Graduating Transfer Students Reflect on Amherst Experiences

This week, a number of transfer students will graduate from Amherst as members of the class of 2025E. The Student interviewed five of them to celebrate their accomplishments and hear about their experiences — the challenges and joys of the transfer student community.  

Who They Are

Before making her way to Massachusetts, Maria Khan ’25E, who is originally from Pakistan, earned an associate’s degree from De Anza College in California in 2021 and initially planned to pursue a career in bioengineering. However, after taking a gap year in Texas in 2022, she discovered a passion for computer science.

Drawn to the open curriculum, Khan transferred to Amherst in spring 2023 and majored in computer science. With the aid of Assistant Professor of Computer Science Professor Lillian C. Pentecost, she helped develop and teach “Computer Systems,” a course that integrated hardware concepts into a primarily theory-based curriculum. “It felt incredible to contribute something unique,” she shared. “It was a turning point for me.” She noted that developing the course not only helped her grow valuable skills but also allowed her to give back to the academic community at Amherst.

Outside of academics, Khan has enjoyed exploring Amherst’s physical surroundings, including taking long walks along the rail trail, and visiting Miss Saigon for boba.

Khan’s identity as a transfer student is closely intertwined with her experience as an international student, which brings its own set of unique challenges. “Being international, colleges can be really hard to afford,” she said. But the college’s supportive resources, including faculty mentorship and peer groups, played a key role in her adjustment. “Amherst gave me more than I expected. It’s a place that nurtures both growth and connection,” she added.

Now, Khan is preparing to return to Texas, where she will step into a role as a data engineer.

Lauren Yuen ’25E transferred from Irvine Valley College in California to Amherst to pursue the opportunities offered by a liberal arts education. A psychology major, she is part of Chair of Psychology Carrie Palmquist’s Child Learning and Development Lab, which is one of her favorite spots on campus, second only to the Lipton House common room.

Though she initially felt isolated on campus, she joined the Transfer Student Association (TSA) and worked with the Class and Access Resource Center (CARC) to improve the transfer experience. Her advocacy efforts included creating spaces for transfer students to connect.

Lauren is also a member of the Zumbyes, as well as Amherst College Emergency Medical Services (ACEMS). She values her role in supporting students during their most vulnerable moments, and recalled an  ACEMS call where a student later recognized her and expressed gratitude as being particularly meaningful. “That was really impactful for me,” she said. “Just recognizing that one call, one of the many I’ve been on, made such a difference.”

In the near term, Lauren is heading back home to California to study for the MCAT, taking the next steps toward her aspirations in medicine and is planning to continue her passion for psychiatry.

Ashley Yuen ’25E, a chemistry major and twin sister to Lauren, also transferred to Amherst from Irvine Valley College. Her passion for chemistry drove her to research molecular interactions, which she likened to solving a puzzle.

Beyond academics, Ashley embraced leadership roles as the business manager for the Zumbyes and a peer career advisor at the Loeb Center. She is also active in ACEMS and volunteers at a local hospice. “Amherst allowed me to explore my passions both in the lab and beyond it,” she reflected.

For Ashley, one of her most cherished memories at Amherst was the Zumbyes reunion in 2023. After performing for alumni, she went to the afterparty, where former Zumbyes members shared their stories. “It was so fun hearing about their experiences and seeing how much they still loved the group, even after more than a decade,” she recalled. “I feel so grateful to be part of a community that will last beyond my time at Amherst.”

Like her sister, Ashley is returning to California to study for the MCAT, while maintaining the lasting bonds she has formed with her group.

Angie Camarena ’25E, a neuroscience major from Miami, transferred to Amherst to pursue her academic interests in healthcare. Leaving behind a close-knit community, she embraced new opportunities and experiences, including her involvement in Dance and Step at Amherst College (DASAC) and the Mead Art Museum.

Camarena plans to combine art and neuroscience after graduation, focusing on art’s therapeutic applications. “I want to make a difference in healthcare by incorporating art as a tool for healing,” she shared.

One of Camarena’s most impactful experiences has been her work at the Mead. She helped curate exhibitions, including one focused on diversity in art spaces. “I was really proud of the work I did there,” she said. “The exhibition was about representation and visibility, which resonated with me as a transfer student. It emphasized the importance of making everyone feel included in the conversation.”

Looking ahead, Camarena remains committed to creating meaningful intersections between her diverse fields of study, alongside preparing for the MCAT and exploring new interests.

Erik Arciniega ’25E, originally from San Diego, found his place at Amherst through his studies in Asian Languages and Civilizations and joining the a cappella group DQ after discovering an unexpected love for singing.

“Amherst has given me the freedom to explore and push the boundaries of my interests,” Arciniega said. Reflecting on his journey, he said, “I’ve become a completely different person since I arrived at Amherst.” As he looks back on his final semester, Arciniega said he was especially proud of his development as a singer. “I just performed my last aria, and it was bittersweet,” he said. “I loved the performance, but it was hard knowing it was my last.” This milestone is particularly meaningful given that he had never sung before coming to Amherst. “I didn’t know I could sing,” he said. “I’m proud and grateful to have discovered my voice here.”

