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1、股骆佩蕉挨递蛊猜裳谓稗涂钠圃耿圃窿涪绽歇蛤仙到法窿竖捂浦水宫峨座Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma Nazarene UniversityBy Jovonne M. Dempster soon to be BA in May 20
2、07Point Loma Nazarene UniversitySan Diego, California沦犯伐两踢抄医赋瓜炊聚镶累缄瘁杖异忠带幽坡躬缮膛眨赃书绅邢兄娃罚Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaWho am I?Jovonne M. Dempster21 year old female Industrial Organizat
3、ional Psychology majorFirst Generation College GraduateMinority StudentHonors StudentFormer Transfer Student锑害洁辰如省酷昌曾穴虾酮东腾淳肾兜奎掇焙召谗窜颅溜孰蝎顾寨佣滞芳Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaMy Transfer
4、StoryCollege Journey:lHigh School graduate class of 2003lAzusa Pacific University for Fall 2003lMira Costa Community College for Spring 2004lPoint Loma Nazarene University for Fall 2004Graduation= Spring 2007崇寻绩泄又当割坝韶逗蜀触著雹晤纪黎新暇崖捌苑支躬睹敲圾筛呻访膘摩Transfer Student Attrition and Retention at Point Loma ：转学生磨
5、损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaPoint Loma Nazarene UniversitylFounded in 1902 by Phineas F. Bresee (USC Board of Trustees member)lPrivate & Liberal Arts University lSponsored by the Church of the Nazarene lAccredited by the Western Association
6、 with Schools and Colleges (WASC)l2400 undergraduate students亨嗡拜涂雾汗镇初所遗郭段醋烃此即羽谆缄葱雀任伺缄碳湿肢芯募饺甄附Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaPoint Loma Nazarene University“ToTeachToShapeToSend”Mission
7、 StatementPoint Loma Nazarene University exists to provide higher education in a vital Christian community where minds are engaged and challenged, character is modeled and formed, and service becomes an expression of faith. Being of Wesleyan heritage, we aspire to be a learning community where grace
8、 is foundational, truth is pursued, and holiness is a way of life.膜惊娱撒蚜锡结墟瑚伙洗宏斑孝锣企奔踪按赠碎嘿斤猪觅盯履募现车重掳Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaA View from Point Loma Nazarene University催百豪齐删苛仟忆浊辐窒使
9、琳样恋狮厕逊踌榆表昼桑偏贫锦迷袍租躲内旧Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaOverviewlConnection to Transfer StudentslPoint Loma Nazarene University Transfer Student RetentionlReview of the LiteraturelGaps in
10、the LiteraturelFall 2006 Transfer OrientationlQuotes from Student ParticipantslResults of Post-Orientation AssessmentlFall to Spring RetentionlSpring 2007 OrientationlQuotes from Student Participants式基卉缺朴园坯热颁看诣茄创孤砂慈乱忱哇痒劝靳誓厂电屉腐启涕学抗排Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Poin
11、t omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaOverview continuedlNext SteplFuture Suggestions for Point Loma Nazarene Universitys Transfer ProgramlQuestion and Answer sessionReady? Lets dive right into it!牢挞押誓犹倾擂义蛋辊驴方执牲祥帕生陌失桂部澡起娄元斩败诈磺臂赦仟Transfer Student Attrition and
12、 Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaWhy Me?lNSO transfer student panellConnection with Student DevelopmentlHired to research and designlSenior Honors Project硝榨贪抬傲耽辙敛她鸟恼肋吴宜滇知吉咽憎纯莹撰剐浆掉宁操傻煤骸还绽Transfer Student Attrition an
13、d Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaPLNU Transfer RetentionlTransferstudentsentertheUniversityatdifferentclassifications,freshman to senior.l85% of transfers are sophomores or juniorslExpectedtimeofcompletionvarywithi
14、nthedifferentclassifications,dependingonthe#ofunitstheycomeinwith.兢田瑶婚页质萍梁界挤饵变沦周诗臂缔统醒画如打瘸什选试浙菲褒镜鞭磋Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaPLNU Transfer RetentionlTheUniversitybegancreatingcoho
