Big Ten Expansion: D-III Transfers Now Appear on All 18 Conference Rosters

Every Big Ten roster now lists at least one athlete who transferred from a Division III program. The conference’s 18 member schools have absorbed this influx of talent, creating a new pipeline for student-athletes seeking higher-level competition. This shift represents a structural change in how Big Ten teams are built, with individual schools relying on external recruiting to fill specific positional needs or roster spots.

McKena Ramos exemplifies this movement. A senior from Sheboygan, Ramos joined the University of Wisconsin-Madison track and cross-country teams after a standout season at UW-Oshkosh. His transition was triggered by two national titles: the indoor 800-meter and the outdoor 1500-meter. Ramos said he made a private bet with himself that a freshman national championship would justify the jump to Division I. He won both titles and followed through on that condition.

Eamon McKenna, Ramos’s track and cross-country coach at UW-Oshkosh, noted that the athlete was a recruited track prospect who exceeded expectations. McKenna stated that the coaching staff knew Ramos was good but considered him under the radar. They did not anticipate a freshman winning a national championship. Ramos’s performance at the nationals changed that assessment and opened the door to a top-tier program.

Ramos is not alone in this trajectory. Two Badger football players have made similar moves. Ricky Finco, a junior wide receiver who primarily plays on the scout team, transferred to Madison after a year at UW-Whitewater. Ryan Ramczyk, an offensive lineman, moved from UW-Stevens Point to Madison. Ramczyk posted an All-American season in his new environment, a performance that improved his standing on NFL Draft boards. These examples show that the D-III to Big Ten path applies across multiple sports and positions.

The move involves distinct resource differences. Division III schools do not offer athletic scholarships. Their facilities are generally smaller than those at Division I institutions, which invest more heavily in infrastructure. Ramos pointed out that while running workouts remain similar, Madison provides athletic training facilities such as ice baths that Oshkosh lacked. He also cited the availability of tutoring at the Fetzer Center and the ability to take exams while traveling as key academic supports.

Not every athlete finds the Division I environment suitable. Emma Paulson competed on the UW-Madison swim team during her freshman year before deciding to leave. She transferred to the University of St. Thomas, a Division III school in Minnesota. Paulson said she realized that top-level college competition was not the right fit for her personal and academic balance. She noted that swimming at the Division I level tends to consume an athlete’s life, whereas at Division III it remains a part of it.

At St. Thomas, Paulson finished her career with three individual national championships and nine individual All-American designations. She stated that her times matched Division I standards, but the culture matched Division III. Paulson said she is held to the same academic standards as non-athletes at St. Thomas and does not receive designated academic services. This contrast in academic support structures is a defining difference between the two divisions.

Both Ramos and Paulson said they would make their respective choices again. Ramos described competing for Madison as a dream he had since middle school. He said the tougher competition and higher intensity have helped him improve his times across the board. McKenna advised other athletes in similar positions to weigh whether they can replace the specific advantages that make them dominant at their current schools. If an athlete stands out in Division III, opportunities at higher levels will follow, but the fit must be right.

The presence of D-III transfers on every Big Ten roster signals a permanent shift in conference recruiting strategies. Programs are identifying talent that excels in lower-resource environments and integrating it into higher-resource systems. The success of these transfers depends on individual adaptation to new academic and competitive demands.