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Author: Vaughn Toland
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838386522
Category :
Languages : en
Pages : 64
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Book Description
This research study was conducted to find out more about the factors that affect the integration of, specifically, community college transfer students at a large, urban four-year college. Three focus groups were conducted to gain insight into transfer student experiences and to determine what factors influence their integration at the college. The information and experiences they shared led to the development of the following main themes: negotiation, connecting, and student initiative. In addition, the students in the study offered advice on what services could be provided to better integrate them into the college.
Author: Vaughn Toland
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838386522
Category :
Languages : en
Pages : 64
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Book Description
This research study was conducted to find out more about the factors that affect the integration of, specifically, community college transfer students at a large, urban four-year college. Three focus groups were conducted to gain insight into transfer student experiences and to determine what factors influence their integration at the college. The information and experiences they shared led to the development of the following main themes: negotiation, connecting, and student initiative. In addition, the students in the study offered advice on what services could be provided to better integrate them into the college.
Author: Vaughn Nicholas Toland
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 76
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Book Description
Author: Michele S. Maddox
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 262
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Book Description
Author: Oscar Cobian
Publisher:
ISBN:
Category :
Languages : en
Pages : 215
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Book Description
Author: Cassandra Aska
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 131
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Book Description
Historically, institutions of higher education focused their efforts on programs and services to support traditional students' integration (i.e., the eighteen year old who enrolls in college immediately after graduating from high school) into the college environment. Integration into the university environment contributes to student retention. Underrepresented students, specifically community college transfer students, are left out of the retention planning process. With the increase of transfer students transitioning to four-year universities, this study explored transfer students' integration experience within their initial six weeks of attendance at a receiving institution. This action research study implemented an E-Mentoring Program utilizing the social media platform, Facebook. Results from the mixed-methods study provided evidence that classroom connection interwoven with social rapport with peers, cognizance of new environment, and institutional and peer resources matter for integration within the first six weeks at HUC (a pseudonym). The information gained will be used to inform higher education administrators, student affairs practitioners, faculty, and staff as they develop relevant services, programs, and practices that intentionally support transfer students' integration.
Author: Meg Nowak
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 218
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Book Description
The meaning that each transfer student derives from a particular learning experience is unique and each individual's experience is filtered through their personal understandings, beliefs, and values. This purpose of this study is to gain an understanding of how transfer students interpret and talk about their transfer experience. The life of transfer students is generally not accessible through objective instruments and quantitative approaches. Through the use of qualitative methods this research study will assist the profession in gaining an understanding of the transfer student voice and expand the breadth and depth of knowledge about the transfer students' experience in higher education. Twenty-three transfer students at a four-year institution and eight faculty or administrators that work directly with those transfer students were interviewed. A common factor that all students in the study experienced was attendance at a community college before transferring to the university. The themes that developed as students made meaning of their transfer experience are: (1) how their community college experience frames their interpretation of their university experience; (2) individuality and transition within the context of university culture; (3) navigation and negotiation of the university environment. The discussion includes recommendations to future transfer students from the transfer student voice and a description of institutional conditions that help the community college transfer student's chances of succeeding at the four-year institution. This research adds to the limited qualitative research on students' perceptions of their transfer experience, suggesting that the transfer experience is the result of a combination of efforts made by the student, community college, and the university. Transfer students will take responsibility for their education but they are looking for a foundation for their experience through understanding the university culture. Understanding how transfer students make meaning of the transfer experience at the four-year institutions helps to improve our conversations with transfer students and direct efforts to enhance academic integration, validation, and student success.
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: Bethany D. Meighen
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 156
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution.
Author: Yvette Carney Galloway
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 410
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Book Description
