Author: Rebecca Jane Berner
Publisher:
ISBN:
Category :
Languages : en
Pages : 424
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Book Description
This qualitative phenomenological study examines transfer shock and the experience of community college students as they transitioned to California State University, Chico. Interviews were conducted with 13 community college transfer students who experienced a difficult transition to the four year institution as evidenced by a significant first semester drop in grade point average, known as transfer shock. The five research questions were: 1. How do students characterize their transition experience? 2. What are transfer students' expectations around transfer? 3. What differences do transfers students report between the two and four year institutions? 4. What helps and hindrances to their transition do students report? 5. What additional types of support might be offered by the institution to aid their transition experience? The author utilized Schlossberg's Transition Theory (1995) as a lens to explore the transition experiences of students during their first semester at the new institution. Schlossberg posits that situation, self, supports and strategies (the 4 S's) impact an individual's ability to transition successfully. The researcher found that students characterized their transition in negative and positive terms. Student's expectations were largely inaccurate in that they expected their experience at the four year institution to be very similar to their community college experience. Instead, they discovered many differences between institutions in terms of the academic and social environment and campus culture. Overall, the findings revealed that the academic transition was much more difficult for students than the social transition. For example, students found classes at the four year institution larger and more demanding with less instructor interaction. In regards to the social transition, study participants reported that Chico State provided a welcoming social environment in which it was easy to make friends. They also found that the campus culture was more positive and goal-oriented at the four year level than at the community college. Overall, study participants reported many more hindrances than helps to their transition experience. In particular, transfer students who lived away from home for the first time experienced difficulties with time management and basic life skills such as cooking and cleaning. One of the greatest hindrances to many transfer students in their transition was their reluctance to seek help. Challenges reported at the institutional level included: difficulties with the admission process, obstacles to obtaining academic advising and lack of information about academic and probation policies. Using Schlossberg's Transition Theory as a lens to assess students' coping strategies revealed that students' assessment of their situation, as well their unwillingness to reach out for support contributed to their transition difficulties. This study concludes with policy and future research recommendations, as well as an emerging theoretical framework of transfer socialization. Institutions must consider the entire transfer process beginning at the community college and extending through the first semester at the new institution. Therefore, in order to help students avoid transfer shock, interventions must be staged at key points along the transition continuum.
Author:
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 140
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Book Description
Author: Catherine Therese Flaga
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 352
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Book Description
Author: O. Keith Wheeler
Publisher:
ISBN:
Category : Transfer students
Languages : en
Pages : 206
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Book Description
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: California State University and Colleges. Division of Institutional Research
Publisher:
ISBN:
Category : Transfer students
Languages : en
Pages : 120
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Author: Tony Alan Lazarowicz
Publisher:
ISBN: 9781321671452
Category : Community college education
Languages : en
Pages : 226
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Book Description
With over 60% of college graduates attending multiple institutions (United States Department of Education, 2006), many starting at community colleges, the importance of understanding community college transfer students' stories is critical to retention and graduation agendas at colleges and universities nationwide. Schlossberg's Transition Theory has recently been introduced into higher education literature as a conceptual framework for working with various student populations such as student veterans (Wheeler, 2012; Rumann, 2010); student athletes (Henderson, 2013); and students on academic probation (Tovar & Simon, 2006) among others. Minimal work has incorporated Schlossberg's Transition Theory into studies of community college transfer students; thus this study was developed to help fill that gap of understanding their transition through that lens. The central question to the study was "how do community college transfer students perceive their transition into a large research, land-grant institution." This phenomenological qualitative study incorporated journaling and interviews with 12 full-time community college transfer students (21-41 years old) at three points during their first semester (fall 2014) at a large Midwestern research institution. Using open, axial, and selective coding, the following five themes emerged: funding the college experience; transition takes time; support is critical; maturity; and personal responsibility. These participants transition experience, as indicated by the emergent themes, fit well within the context of Schlossberg's Transition Theory. Overall, these participants' transition meant an opportunity to move forward, start a new chapter, and expand one's opportunities. Consistent with other studies that have used Schlossberg's Transition Theory, there is value in considering this theoretical framework when working with community college transfer students. When universities create policies and procedures that are geared toward increasing student's assets in Schlossberg's 4-S coping resources and are mindful of the full transition (moving in, moving through, and moving out), administrators, staff, and policy makers can assist in the transition for community college transfer students and provide support to a growing portion of the student population in higher education.
Author:
Publisher:
ISBN:
Category : Transfer students
Languages : en
Pages : 96
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Book Description
Author: Jodi Lewis
Publisher:
ISBN:
Category :
Languages : en
Pages : 38
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Book Description
Student transfer processes from the California Community Colleges (CCC) to the California State University (CSU) have been simplified somewhat over the past few years, but they remain complex and confusing for most transfer students, according to students, administrators, and staff at several community colleges and CSU campuses. Transfer processes--from planning and course-taking at a community college to applying to and enrolling at a CSU campus--remain burdensome for students, despite the services provided by institutions and the implementation of the new associate degree for transfer (AD-T). Many transfer students, to make it through, employ strategies that were described to us as trial and error. College administrators, staff, and students said that students need more help interpreting transfer requirements. These findings are based on research by the Education Insights Center (EdInsights) examining policies and practices in California that support student transfer from the community colleges to the CSU. Previous research has documented the complexity of transfer processes in California. In 2010, the state enacted the Student Transfer Achievement Reform Act to streamline transfer from the community colleges to the CSU by creating a new degree, the AD-T. This research examined how students experience policies and practices related to transfer from community colleges to CSU in the context of the AD-T, which was implemented in 2012. Findings are drawn from interviews with 26 administrators and staff at six community colleges and four CSU campuses, and from focus groups at the four CSU campuses with 64 students who had successfully transferred from a community college. The following are appended: (1) Research Methodology; (2) Comparison of Intersegmental General Education Transfer Curriculum (IGETC) and CSU GE-Breadth Requirements; and (3) Comparing Transfer Requirements for Business Administration Majors at Two CSU Campuses. Contains endnotes.
Author: Frankie Santos Laanan
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 118
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Book Description
This volume provides the latest recommendations on how to address the needs of students in transition at the collegiate level. Understanding Students in Transition covers transitions affecting recent high school graduates, community college transfer students, older adults returning to education, and students displaced by natural disasters. Addressing the needs of students in the midst of change, particularly those who are part of the "millennial generation" (those born between 1982 and 2003), requires a full understanding of today's students and what they bring to their new college experience. Understanding Students in Transition is designed for practitioners looking to understand the changing landscape of today's college students. Articles present a mix of research and practical issues that will be relevant and useful to various stakeholders on a college or university campus. This is the 114th edition of New Directions for Student Services, a quarterly journal published by Jossey-Bass. Click here to view the entire list of New Directions for Student Services titles.
