Different reasons motivate students to transfer to DLSU, though one thing is certain: they all go through the same process. When transferring to DLSU, a student must submit various documents, including a transcript of records, certificates of good moral character, and recommendation letters endorsed by faculty from the past university or college that they attended. The process thus requires coordination with the Office of Admissions and Scholarships (OAS) and the Office of the University Registrar.
The first step
According to information published by the University on its website, the first step to begin the transfer process seems simple enough: one only has to accomplish the Pre-Application Form and submit it to the OAS. If the office deems them qualified to continue with the transfer application, they will notify the transferee and have them take the DLSU College Admission Test (DCAT). Generally, prospective transfer students must have a minimum equivalent rating of 85 percent in their Cumulative Grade Point Average from their previous institution, without any failed marks or incomplete grades.
Apart from the DCAT, transferees will also have to pass a test and interview administered by the Vice Dean of the college handling the program they are applying for. Only then will the Vice Dean determine the final status of the transferee.
Aspiring transferees should also note that the availability of the program depends on the number of slots open per term.
Inside DLSU
Once a transfer student is accepted, he can choose to have certain classes credited. However, course accreditation can be challenging. Before a subject is credited, the academic assistant must compare the course syllabi from their intended academic program to the subjects they took in their previous institution to see if similar topics were covered.
In addition, institutional courses unique to DLSU—like Lasallian Recollection (LASARE) and Personal Effectiveness (PERSEF)—and classes offered by the Theology and Religious Education Department will still need to be taken, even if the student had previously taken theology or religion classes.
Courses that the transferee has taken back in their former university or college may be credited as long as they do not exceed 20 percent of the required number of units of their preferred program in DLSU. This decision lies ultimately upon the Vice Dean of the transferee’s prospective college and will be finalized upon acceptance into the University.
Transfer student Jade Ching (I, CIV) shares that her credited classes are mostly general education subjects like those on Jose Rizal. Despite having taken up one full year of tertiary education, only a fraction of her classes were credited because she had shifted from an unrelated degree program. “Only a few [classes were credited] since I was [taking up] Health Science [before],” she says in Filipino.
In addition, she reveals that some of her other classes were not credited despite the similarities in the syllabi. “I took General Chemistry in [Ateneo de Manila University], but they said it was different, because Basic [Chemistry] (BASCHEM) is different from General [Chemistry],” she explains.
Getting settled
Bianca Gan (III, BSENT) recently transferred last May 2018 for Term 3 of academic year 2017-2018. She narrates that she transferred to DLSU because it offered her preferred degree program, sharing that, “The [degree program] in my previous school wasn’t what I wanted to pursue. I also transferred to DLSU because they are known for their business programs, and I wanted to get the best quality education.”
In Gan’s case, she was not part of a block with other transferees and instead met them during her first LASARE. Recalling the day of her class schedule consultation, Gan says that she appreciated the accommodating attitude of the Dean. “They were very hands-on when it came to fixing my first class schedule, and the Dean made sure I was comfortable with the load of courses I would be taking,” she recalls.
For Ching, her main reason for transferring to DLSU was that her desired program, Civil Engineering, was not offered in her old school. After considering other Philippine universities, she says that she finds DLSU’s approach to the field “unique” and “effective”. She adds, “Looking at the board exam results of the [DLSU] Civil Engineering [students], yeah, [DLSU can be my school of choice].”
Ching shares positive feedback about her classmates and professors. For her, the process of transferring has been smooth and convenient. Nevertheless, she admits that she feels pressured to perform well because as a transferee, she thinks she “should be used to the college setting.”
The worth of it all
Vida Inting (AB-LIM, ‘19), another transferee, recounts that DLSU was not on top of the list of universities she was considering, mainly because it was too distant from where she lived. She changed her mind when she talked to Lasallian alumni, who emphasized that DLSU is one of the best universities to attend.
“When I got to the campus to submit my application, I saw how amazing the campus was because of its facilities, offices, and just the overall vibe that I got. They kind of have this tendency to emphasize their ranking in the country and they make you feel like you’d be privileged to study there,” she adds. Inting graduated with Latin honors and was recognized for her outstanding contribution to the Literature Department.
Meanwhile, Daniella Calalang (II, AB-CAM) recounts her experience of going through multiple interviews both in her previous school and in DLSU. However, once she was accepted, adjusting to the class environment proved to be difficult as she was placed in different blocks.
“From my experience, since I came at the same time the [ID 118 students] came, I had to sit in various blocks. I had a hard time adjusting because everyone knew each other, but I still had the chance to meet new people who then turned into my college friends. It was hard, but it was also inevitable, especially since I was an irregular student,” she elaborates.
Being a transferee delivers its own set of challenges, from foregoing the Lasallian Personal Effectiveness Program and block sections to having a delayed graduation. But the end goal of graduating in one’s chosen degree makes the struggles a small price to pay to get to greener pastures.
