Addressing Transfer Shock: How Community College Transfer Students Develop Peer-to-Peer Social Connections at a Four-Year University PDF Download
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Author: Anousheh Shayestehpour
Publisher:
ISBN:
Category :
Languages : en
Pages : 114
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Book Description
Through in-depth interviews and written reflections, this study investigated how community college transfer students at a large, public, four-year, research university developed social connections with their in-class peers, their perceptions of how these social connections influenced their resilience, and the role of the institution in peer-to-peer social connection making. Research suggested that transfer students who experience a sharp drop in GPA during their first-term at the university, a phenomenon known as transfer shock, were more likely to drop out if the dip was not corrected within the next academic term (Hills, 1965). Transfer students who developed social connections and a sense of belonging to their new institution during their first term were more likely to perform better in their coursework and avoid transfer shock. Current literature on the social integration of community college transfer students focused on formal interventions such as orientations and mentorship programs, or student participation in university extra-curricular activities including events or clubs. This study uncovered how social connections between community college transfer students formed outside of participation in extra-curricular activities in order to address the limitations of this typically commuter population. This dissertation presented findings based on the personal stories of six male and six female community college transfer students who were commuters between the ages of 19-26, representing both STEM and non-STEM majors. This study found that peer-to-peer social connections formed outside of extra-curricular activities were established primarily in or around the classroom. The participant narratives confirmed social connections to native and transfer student classmates played a positive role in their transition within and to the four-year university. Such social connections provided access to shared academic resources and unique navigational capital which supported participant resilience (academic and emotional persistence over time leading to on-time graduation). The institution was perceived as having facilitated the development of peer-to-peer social connections when academic programs were designed so that students were likely to share multiple classes in the same term and/or when collaborative work was integrated into course curriculum. This dissertation concluded with recommendations for four-year institutions on the ways in which the classroom can serve as an effective and supportive environment for peer-to-peer social connection making.
Author: Anousheh Shayestehpour
Publisher:
ISBN:
Category :
Languages : en
Pages : 114
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Book Description
Through in-depth interviews and written reflections, this study investigated how community college transfer students at a large, public, four-year, research university developed social connections with their in-class peers, their perceptions of how these social connections influenced their resilience, and the role of the institution in peer-to-peer social connection making. Research suggested that transfer students who experience a sharp drop in GPA during their first-term at the university, a phenomenon known as transfer shock, were more likely to drop out if the dip was not corrected within the next academic term (Hills, 1965). Transfer students who developed social connections and a sense of belonging to their new institution during their first term were more likely to perform better in their coursework and avoid transfer shock. Current literature on the social integration of community college transfer students focused on formal interventions such as orientations and mentorship programs, or student participation in university extra-curricular activities including events or clubs. This study uncovered how social connections between community college transfer students formed outside of participation in extra-curricular activities in order to address the limitations of this typically commuter population. This dissertation presented findings based on the personal stories of six male and six female community college transfer students who were commuters between the ages of 19-26, representing both STEM and non-STEM majors. This study found that peer-to-peer social connections formed outside of extra-curricular activities were established primarily in or around the classroom. The participant narratives confirmed social connections to native and transfer student classmates played a positive role in their transition within and to the four-year university. Such social connections provided access to shared academic resources and unique navigational capital which supported participant resilience (academic and emotional persistence over time leading to on-time graduation). The institution was perceived as having facilitated the development of peer-to-peer social connections when academic programs were designed so that students were likely to share multiple classes in the same term and/or when collaborative work was integrated into course curriculum. This dissertation concluded with recommendations for four-year institutions on the ways in which the classroom can serve as an effective and supportive environment for peer-to-peer social connection making.
