have found that people are willing to listen to what I have to say, and they seem to respond well to it. That has given me so much confidence in myself that I never had before.”

Meet Lisa Davies

As a community college graduate who went on to receive a master’s degree, Lisa knows much about navigating college as a transfer. She now advises students thinking about transferring to Randolph.

Budd, from Roanoke, Virginia, first heard about Randolph at a college fair in high school. She took note of it because of school’s creative writing program. After one year at Virginia Western  Community College, she learned about Virginia Private College Week, an event in July when people who tour at least three participating schools receive application fee waivers. She decided that would be a good opportunity to visit Randolph.

“I think it was love at first sight,” she said. “The buildings were so incredibly beautiful. I knew I would be able to learn best at a small college where I could know my professors and have a relationship with them.” Soon, she was meeting with an admissions counselor and getting advice on which courses to take during her second year at the community college to best prepare for Randolph. Budd is now majoring in history and minoring in sociology.

By the end of her second semester, Budd was involved in numerous clubs on campus and had served as an officer for some of them. This year, she is the vice president of Randolph’s Circle K International, a service club. She is helping the group organize participation in Relay for Life, March of Dimes, and a dance for teenagers and adults with disabilities. The group also hosts campus cleanup activities about once a month, Budd said.

Her involvement with many activities helped Budd make many friends despite being new to Randolph. “I got involved on campus through clubs, volunteering, and special events,” she said. “That’s what I did, and that’s what helped me become better known on campus.”

Transfer student prepares for teaching career through Randolph classes, research project

After attending a community college for one year, Dominique Rose ’14 was looking for a small college that could help him in his quest to become a teacher. After he learned about the education program at Randolph—which would allow him to finish his bachelor’s degree and quickly earn a master’s degree in teaching—the decision was easy.

Studying at Randolph also gave Rose a unique opportunity to study teaching. This year, he participated in a Summer Research project that explored the attributes and characteristics teachers need and measured the success of Randolph’s education program.

“Subject matter knowledge doesn’t make you a good teacher,” Rose said. “You have to be able to communicate and understand your students. You need to be well versed in teaching, able to reach students with different learning styles.”

Dominique Rose ’14 explains his Summer Research project to Randolph professors
Tatiana Gilstrap and Holly Tatum during a Summer Research Symposium on Sept. 1.

Rose grew up in Amherst County, just across the James River from Randolph College. After graduating from high school, he attended Central Virginia Community College. He transferred to Randolph after attending an open house and deciding the education program was the right fit.

In his first semester at Randolph, Rose’s largest class had only 20 students—which is large compared to many classes at Randolph, but small compared to classes at other colleges Rose had considered. He enjoys being able to work closely with faculty. “The professors here are so friendly, they’re able to build relationships with students,” Rose said. “I can email my professors and they usually email me back within a few hours. That is so convenient.”

During one of Rose’s classes, his work caught the attention of education professor Roberta Parker. “I was very impressed by his tenacity and work ethic,” Parker said. “He is a conscientious student—always willing to go above and beyond to accomplish any task set before him.”

Parker invited Rose to join her and another education professor, Peggy Schimmoeller, for a project in Randolph’s Summer Research Program. They were assessing how well Randolph’s curriculum helps students gain the knowledge and attributes of good teachers.

Rose spent the summer reading current research about effective teaching practices and interviewing Randolph graduates who are now teachers. He asked them about the professional attributes and teaching skills that they developed at Randolph and how they are applying those skills in the classroom. He recently presented his findings in a symposium for the Summer Research Program.

Rose is pursuing certifications for special education, elementary education, and physical education. After finishing his undergraduate studies, he plans to enroll in Randolph’s one-year Master of Arts in Teaching program.

Outside of his studies, Rose is engaged in extracurricular activities. He is a student government senator for his residence hall, and he is a leader in Campus Outreach, a Christian fellowship ministry for students.

He said transfer students who look for opportunities can find many ways to integrate with campus life. “People here are so friendly, and they enjoy making new friends and carrying on good conversations,” Rose said.