Author: Genevieve I. D. Siwabessy
Publisher:
ISBN: 9781339066325
Category :
Languages : en
Pages :
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Book Description
An increasing number of students are engaged in "non-traditional" pathways enrolling at multiple institutions within a system and across segments. These varied patterns were identified decades ago, yet most higher education studies have focused on the "traditional" pathway of students who begin at a community college to transfer to a four-year or students who begin at a four-year right out of high school. This study explores one of these other enrollment patterns, specifically, the reverse transfer phenomenon. Reverse transfer students are those who transfer to a community college from a four-year institution before obtaining a baccalaureate degree. The goal of this study was to construct common themes of the reverse transfer phenomenon using in-depth student interviews. Within these interviews, the protocol was structured to extract how students engage in the college selection process and to better understand how they perceived their higher education journey. Twelve community college students participated in this study at various points of their community college journey after transferring from their original four-year institution. Each interview was used to develop individual student profiles as one part of the analysis process, assisting in the identification of shared themes across participant stories. Students in this study held negative perceptions of the community college when they were in high school, which deterred them from enrolling directly into one. However, their perceptions changed once they enrolled in a community college to redirect their higher education journey. The reasons for enrolling in the community college included financial considerations and exploration of interests. Additionally, the students in this study share a common interest in continuing toward a baccalaureate degree; the community college is not meant to be the end of their schooling.
Author: Scott R. Smith
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 310
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Book Description
Author: Brian R. Mitra
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The findings of this study demonstrated that not only was there an emotional impact on reverse transfer students following their dismissal or stop out and a perceived emotional toll for their parents, siblings, and significant others. These emotions served as catalysts to moving forward and were critical in students' reflections of the reverse transfer experience. Knowledge attainment and skill development played pivotal roles in learning and success at the community college. Participants immersed themselves in community college by engaging in various campus activities and events to hone skills and attain knowledge. Finally, reverse transfer students faced personal and institutional impediments that hindered their success at the community college; in particular, participants described their assumptions of community college, fear of failing again, and lack of confidence as challenges. This study offered recommendations and implications for future research for adult learners, counselors, program developers, administrators, and adult education generally.
Author: Matthew S. Geyer
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Book Description
In 2006-2007, there were 6.2 million community college students in the United States, making up 35% of all post-secondary students (Provasnik & Planty, 2008). Research has historically examined transfer student experiences from a community college to a four-year institution, overlooking the newly emerging population of reverse transfer students. Reverse transfer students have the potential to concurrently earn an associate and bachelor’s degree while at a four-year institution. This study contributes to the limited research regarding reverse transfer students by filling a literature gap and describing the experiences of reverse transfer students at a large, public four-year institution. The purpose of this qualitative, phenomenological study is to examine reverse transfer students’ meaning of concurrently earning two post-secondary degrees and their motivations to choose a reverse transfer program. Three, semi-structured, informal interviews were conducted with four undergraduate students. Using a constructivist paradigm and influenced by the theoretical framework of Rendón’s validation theory, the findings indicated that communication with campus staff, a simple enrollment process, and a sense of accomplishment motivates participants to choose a reverse transfer program. Further, the pathway for reverse transfer provides meaningful validation for the participants’ abilities at the four-year institution. Finally, the fear of not earning a post secondary degree provides meaning and motivation for reverse transfer student participants. Recommendations for future research and applications for practice between personnel at the community college a four-year institution are additionally described.
Author: Mirvate El Jerdi
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The number of students transferring from state colleges to state universities in Florida is significant due to the articulation agreements that are supported by the Board of Governors. These agreements allow students who have completed an associate degree to transfer their credits toward a bachelor's degree at a state university. However, transfer students face numerous barriers including academic, financial, and personal that hinder their success as they transition and start their first year at the state university. A large metropolitan public university in Florida has implemented success coaching, a new model of holistic student support, and advising services to provide targeted guidance and advising for transfer students. Some of these services start while the students are at the state college to facilitate the transfer process and allow them to be successful at the state university. The purpose of this study is to explore the perspectives of transfer students to get an insight regarding the obstacles they battle and determine whether these services were effective in helping students overcome challenges. To this end, this study is embedded within Schlossberg's Transition Theory and utilizes a qualitative approach to allow important insights to emerge from the student perspective. The researcher conducted and video recorded in-depth interviews with 11 transfer students in their first year at the state university who have utilized the transfer and advising services provided by the university. The data was then transcribed, reviewed, and coded resulting in several themes relating to the first and second research question. The findings of this study are discussed within the context of the existing literature and the theoretical framework. Implications for higher education institutions as well as recommendations for future research are presented.
