Author: Kathryn Schmidtke Felts
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages :
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Book Description
Research on transfer student success is important to institutions interested in retaining transfer students and well as transfer students interested in attaining a baccalaureate. This study on transfer student success is grounded in a student-centered initial college choice-persistence nexus model that asserts there is a nexus between the factors that determine whether a student initially enters higher education through a community college or four-year institution and the factors that affect persistence to a baccalaureate. Utilizing two-group path analysis, this study found that transfer GPA, transfer hours, completion of college algebra, completion of freshmen English, and first-semester GPA had a positive effect on baccalaureate attainment for community college transfer students to a Midwestern, public research university. In contrast, only first-semester GPA and transfer hours had a positive effect on baccalaureate attainment for four-year transfer students to the same institution. Additionally, it was found that the effects of entering academic history on first-semester GPA and degree attainment differed for community college and four-year transfer students. This difference is attributed to the nexus of factors that affect initial college choice and persistence.
Author: John N. Gardner
Publisher: Taylor & Francis
ISBN: 1000978516
Category : Education
Languages : en
Pages : 348
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Book Description
Co-published with At last there is a handbook that everyone in higher education can use to help increase transfer student success. This comprehensive resource has been brought together to meet the need for a truly holistic approach to the transfer experience. The book brings together research, theory, practical applications, programmatic illustrations, case studies, encouragement, and inspiration, and is supplemented by an online compendium for continual updates of resources, case studies, and new developments in the world of transfer.Based on a totally different way of thinking about, understanding, and acting to increase transfer student success, The Transfer Experience goes far beyond the traditional, limited view of transfer as a technical process simply about articulating credits, a stage of student development, or a novel enrollment management strategy. Rather, the book introduces a stimulating array of new perspectives, resources, options, models, and recommendations for addressing the many needs of this huge cohort – making the academic, civic, and social justice cases for improving transfer at both transfer-sending and transfer-receiving institutions.
Author: Sonya Joseph
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072260
Category : Education
Languages : en
Pages : 190
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Book Description
Published in partnership with the National Institute for the Study of Transfer Students. Analysis of bachelor’s degree completion suggests that only about a third of college graduates attend a single institution from start to finish. More than one quarter earn college credits from three or more schools before completing a degree. For most, these student-defined pathways lead to increased time-to-degree and higher costs. Many will simply drop out long before crossing the finish line. Ensuring college completion and success requires an understanding of the evolving nature of transfer transitions and a system-wide approach that reaches beyond two-year and four-year institutions to include high schools participating in dual enrollment programs and military college initiatives. A new edited collection offers insight into institutional and statewide partnerships that create clearly defined pathways to college graduation and career success for all students.
Author: Daniel S. Perry
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 208
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Book Description
The present study examined the impact of pre-transfer characteristics with a focus on course selection decisions at the community college, demographic variables including age, ethnicity and gender, and post-transfer college academic characteristics on variables for transferability of credits and two-year persistence. The sample included 2,006 transfer students entering a large public four-year institution from two of the top feeder community colleges over a period of four years. National Student Clearinghouse records and transcript analysis were used to code the percent of community college credits accepted for credit and enrollment two years following the first semester of matriculation at the four-year university as exogenous variables. Community college records were coded into categories corresponding to three "pathways" to transfer: completion of state-mandated core coursework, attainment of an associate degree prior to transfer, and alignment of coursework with major-specific pre-requisites included in transfer planning guides prepared by the four-year institution. A hypothesized path model developed based on the literature for community college transfer was not supported by the data. Kruskal-Wallis H test and logistic regression analyses were used to identify significant predictor variables for credit transfer and two-year persistence, including comparative analyses for the three pathways. Ethnicity and gender were not significant predictors of two-year persistence. Significant differences in persistence were found for class level and age at the time of transfer and multiple group analysis methods were used to sub-divide the sample. Results revealed that of the three pathways, only coursework alignment with transfer planning guides was a significant predictor for persistence. Other variables significant in predicting persistence included course completion ratio, transfer shock in the first semester, and transfer GPA. Findings for persistence varied across age groups and class level at matriculation.
