Transferring from a community college to a four-year university provides a feasible route to an advanced degree for many students, primarily due to its affordability. In addition to entering a social sphere on average two years after first-time-in-college (FTIC) students, transfer students are disproportionally members of historically excluded groups from Science, Technology, Engineering, and Mathematics (STEM). Many transfer students also experience transfer shock, a decrease in academic performance after transferring to a baccalaureategranting institution. The detrimental effects of transfer shock can be mitigated when students have a strong sense of community at their new institution. Accelerating the process of forging connections between transfer students and existing students and faculty at their transfer institution provides a direct, actionable method for improving equity and inclusion in the sphere of STEM academia.