Transfer Student Success Based on Pre-transfer Course Selection PDF Download
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Author: Theresa Anne Costa
Publisher:
ISBN:
Category :
Languages : en
Pages : 170
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Book Description
Author: Theresa Anne Costa
Publisher:
ISBN:
Category :
Languages : en
Pages : 170
Get Book Here
Book Description
Author: John N. Gardner
Publisher: Routledge
ISBN: 9781620369463
Category : Academic achievement
Languages : en
Pages : 0
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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 compendiumfor 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 Experiencegoes 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: Stephen Handel
Publisher: University of North Georgia
ISBN: 9781940771250
Category : Education
Languages : en
Pages : 160
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Book Description
The transfer function is well positioned to address a number of compelling problems facing higher education in America. Transfer serves families by providing an affordable avenue to higher education while minimizing the impact of crippling loan debt. It serves the public at large by leveraging scarce state resources over the long-term. And it provides a path to higher education for students who might not otherwise have access to it. However, none of these outcomes will be realized unless we improve the transfer process. Although community colleges can and do provide a more affordable avenue to the baccalaureate, the transfer process has remained convoluted, complicated, and complex. Our most vulnerable students begin their postsecondary education at a community college, yet these students are often the least equipped to navigate the frequently choppy waters of transfer in the middle of their undergraduate career. The three broad categories of this book address some of the most pressing issues by focusing on key aspects of the transfer process: strategic planning, curricular innovations and initiatives, and outreach and advising. Many of the articles recognize that transfer is a shifting landscape, and the most imaginative promising practices now emphasize deep collaboration, and shared implementation over the long-term. All of the practices shared evoke a general movement away from transactional gestures towards the building of genuine relational connections with transfer students. This book highlights the experience of practitioners involved in the day-to-day work of serving students in a variety of institutional contexts: public and private, two-year and four-year. The authors hail from institutions around the country, as well as foundations and organizations that are devoted to the important work of improving American higher education. Their insight-often culled from years of experience-provides a set of strategies that will be useful to two- and four-year institution faculty and staff who are interested in improving the transfer process. In addition, this publication will inform policymakers who are grappling with state and national higher education issues and who seek new ideas about closing the achievement gap and increasing higher education completion rates.
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: 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: Jacob Brownfield
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 204
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Book Description
The purpose of this dissertation was to determine predictive effects among the transfer GPA, the number of hours transferred, a remedial course taken pretransfer, the transferred completion percentage, the use of on-campus housing, participation in collegiate athletics, and participation in social clubs on transfer student success as measured by the post-transfer first semester GPA and graduating GPA of undergraduate transfer students at a private liberal arts university in Central Arkansas. The post-transfer number of semesters until graduation was included as a predictor variable for the fourth Hypothesis. Tinto's longitudinal model of student departure served as the theoretical framework, and the sample for this quantitative, regression analysis were the GPAs from 178 transfer students who graduated with a bachelor's degree. Data were stored in the university's SIS system, Banner 9, and were retrieved using Argos Report Generator Version 5.4.1. Hypotheses 1-4 were analyzed using a multiple regression, and the transfer GPA and participation in social clubs variables were removed from their models due to multicollinearity. The results revealed that the predictive models for Hypotheses 1, 2, and 4 were statistically significant. The number of hours transferred and transferred completion percentage were significant positive predictors of both criterion variables, and a remedial course taken pretransfer was a significant negative predictor of both criterion variables. Participation in collegiate athletics and the post-transfer number of semesters until graduation were significant negative predictors of the graduating GPA. Results may assist administrators with transfer enrollment decisions or placement into preventative academic success programs.
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: Mark Allen Poisel
Publisher: First-Year Experience Monograp
ISBN: 9781889271712
Category : Education
Languages : en
Pages : 0
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Book Description
Transfer Students in Higher Education presents what we know about transfer students, addresses assumptions and myths about the transfer experience, and explores the changing demographics of this student group. Adopting a student-centered approach, the monograph offers strategies to begin (and continue) the work of serving students and creating transfer-friendly campus environments. Chapter authors explore the issue from the perspective of both sending and receiving institutions and provide research, case studies, and best practices to help institutions meet the challenges of enrollment, orientation, advisement, retention, and graduation of transfer students.
Author: Susan B. Weir
Publisher: Cengage Learning
ISBN: 9781413022797
Category : Self-Help
Languages : en
Pages : 0
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Book Description
TRANSITIONS is a College Success textbook written to meet the distinct adjustment needs of junior-level transfer students and non-traditional students. TRANSITIONS provides these students with a general introduction to college, focusing on areas of academic, personal, and professional concern. The text is intentionally brief, thus allowing instructors adequate space to incorporate institution-specific material during the course of the semester or term. Concise, engaging, and easy to customize, TRANSITIONS speaks to these students' unique concerns and uses a step-by-step approach that helps ensure transfer student success. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Author: Terrel Rhodes
Publisher:
ISBN: 9780996140409
Category : College students
Languages : en
Pages : 60
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Book Description
Collaboration for Student Transfer: A Nationwide Degree Qualifications Profile Experiment highlights key lessons learned from AAC&U's Quality Collaboratives project. It focuses on learning outcomes assessment and faculty leadership in the context of increased rates of student mobility and transfer. The project sought to build the capacity of educators to use the Degree Qualifications Profile (DQP) as a framework for successful student transfer that emphasized the quality of student learning, rather than seat time or credit hours; and sought to help partnering two- and four-year institutions strengthen transfer students' achievement of AAC&U's LEAP Essential Learning Outcomes. The publication reports on the work of two-year and four-year institutions in nine states--California, Oregon, Utah, Wisconsin, Indiana, Kentucky, Virginia, Massachusetts, and North Dakota--that built on existing transfer articulation policies and practices and explored ways to enhance student transfer success. The report highlights potential models-described through comprehensive case studies-for enhancing student transfer through the lens of quality learning and demonstrated achievement. Collaboration for Student Transfer is accompanied by two smaller booklets--Assessment Practices for Advancing Transfer Student Success, which features practical advice about developing collaborations to advance learning outcomes assessment in the context of transfer; and Action Steps for Advancing Transfer Student Success, which highlights lessons learned from cross-campus engagement and robust collaborations, presented in ten case studies. These publications are ideal for campus practitioners and state systems who are actively working to enhance transfer student success and build capacity to assess and track achievement of learning outcomes.