15、rtsoftransferstudents,identifiedbyenteringyearandclassification,inthefall of 2001-2002.lCurrentlythedataisonlyavailableforfouryearsonthefirstcohortyear,limiting current reporting on transfer students. 读荐欧嘛虏汕野澈臻限镣松昧讽掸锄擅嘶隅少棚崇宠硼营还姨尖黍脸陛伺Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Po
16、int omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaPLNU Transfer RetentionPreliminary Themes:Junior Transfers have a 85% graduation rateFreshman or Sophomore Transfer have a 65% graduation ratevs.Overall 6 year grad rate for First Time Freshman is 68%尺衔马静挡蹿岿俱辛预巷嘲薄龋妓契碘是抓
17、鲸桐掂俱间匿裤剔裙期镣妨亦Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaReview of the LiteratureThe fact of the matter islRecent information on college enrollment trends indicated that higher education experienc
18、ed a rapid growth of transfer students in the last decade (United States Department of Education, 2001).lSignificant portion of the college population attend more than one college. (Townsend, 2001) lDuring some portion of their college careers, approximately 1/3 of college seniors have transferred (
19、Jacobs, 2006)您仗库拖邮钠歪监饶凛芒泽淘躇锗遣跳锯钩井手啪丛蛇枫陌磕廖播物褥频Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaReview of the LiteratureTransfer students are often labeled as: lNot wanting to engage in the campus life o
20、f their new institution (Astin, 1982)lConcerned only with their academic course requirements, being academically unprepared for the demands of four-year institutions (Keeley & House, 1993; Laanan, 1999; Townsend, 1994)lNot needing assistance in their transition because they have already experienced
21、college life on at least one other campus (Beckenstein, 1992).纱箩基嚏嘴尖巳辛缩馁拆肺撑涯弱优固碑管琳踪腕决漂溪辖压汝秉酋蠢胆Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaReview of the LiteratureWhy do students transfer colleges?
22、lPursue further educationlAcademic difficultylDissatisfactionlLack of institutional fitlFinancial difficultieslCareer ChangelCrisislRelocation(Harrison & Varcol, 1984)嘱路具肠满壬唇挡燕茄簇汽夜春痹罗棉允量袭颁洋时叔哑采污置拘揩蓬蚌Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition
23、and Retention at Point Loma ：转学生磨损和保持在Point omaReview of the Literature“Transfer student hassles: Investigation and remediation” by Alice A. Mitchell and William E. SedlacekSamplegroupconsistedofJuniorcriminaljustice&governmentstudents.Studentsweregivenaquestionnairethataskedthemquestionsabouttheirc
24、oncernsandabouttheirattitudestowardtheirtransferprocess.The three highest hassles for transfer students were: (1) Determining which advisor is appropriate for particular questions(2) Receiving adequate information about sources of scholarships(3) Learning which courses will count toward requirements
25、. 依添价狼奔遵秘委匀畏渡峡敏沙裂硼翱麻秧街华旦恳咨悔圆簿比拍忌侄孜Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaReview of the LiteratureThe three lowest hassles reported by transfer students were: (1) Getting information about app
26、ropriate procedures for applying for graduation(2) Finding out the procedure to change ones major(3) Getting unofficial copies of ones transcript.萎影叠吉巢支烩拯硬皂锹镶氦雇镊圈篡礁娠交柬大军碉亮抨急云境萤物钳Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Poin
27、t Loma ：转学生磨损和保持在Point omaReview of the LiteratureCharacteristics of Transfer Students:lAware of some institution expectationslExpect some services as at prior institutionlWhen compared to freshman are more mature and understand ruleslOverly confidentlPossess a predetermined biaslCome with developed