Author: William Charles Woodward
Publisher:
ISBN:
Category : Students, Transfer of
Languages : en
Pages : 141
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Book Description
"Limited research has been conducted on how students' experiences at the colleges in which they initially enroll factor into the decision of where to transfer once a decision to leave the initial institution is made. This study addresses the issue in a context of mattering and belonging among college students. The data analyzed for this qualitative study were gathered through one individual interview and three electronic mail reflection prompts with each of the participants. The results show that for first-generation students the idea that a college degree would lead to a better life than their parents had motivated them to continue with their higher education by transferring instead of dropping out altogether. The amount of financial aid offered to students is important in making the decision of where to enroll for both initial and transfer institutions. When a decision between two campuses is being considered, the institution offering the most financial aid tends to be the one chosen. How positive or negative social interactions are for students at their initial institutions play a role in their expectations for such interactions at a transfer institution. Students who experienced negative social interactions at the initial institution sought more positive social connections at their transfer institutions. Upon transferring, the students found they were more focused on their academic programs, both in terms of identifying a major field of study and in connecting with the faculty members. Regarding the importance of faculty in how students perceive whether or not they matter or belong at an institution, the study shows that negative interactions are likely to drive students away, while positive ones will encourage students and make them feel more like they are part of the campus community. Through this study, it was discovered that despite a student's feelings of being in the right place, sometimes situations arise that are beyond their control. These situations may force a student to leave an institution in which they have felt a strong sense of fit and that they belonged there."--Abstract from author supplied metadata.
Author: Frederick C. Kintzer
Publisher: American Association of Community Colleges(AACC)
ISBN:
Category : Education
Languages : en
Pages : 92
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Book Description
This report presents a discussion of articulation and transfer between community colleges and four-year institutions and points to future directions for transfer education. Chapter I examines the current situation regarding transfer education including background information on transfer enrollments; a summary of the literature on transfer enrollments, and performance and persistence; performance and persistence in California and other states; and the implications of the current situation for public policy. Chapter II discusses statewide articulation and transfer and identifies three types of statewide and/or transfer agreements (i.e., formal and legally based policies, state system policies, and voluntary agreements between individual institutions or systems), and provides examples of each of these types of agreements. This chapter also examines the transfer of vocational-technical credits and the transfer potential of upper-level universities. Chapter III reviews significant developments on the international scene including an assessment of developments in Canada, the United Kingdom, Scandinavia, and Ireland. Finally, chapter IV examines some new developments in transfer education including the shift in attention from traditional college students to "the new clientele"; transfer relationships with business/industry, proprietary schools, and the military; major projects undertaken to promote the study of articulation and transfer; and current trends in the area of articulation and transfer. (HB)
Author: Genevieve Bertone
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
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Book Description
The purpose of this study is to examine the relationship between growth mindset and the transfer experiences of community college students in a large urban public setting. Through qualitative methods of interviews, document review, and researcher notes, this study explored the usefulness of noncognitive skills, such as self-efficacy and growth mindset, in promoting student success in the transfer process. The growth mindset principle of intelligent practice, defined as effort, plus good strategies, and seeking help from others, was used to frame the interview protocol. This study examined to what extent students utilized growth mindset principles in their transfer process. The goal of this study is to explore how growth mindset can be used to help promote greater student success for students that are interested in transferring to a four-year institution. The results of the study show that growth mindset concepts do influence the transfer experience, especially in regard to a student's interest in seeking feedback, getting help from others, and responding to challenges. However, increased stress was also observed. Principles of growth mindset supported students both in the transfer process and beyond, including the necessary grades and preparations leading to transfer and dealing with transfer shock.
Author: Chanel LaTryce Bishop
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 0
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Book Description
In 2015, the National Student Clearinghouse Research Center (NSCRC) found that from 2004-2014, though science and engineering disciplines increased in popularity, the number of women enrolling in the majors declined. With more than 617,000 women completing an associate’s degree at a community college in 2016, transfer partnerships offered a unique opportunity that encouraged transfer students to attend four-year institutions upon completion of their associate’s degree (Ryan & Bauman, 2016). Women complete degrees at higher rates than that of men, yet there are still a significantly disproportionate number of women pursuing and completing bachelor’s degrees in STEM related fields (Beede et al., 2011). The implementation of transfer partnerships that provide transitional support for women with an interest in STEM disciplines in which they may be under-represented can increase female transfer student persistence in the fields. The purpose of this phenomenological study was to explore the transitional experiences and social adjustments of female transfer students that participated in a transfer partnership and transitioned into a STEM related discipline. Through an analysis of the perceptions of the participants, five themes were identified as impacting the student transition and adjustment: (1) Expectations and Preparation, (2) Faculty and Department Connection, (3) Peer Network, (4) Impact of Gender Biases on Course Learning, and (5) Intrinsic Motivation. Findings from this research suggests that while the participants believed that their transfer partnership reduced student anxiety on the transfer process, it failed to provide the support needed to support student transition and adjustment.
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.
