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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: 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: 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: 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: 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: John Eric Gumm
Publisher:
ISBN:
Category : Christian universities and colleges
Languages : en
Pages : 187
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Book Description
This study examined the experiences of new transfer students in the Fall semester of 2005 at three Christian universities. The research focused on determining the variables that predicted transfer students' successful transition and persistence during their first semester at these universities. This study applied Tinto's (1993) model of student departure to transfer students and also included an examination of the impact of spiritual integration on student persistence. Additionally, it considered those variables which impacted student academic and social adjustment (Laanan, 1998). Three Christian universities in Texas (with a total new transfer student population of 603) were selected for this study. A 70-item survey was used to examine the students' backgrounds and their transfer experiences. Multiple rounds of reminders resulted in an overall response rate of 58% (n=348). Only one of the twenty pre-enrollment variables, Highest Degree Planned at Current Institution, was significant at the p
Author: Nancy Fawley
Publisher: ALA Editions
ISBN: 9780838949719
Category : Language Arts & Disciplines
Languages : en
Pages : 224
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Book Description
Tailor your institution's approach to transfer students using this collection’s creative ideas for orientations, library instruction, partnerships with like-minded campus groups, and other initiatives.
Author: Jane Christine O'Connor
Publisher:
ISBN:
Category :
Languages : en
Pages : 446
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Book Description
Transfer students face many challenges when transitioning from one institution to another. International transfer students face additional difficulties. The purpose of this action research (AR) study was to explore and deeply understand the difficulties and unique adjustments faced by transfer students, academically, socially, emotionally, and administratively/practically, as they transition to College T from their old institution and implement interventions to smooth this transition. In particular, the experiences of international transfer students, coming from institutions both within and from outside the United States, who speak English as a second language, were examined. This was done through the lenses of Bridges' (1980, 1991) and Schlossberg's (1981, 1984, 1989, 1995, 2011) theories of transition as well as Oberg's (1960) theory of culture shock. Data were gathered over two and a half years from ten international transfer students at three different times during their first year at College T. Semi-structured interviews were also conducted with AR team members as well as staff and graduate/undergraduate students working with transfer students. In addition, survey data were gathered from three different groups of transfer students in spring 2016, fall 2016, and fall 2017. The AR team followed two cycles of AR, which involved assessing the situation, planning action, taking action, and evaluating action (Coghlan & Brannick, 2014). The findings from this study affirm much of the literature related to the challenges of transfer students - that they do experience academic, social, emotional and administrative/practical struggles. In addition, international transfer students have additional challenges stemming from language proficiency, cultural knowledge and culture shock. The major findings drawn from the study were: (1) issues related to language and culture make the transfer and integration experience of international transfer students uniquely challenging; (2) institutions need to be open to making necessary structural changes to provide ongoing, sustained support for transfer students, especially international transfer students, to help them become an integral part of the college community and successful students and Alumni. Implications for future research and practice are offered.
Author: Heather Adams
Publisher:
ISBN:
Category :
Languages : en
Pages : 230
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Book Description
The individual context and life course of women returning to higher education places them on a unique student development arc--one that does not necessarily align with the residential, youth-culture tradition of large public research universities. With this in mind, the aim of this study was to better understand the personal experiences and ecological dynamics of women transfer students over the age of 25 as they pursued a degree at UCLA. Currently, very little research literature focuses on age, gender, and the transfer student experience within the four-year university context, particularly within the R1 research university environment. This study helps fill this gap in the literature. I conducted interviews with 30 women to understand the challenges they faced as they juggled multiple roles--including parent, partner, employee, and student--and navigated a university that was not necessarily designed to meet their needs or prepared to engage students who arrived with rich life experience and knowledge. Study participants described major challenges that arose from traversing multiple roles and responsibilities while they were students. They reported feeling isolated, describing obstacles to their sense of connection that included issues related to navigating an institution set up to serve residential and financially dependent students. Moreover, age and a related sense of disconnect with the majority of other (typically younger) students were significant factors in their college experience. The women in the study desired to connect with others who shared their collective identity and to engage and develop in the campus environment. Although the women perceived a relative lack of institutional awareness regarding how their needs and experiences might differ from those of younger, residential students, the university did provide some key spaces. In doing so, the university demonstrated that these women and their peers were important and valued by the institution. When the women did have the opportunity to connect with others who shared their collective experience, they felt a strong sense of belonging and believed it enriched their academic experience as a whole. The people on campus who understood the transfer and non-traditional student context and the spaces and places that were designed to address the women's specific needs helped to generate pride and institutional loyalty for the study participants. The narratives and rich life experiences of the women interviewed for this study provide context and insight that can inform higher education policy and practice, particularly in relation to the post-traditional transfer student experience at the R1 university level. The dissertation includes recommendations for future research, policy, and practice to better serve this community of students. Recommendations for future research include continued investigation of the effect age and gender have on various aspects of the transfer student college experience at four-year universities. Particularly, how age may influence the socio-academic needs and integration of post-traditional students, as well as what impact students over the age of 25 have on the university community. Broad scale accountability and financial policies that effectively support post-traditional students such as outcomes-based funding, Pell Grant reform, and affordable child-care and housing options are discussed. Lastly, practice that deliberately fosters campus awareness regarding the post-traditional student experience and rallies ongoing university support for the community, such as inclusivity of women students over the age of 25 in the recruitment conversation and materials, staff and faculty professional development, unification of university messaging, and assessing and effectively meeting student need are suggested as immediate solutions to explicitly demonstrate that this community is recognized and valued by the university.
Author: Eileen L. Strempel
Publisher: Rowman & Littlefield
ISBN: 1475848668
Category : Education
Languages : en
Pages : 183
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Book Description
Beyond Free College outlines an audacious national agenda—consistent with, but far more comprehensive than, the current “free college” movement—that builds on the best of US higher education’s populist history such as the G.I. Bill and the community college transfer function. The authors align a wide constellation of higher education trends—online learning, prior learning assessment, competency-based learning, high school college-credit— with a rapidly shifting student transfer environment that privileges college credit as the pivotal educational catalyst to boost access and completion. The book’s agenda seeks greater productive investment in postsecondary education by privileging a single metric—lower-cost-per-degree-granted—as the animating driver of a transfer pathway that will fulfill the potential of its historical, progressive innovators. Beyond Free College’s goal is as simple as it is urgent: To galvanize higher education advocates in an effort to reorganize, reorient, and reignite the transfer function to serve the needs of a neotraditional student population that now constitutes the majority of college-goers in America; and in ways that advance completion, not just access to higher education.
Author: Rebecca S. Nowacek
Publisher: SIU Press
ISBN: 0809330482
Category : Language Arts & Disciplines
Languages : en
Pages : 189
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Book Description
In Agents of Integration: Understanding Transfer as a Rhetorical Act, Rebecca S. Nowacek explores, through a series of case studies, the issue of knowledge transfer by asking what in an educational setting engages students to become "agents of integration"-- individuals actively working to perceive, as well as to convey effectively to others, the connections they make.