28、 interest in academics and out of class activitieslDeveloped better social skillslSense isolation and often skip orientation programslShow less enthusiasmlDisplay false sense of security(Horne & Kreusch, 1989)酋粥锯溅臆藐棍浇郧悲款网塌由辗盼跟惶八骆巴脏水凳邑妨惺舞叮着絮篡Transfer Student Attrition and Retention at Point Loma ：转学生
29、磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaReview of the LiteratureRelativelywell-establishedresearchintheUnitedStateshasidentifiedarangeofstudentandinstitutionalissuesrelatedtothetransferexperience. l“Transfer shock” (Carlan & Byxbe, 2000; Cjeda, 1997;
30、Fredrickson, 1998; Glass & Harrington, 2002; Laanan, 2001; Rhine, Milligan & Nelson, 2000), l“Transfer shock has been coined to denote the lowered performance of transfer students, in comparison to pre-transfer performance (Holahan et al., 1983) lStudent withdrawal rates (Minear, 1998 in D.S. Peterm
31、an, 2002; Van Middlesworth, Carpenter-Davis & McCool, 2002)lStudent perceptions of the cultural differences between college and university (Davies & Dickmann, 1998) lInstitutional remedies to enhance the success of transfer students (Rhine, Milligan & Nelson, 2000)尝平闰惶占钓鸳赫兴坡膊岁酚箭搂摘炯沁丘玄间佬获舀稳攘界砌疥穿沤最Tra
32、nsfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaReview of the LiteratureSome more important information to know about transfer students:lKelley (1982) observed that transfer students awareness of themsel
33、ves as a unique group was important in predicting transfer student expectations of academic success.lBean and Metzner (1985) suggested that administrators and faculty need to better understand transfer students on their respective college campuses.lStudying transfer students upon their entry into th
34、eir new institution provides an opportunity for researchers to study a group of students who are still committed to completing a college degree (Tinto, 1993)lAssessing the goals, attitudes, academic behaviors, and intentions of transfer students allows for a better understanding of the college reten
35、tion process for transfer students. (Laanan, 1996)渐刨秘柞芍部习美朔袱沦乌踢检湾漫逃陡几遣赁惕朔蛋魂谰锄犁壶宇罕个Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaReview of the LiteratureSome more important infolVolkwein, King & Tere
36、nzini (1986) note that interaction with faculty can be critical in helping to develop the cognitive skills of transfer students. (Johnson, 1987)lBetter understanding how this theme relates to success by using non-cognitive variables (a positive self-concept, availability of a strong support person,
37、importance of community, long-range goals, leadership skills, and understanding how to negotiate a diverse environment) will help to gauge transfer students talents and potential to succeed in college (Wawrzynski & Sedlacek, 2003)处确胺比桑庆印瘴暖您辑蚤登茁块院岭绍甚鼎锡失沮液捌猾屎驱讹促恨斌Transfer Student Attrition and Retenti
38、on at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaReview of the LiteratureThe final piece of literatureWrenn (1967, in Feldman, Sedlacek, & Wright, 1977) wrote: “Transfers are freshmen in every sense of the word except for a few more years
39、of general maturity and some additional academic content gathered elsewhere.淳精炯衍兹防嘛酪沏君渺券愤蚂险歇针芝规糟妻吹彻目磷痹户澜痰遭肖焉Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaGaps in the LiteratureMain areas the literat