Though Acriniega is uncertain about what the future holds, he feels confident that his Amherst experience has prepared him for whatever may come next. “My abilities, desires, and outlook have all changed,” he reflected. “I feel like an entirely different person, and I have Amherst to thank for that.”

Navigating the Challenges of Being a Transfer Student

At the end of their time here, the transfer student graduates reflected on their experiences, including the isolation of transferring and the immense importance of the transfer student community.

Many of the transfer students mentioned a feeling of being “othered” due to their status as transfers. “There’s this perception that transfer students don’t fully belong,” Lauren said, pointing to the challenges of integrating into a community where social and academic circles are already well-established.

She recalled an incident when one student remarked to another, “You think you’re so special for being friends with the transfers. You think you’re so different.” This comment invalidated her efforts to build meaningful relationships and reinforced the divide between transfer and non-transfer students. “It’s hard to come into a community where everyone else has had years to build their social networks, and you have to start from scratch,” Lauren reflected.

In her first year at Amherst, Lauren noticed a broader disconnect between campus culture and the needs of transfer students. One striking example occurred when she applied for the Summer Undergraduate Research Fellowship (SURF) and discovered she was ineligible because she was not a first-year. As a first-semester junior, her class year technically excluded her, despite her having experienced only one year at Amherst — essentially the equivalent of a freshman year. This exclusion underscored the unique challenges transfer students encounter in systems that do not account for their experiences.

However, transferring into a pre-established community presented its own challenges. “It’s hard to step into a community where groups had already been formed,” Khan said. While the newfound independence was empowering, the social transition at Amherst at times felt isolating.

Camarena discussed the assumptions transfer students often face, especially regarding academic preparedness. She recalls how people often assumed she already knew certain concepts or norms at Amherst. “As transfer students, we don’t have as much time to build our GPA, so the classes that we take and the grades that we get feel like there’s a lot more pressure since the years can really move by fast.”

The expectation to “catch up” academically and socially while navigating a new environment is a significant challenge for many transfer students. For Ashley, the transition to Amherst was initially overwhelming. “There were times when I felt overwhelmed by the social and academic expectations,” she recalled. Balancing academic expectations, extracurricular activities, and social life took time and effort.

“It took me a while to balance everything — and feel like I was fully part of the community,” Ashley said.

Arciniega’s challenge was less about overt exclusion and more about finding his place in a new community. “When you’re a transfer student, you're constantly in this space where you feel like you're between two worlds,” Arciniega said. Initially, he found comfort within the transfer student community, but forming connections outside of that circle required more time and effort. “It took time to feel truly integrated,” Arciniega admits.

Finding Strength in the Transfer Community

Many students said that Seligman House plays a crucial role in fostering a close-knit community among transfer students, as all transfer students are placed there in their first semester. Khan reflected on her time in Seligman, noting, “It was a very small cohort that you’re coming in with, but I feel like I was able to connect with everybody really easily.” This intimate setting eased her transition into Amherst’s academic and social life.

Contrary to other transfer students’ experiences, Khan also recalls feeling welcomed by  the larger Amherst community. “I didn’t really have any issues connecting with anyone,” Khan shared. “People were more than willing to show me around and teach me about the “Amherst ways.”

Ashley also found the transfer dorm experience invaluable. “Living in Seligman allowed me to bond with other transfer students who were going through similar transitions,” she said. “The transfer community is very supportive. It’s nice to be surrounded by people who understand what you’re going through. Everyone is so willing to help and share advice.”

Arciniega expressed similar sentiments, highlighting how the welcoming nature of Amherst’s transfer community made a lasting impact. “The transfer community at Amherst is amazing,” he said. “I felt so welcomed by my seniors when I arrived, and I am confident that this type of community is unique to Amherst.”

This support allowed Arciniega to grow both personally and academically. “My roots are firmly planted in the transfer community,” Arciniega said. “And from there, I truly flourished in many areas at Amherst.”

Lauren highlighted a unique strength of the transfer student community — the maturity and life experience many bring to campus. She observed that many transfer students have taken time off to work, served in the military, or explored other endeavors, allowing them to arrive at Amherst with a clearer sense of purpose and goals.

Camarena observed the same: “We bring a different perspective to campus, and I think that’s something Amherst values.” This diversity extends beyond academics, enriching the social fabric of the college.

“When I first arrived, I didn’t know anyone,” Camarena recalled. “But over time, I’ve met people who get me. It’s about finding people who make you feel comfortable and seen.”

Though Lauren reflects positively on her experiences with the transfer community, she emphasized the importance of advocacy for transfer students. “I think I’ve made a difference in terms of making transfers feel more included,” she shared. “But there’s still work to be done. We need to continue advocating for ourselves and pushing for more resources.” Lauren hopes her efforts will leave a lasting legacy, encouraging future transfers to feel supported and welcomed from their first day.