Author: Heather N. Maietta
Publisher: Stylus Publishing, LLC
ISBN: 1942072678
Category : Education
Languages : en
Pages : 331
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Book Description
Transfer students face a unique set of challenges when trying to get acclimated to their new environment. In the current transfer literature, there is an absence of career development in all its forms including career resources, career advising, career coaching/counseling, professional readiness, and job search strategizing. Ensuring Success for Students Who Transfer: The Importance of Career and Professional Development works to fill this void. This publication presents anecdotal and data-driven evidence of career development and professional readiness being infused at various universities to offset the imperceptible career voice in current transfer literature.
Author: Carolina Castillo
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 132
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Book Description
This dissertation tested the constructs of academic and social involvement and adjustment on grades as a pathway to explain community college transfer student experiences beyond the concept of transfer shock. The study contributes to the growing body of literature on Latina(o) community college transfer student experiences with the application of conventional theories of student involvement at a traditional, highly diverse institution. The presence of transfer shock was examined as well as the degree to which the community college transfer student involvement model helped to explain student persistence, as defined by GPA. It was hypothesized that Latina(o) student involvement in social and academic activities would positively contribute to persistence. Factorial analysis of variance was used to test the relationship between two key variables: social and academic involvement and four independent variables: race/ethnicity, age, major, and gender. The analyses focused on seven research questions that examined the relationship between these variables and were conducted with two groups: the total sample of 517 students and a sub-sample of 75 Latina(o) students. The results of the study confirmed that the community college transfer student involvement pathway worked for the large sample. However, the pathway was not a good fit for explaining Latina(o) student involvement experiences. The student engagement construct is reviewed as a better fit for studying underrepresented transfer students' higher education experiences. Limitations of the study are discussed including implications for practice and recommendations for future research.
Author: Benjamin Stoner
Publisher:
ISBN:
Category :
Languages : en
Pages : 63
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Book Description
Research reveals how rarely community college transfer students graduate in six years, following transfer to a four-year institution. The percentage is especially troubling when compared to students who chose to start their collegiate journeys at a four-year institution. This project begins by describing the transfer student population, highlighting students transitioning from a two-year institution to a four-year institution, and explaining why this expanding student population struggles to graduate within six years compared to the native student population. To understand this dilemma, this project addresses three key factors that negatively affect college transfer students and lengthen transfer students’ time to degree completion. First discussed is the favoritism of native students, particularly focusing on the student orientations offered. Next discussed are the difficult semesters following the transfer in those cases that are described as having an ?awkward fit.? The relationship and academic challenges often labeled ?transfer shock? constitute the final factor that negatively impacts college transfer students and their time to degree completion. To combat these challenges, transfer students need particular support and this project details how academic advisors, particularly those working at community colleges, can utilize social media as a tool to communicate and help prepare students to successfully integrate into a four-year institution; thus, hastening degree completion.
Author: Catherine Therese Flaga
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 352
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Author: Louis White
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 314
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Book Description
This study examined the extent of transfer shock experienced by community college students transferring to an urban public university. Review of the published literature on transfer shock uncovered no studies of this type conducted at Historically Black Colleges and Universities (HBCUs), urban or otherwise. Accordingly, a public urban HBCU was chosen to serve as the focus of this research. Six cohorts, consisting of community college transfer students entering the HBCU in the falls of 2000, 2001, 2002, 2003, 2004, or 2005, formed the study's parameters. Students transferring to the HBCU in the falls of 2000, 2001, 2002, and 2003 had their academic performance tracked for all four semesters, while fall 2004 transferees were tracked for three semesters, and 2005 fall entrants for only one semester. The study ended in December 2005. Secondary data and the quantitative method were employed in this research. The data studied have been stored at the HBCU, available upon request, subject to approval by the Institution's Review Board. The IRB approved the request for the data sought for this study, which were obtained from the Office of Planning, Research and Evaluation in an electronic format with no identifying information; therefore, no interviews or any other interaction with these students were needed. Of the requested data, those pertaining to gender, age, enrollment status (full-time or part-time), semester and year of initial enrollment, final community college GPA and HBCU GPAs (first through fourth semester enrollment), and the final HBCU GPA were the obtained data. Other literature in this field indicated that community college transfer students who transferred from community colleges that prepared them well for transfer to four-year colleges were less likely to suffer from transfer shock. Studying the amount of transfer shock encountered by transfer students from various community colleges could have indicated the quality of preparation given students at these various community colleges. Collecting such data year-to-year would also have yielded a pattern indicating the consistency of quality of preparing these students for transfer, along with creating a longitudinal study. Qualitative studies would have provided an added dimension to these studies. -- Abstract.