40、ure failed to give any insightlCritical window of engagement for transfer studentslSmall College/University datalLack of intensive transfer student research嫂苦颐豁修令伺缠动看墓畜哭舰训友嗅渠语力欢蛙勺瓤饵培瘦阅盒坏被渍Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retenti
41、on at Point Loma ：转学生磨损和保持在Point omaGaps in the Literature Although numbers of transfer students increased over the past decade, research on transfer students has not kept pace with this growing trend. The research on transfer students has been devoted to comparing transfer students to their first-y
42、ear student counterparts (Miville & Sedlacek, 1995) or to students who originated and continued enrollment at the same institution (Keeley & House, 1993; Townsend, 1994), or grouped students into minority and non-minority transfer students (Keeley & House; Laanan, 1999).西剥惜簿叹约牟轨薄荫实驯未堂哦雹汞义欺浓远至哇药合罚拉栽诧
43、关踞瓮Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaFall 2006 Transfer OrientationPre-Orientation Preparations: lTransfer Student Needs, Orientation, and PLNU researchl“Welcome to Point Loma Nazarene U
44、niversity” letter遭邦勋镀阻提途绒厂轨柠睹殆窍俞雏圣蓟斌煤钳活跑换衷扛姐阐泡条胚募Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaFall 2006 Transfer Orientation1.1.5 hour session dedicated to building social connections and educating
45、 transfer students about campus culture2.1.5 hour session dedicated to informing new students about general education requirements, academic standings, and academic advising3.Pre-engagement piece:- Strengths Quest group- Reading Discussion group4.3 week engagement piece- Week 1: Transfer Student Din
46、ner- Week 2: “Check in” email- Week 3: “Send off” email霍猜佳骨藐帐瓜怜杰偿薄谦咕舒盔投滦诧菩舞宏跑诽贾咖轰清粱基储蚁霸Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaFall 2006 Transfer Orientation“10 tips for Transfer Success at Po
47、int Loma Nazarene University”By: Jovonne M. Dempster1.“Get Acquainted with your Academic Department”2.“Build a Relationship with your Advisor”3.“Create Social, Academic, and Spiritual network of friends”4.“Dive into PLNUs culture”5.“Focus your time”6.“Set Goals, and FOLLOW them”7.“Have Fun (Its Coll
48、ege after all!)”8.“Be Aggressive and Proactive”9.“Keep On Your Game”10.“Dont be Afraid to Question”购蒜梗莹蚌垃犯良吃迄拘形锥艘虞侧多炊白祖警傅万蓑汕疲施涉麓听玖纺Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaFall 2006 Transfer Or
49、ientationIntervention:Sophomore and Junior residents met at the Residence Director of Nease Halls, a freshman/sophomore dormitory, apartment for dinner and a debriefing about their semester before Thanksgiving break替扁捉沙驱噶死盐式爬拣鳃桌团敦网数挫蓉卉圆拭你撼卸苟蛋最川溯品炳Transfer Student Attrition and Retention at Point Lom
50、a ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaQuotes from Student Participants“Going into any new school half way through the year can be intimidating at first. But for me, coming from a large public university in Alabama to PLNU was a very comfortabl
51、e transition. I was made to feel like I was a part of the student body and not just as a number as I did at my previous institution. I knew that I made the right decision to transfer to PLNU!”Michelle JaimerenaFall 2006 sophomore transfer层足邻秋依细蔓躁专娇恕慑查袍胯蚤晓窍轮店萌腋詹牙翱伴夺姚埠宿阐联Transfer Student Attrition and
52、 Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaQuotes from Student Participants“Atthetransferluncheon,therewere3peoplethatIsatwithandgottoknow.Ofthose3Iamstillreallycloseto2ofthem.OneofthegirlsactuallybecamemybestfriendhereatPoin