Author: René McKenzie
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 112
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Book Description
The purpose of this qualitative phenomenological study was to explore the successes of first generation, community college transfer students served by a TRiO/Student Support Services (TRiO/SSS) program. This study addresses a specific problem in higher education -- there are a limited number of first generation transfer students who successfully matriculate from a community college to a university to complete a four-year degree. A large number of students attending community colleges are first generation and identified as disadvantaged students and unable to earn a degree. In 2005, there were more than 4.5 million low-income, first generation students enrolled in postsecondary education, equating to approximately 24% of the undergraduate population (Berkner et al., 2005). Previous studies focused primarily on students' deficits and not their successes; this study gathered responses from nine study participants that were on target for a successful transfer. There are a limited number of studies that interviewed students prior to the transfer. In an attempt to gather relevant and current data reflective of the students' experiences, interviews were held during the students' final term at the Rogue Community College (RCC). Two broad research questions were the basis for this study: (a) what successes have you experienced as a first generation transfer student while receiving services from a TRiO/Student Support Services program as you prepare to transfer to a four-year school? (b) what activities and resources provided by the TRiO/SSS program contributed to your successful experience as a community college transfer student? The study used three data collection methods: (a) semi-structured face-to-face interviews, (b) a focus group, and (c) journaling. The participants' responses were recorded, transcribed, coded, and analyzed. The data revealed five predominant themes: 1. TRiO/SSS provided a community for students that sometimes acted as family 2. Access to TRiO/SSS services had a positive impact on student success and transfer 3. A sense of belonging to TRiO contributed to student's educational success 4. Navigating college and how to "do" school was learned at TRiO and Rogue Community College (RCC) 5. Student's confidence to complete the Bachelor's degree was increased by their utilization of the TRiO/SSS program services The study concluded that first generation community college students, served by a TRiO/SSS program, were successful transfer students. The students stated that they were well prepared to transfer to the four-year university and complete a Bachelor's degree. Furthermore, the study participants were able to articulate their successes and identify the resources and services that contributed to their success. Implications for further research include (a) this study was limited as there were no comparison subjects; a future study could compare non-TRiO students to students served by a TRiO program to determine differences. (b) the study could be repeated and the same students interviewed after they transfer to the university. (c) a future study could be conducted at other Oregon community colleges that have TRiO/SSS programs to see if the student successes and transfer rates are similar. Results of this study will provide insight for higher education administrators, policy makers, and college personnel seeking to improve student transfer services between institutions and increase degree completion at the community college level.
Author: Greta N. Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 416
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Book Description
Author: Jessica Griffin Bumpus
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 147
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Book Description
In recent years, more students have opted to begin their collegiate career at the community college. Rising tuition rates, coupled with a declining economy in the United States, make the community college's lower cost, convenient location and flexible class schedules even more attractive, if not necessary, for many students (Cohen & Brawer, 2003, 2008). According to Cejda and Kaylor (2001), enrollment numbers at the community college are not just increasing in general, but these institutions are also experiencing an increase in the number of traditional college-aged students (18-24) enrolled, leading to an increase in the number of potential transfer students. However, only an average of 22% of community college students ever make the transfer to a four-year institution, even with interest or intent to transfer averages around 70% (Romano, 2004). The purpose of this study was to identify predictive factors of retention and persistence to graduation for in-state community college transfer students at a four-year public research university through the use of existing institutional student data. Demographic and transcript data were analyzed using logistic regression analysis to develop and validate a predictive model. Results of the analyses found that pre- and post-transfer grade point average (GPA), number of transfer hours, course withdrawals, grades of F at the four-year site institution, age at time of enrollment, academic major, and the number of community colleges attended were predictive within the three models of post-transfer outcomes of graduated at any time, graduated in two years, and graduated in four years.
Author: William J. Gammell
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 232
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Book Description
Author: Emily Ives
Publisher:
ISBN:
Category :
Languages : en
Pages : 163
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Book Description
This study examined the college choice process of transfer student veterans who are currently enrolled in a public research university. The research presented in this dissertation utilized both quantitative and qualitative strategies to identify key factors in students' college choice process. This study focuses on the following two research questions: What are the demographic, military, and educational characteristics of veterans who have transferred to a public research university, and what factors do student veterans, who have transferred to a research university, identify as influential in either supporting or hindering their efforts to apply to and ultimately decide to enroll in a public research university. The study was conducted in two phases, the first being an email survey followed up by a second phase which included in-person interviews with a subset of the surveyed population. The data were analyzed using Hossler and Gallagher's three-stage model to understand and explain the college process of the military-affiliated transfer student group. The findings of the research indicate that the demographic, background, and military experiences of sample participants were similar to those of national studies of the student veteran population. In addition, the findings of the research indicate that military-affiliated transfer students attending public research universities value academic factors over non-academic factors in their college search process, which differs from previous studies focusing on transfer student veteran populations.
Author: Lauren Fennimore
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 73
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Book Description
"Students who transfer to four-year institutions from community colleges often encounter difficulty within their classes post-transfer and tend to graduate at lower rates than their peers who began at four-year institutions as freshman (Bailey, Jenkins, & Leinbach, 2005; Jenkins & Fink, 2016). Reasons for these lowered rates of success have been explored, but have often focused on academic reasons while neglecting any possible social causes. The current review aimed to explore what is known about the impact of social factors, such as belongingness, on community college transfer students' rates of persistence and academic success at four-year institutions. The literature was searched in a systematic way using a three-part search strategy, through which 21 articles were deemed eligible to be included and further evaluated. Several social factors emerged, including sense of belonging, the stereotype of a community college transfer student, and additional considerations for student success as well as social support from family, peers, faculty, and advisors. Most students reported the social factors identified to play a role in their success at the four-year institution. The findings from each theme are presented and future directions for research and programs to be used to address those factors mentioned are suggested."--Page 5.