Author:
Publisher:
ISBN:
Category : Commuting college students
Languages : en
Pages : 178
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Book Description
Over the last 40 years, the expansion of the U.S. community college system resulted in a growing number of students choosing to begin their undergraduate education at a two-year institution and then transfer to a four-year institution. However, many students struggle to establish connection after transferring, especially if they transfer into a commuter university. For many college students, feelings of engagement and connection influence their persistence decisions. Using Tinto's and Astin's theories of student persistence as a framework, the purpose of this in-depth interview study is to explore how commuter community college students who transfer to Portland State University in Portland, Oregon experience connection to the university. This study also aims to identify how commuter community college transfer students become connected to PSU and how the connection experiences for these students change over time. This in-depth interview study explores the connection experiences of 14 commuter community college transfer students who transferred as college juniors. Students were at different points after transferring at the time of their interviews. This study suggests that commuter community college transfer students enroll at four-year universities with no intention of connecting to the institution. Instead, students initially focus on their academic progress. Students then establish instrumental relationships with faculty and classmates as needed in order to progress in their academics. Only once students establish strong connections with faculty and classmates do they begin to establish social relationships that provide additional forms of social support outside of the support they receive from their home social systems.
Author: Dimpal Jain
Publisher: MSU Press
ISBN: 1628953829
Category : Education
Languages : en
Pages : 188
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Book Description
Currently, U.S. community colleges serve nearly half of all students of color in higher education who, for a multitude of reasons, do not continue their education by transferring to a university. For those students who do transfer, often the responsibility for the application process, retention, graduation, and overall success is placed on them rather than their respective institutions. This book aims to provide direction toward the development and maintenance of a transfer receptive culture, which is defined as an institutional commitment by a university to support transfer students of color. A transfer receptive culture explicitly acknowledges the roles of race and racism in the vertical transfer process from a community college to a university and unapologetically centers transfer as a form of equity in the higher education pipeline. The framework is guided by critical race theory in education, which acknowledges the role of white supremacy and its contemporary and historical role in shaping institutions of higher learning.
Author: Frankie Santos Laanan
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 132
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Book Description
The summer 2001 issue of New Directions for Community Colleges evaluates recent research and policy discussions about transfer students and addresses the critical issues facing students moving through the educational pipeline. Chapters include: (1) "Transfer Student Adjustment" (Frankie Santos Laanan); (2) "Institutional Responses to Barriers to the Transfer Process" (Eboni M. Zamani); (3) "Honors Programs: A Case Study of Transfer Preparation" (Herald R. Kane); (4) "Toward a More Perfect Union: Reflecting on Trends and Issues for Enhancing the Academic Performance of Minority Transfer Students" (Wynetta Y. Lee); (5) "Student Transfer Between Oregon Community Colleges and Oregon University System Institutions" (James C. Arnold); (6) "Studying Transfer Students: Designs and Methodological Challenges" (Carol A. Kozeracki); (7) "Transfer Readiness: A Case Study of Former Santa Monica College Students" (Brenda Johnson-Benson, Peter B. Geltner, and Steven K. Steinberg); (8) "Making the Transition to the Senior Institution" (Latrice E. Eggleston and Frankie Santos Laanan); and (9) "Leadership Perspectives on Preparing Transfer Students" (Phoebe K. Helm and Arthur M. Cohen). (EMH).
Author: Patricia E. Green
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 868
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Book Description