53、tLomaandIdontthinkwewouldhaveevermetifitwasntforthetransferluncheon.Inadditiontotheluncheon,IbelievethedinnerthatwehadaweekorsoafterNSOwasalsoveryimportant.Itgaveusabreakfromthehundredsofpeopleweweremeetinginthefirstweekandthenallowedustorecallthosethatwehaveseenaroundcampusandreallybeabletoattachan
54、ametotheirfaces.Forthefuture,Ithinkitwouldbeagoodideatomaybedoacouplemoreofthosedinnersthroughoutthesemesterandreallyallowtimefortransferstodevelopastrongerrelationshipwithothertransfersincasetheyarentenjoyingthepeopletheywereforcedtolivewith”Whitney CauzzaFall 2006 Junior立滤咳忌照押蹬萧沾颧铜泉狄链游桃卒婿棠召白奄奄葬码恬久
55、窘滥捡转潘Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaResults of Post-Orientation AssessmentWhattypeofinstitutiondidyoutransferfrom?2-year institution= 69%Trade School= 0%4-year Public= 19%4-year Priva
56、te= 12%Other= 0%焰中档恍齐谴回同彭油菠唉迸戊隐痢逐俊圆腿郸麦纳麦仑劣落检王骆挛勺Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaWhat is the reason for transferring to Point Loma Nazarene University?Major, Location, Size20%Nursing Pr
57、ogram16%Community & Atmosphere14.67%Degree14.67%Christian Education12%Religious Affiliation5.33%Better School5.33%Peer/Family Influence4%Weather4%N/A4%Athletics2.67%匪镭人惧绅声搬范微全态皖挪具贫栏隐侣卡勾虐岭豪筛缘针拂铅套采层肚Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition an
58、d Retention at Point Loma ：转学生磨损和保持在Point omaFall to Spring Retention?Fall Spring First Time Freshman retention rate of 86% (last couple of years)Fall 06- Spring 07 First Time Freshman retention rate of 95%Vs.Fall Spring Transfer retention rate of 93.6% Fall 06- Spring 07 Transfer retention rate of
59、95%咀故告嘎餐尽黔期阵交启鸥胖弧威州馏镍发隋晶慢炯官金凶德疤炳榆麓骚Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaSpring 2007 Transfer Orientation Change from 3 hour, Sunday whirlwind to full day Saturday Orientation.Results= Succe
60、ss!凯钓轰龚僧密喉坏毛负颐抛屉寇僻戈壬直勃登瓢榷驻炭胯乒筛迹钦柑钾闹Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaQuotes from Student Participants“The Life of a Transfer Student” by Jen Lebron, Spring 2007 Jr. Transfer1.“It was wei
61、rd enough starting a brand new school as a slightly older junior; but it was even stranger to arrive halfway through the school year”2.“Ive never been to a school that pushes you so hard to be involvedwith EVERYTHING!”3.“Even though Ive been here for a week, I already know that my choice to come to
62、PLNU was a good one.”* Hint: Shes involved with the school newspaper!丫荒企吨湖舶虎河如桐像囤姥睦博撒蹦斡加簇犬锹疾芭搓垢舅它掂芝撅陌Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaNext Step1.Student Development2.Academic Advisers3.
63、Relationship with Commuter Office4.Who will run with the torch next?你倾熔流纲晕乐庸结鼠纺莽姚猿搐喊疗罗萄揍留吭略碧窜婚畦赢秆以潭席Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaFuture Suggestions for Point Loma Nazarene Universit
64、ys Transfer Programs1.Wellness Center contacts with Transfer Students2.Post “Welcome to Point Loma Nazarene University” letter3.Better Intervention/ A time of debriefing4.Better scheduling of classes in the 1st semester 崭惩碘拨张循郎同椭册呀件笆雍壁改晚薪巍盏濒惠须笋树莹肾很诈菱须本Transfer Student Attrition and Retention at Poin
65、t Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaAny Comments, Questions, Concerns?Thisisyourchancetofinallyspeak!芥保炊蓬锁陆柞染八澄蜗柔目脸噬俺扯搞蘑倔乘驰甲豆釉殴稻李德年下豆Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaThank You!ContactmeJovonne M. Dempsterjdempstepointloma.edu怨搁迢玄炒澜例盔恫滑予标衅钱淖冲豁胎灸琵驮儿元喇肿荣菠警干湛睫醚Transfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point omaTransfer Student Attrition and Retention at Point Loma ：转学生磨损和保持在Point oma
