A Typology of College Transition and Support Programs: Situating a 2-Year Comprehensive College Transition Program Within College Access

2019 ◽  
Vol 64 (3) ◽  
pp. 230-252
Author(s):  
Ronald E. Hallett ◽  
Adrianna Kezar ◽  
Rosemary J. Perez ◽  
Joseph A. Kitchen
Keyword(s):  
College Transition ◽  
Student Outcomes ◽  
Transition Program ◽  
Support Programs ◽  
Past Century ◽  
Student Needs ◽  
Institutional Goals ◽  
Making Choices ◽  
Comprehensive College ◽  
Type Of Transition

College transition and support programs have emerged over the past century as important tools that institutions can employ to improve student outcomes. With the variety of approaches used, a common language is needed to discuss why and how programs relate to institutional goals and relate to student outcomes. In this article, we present and discuss the College Transition and Support Program Typology as a way of understanding how programs are similar and different in their approach to addressing barriers and creating opportunities for student success. The typology centers on student needs, focus, duration, and timing as important program dimensions. We then apply the typology to a comprehensive college transition program to illustrate the dimensions. The final section discusses a set of criteria for practitioners to consider when designing a program and making choices about what type of transition initiatives may be most suitable for one’s campus and student needs.

Career Self-Efficacy: A Mixed-Methods Study of an Underexplored Research Area for First-Generation, Low-Income, and Underrepresented College Students in a Comprehensive College Transition Program

2019 ◽  
Vol 64 (3) ◽  
pp. 298-324
Author(s):  
Adrianna Kezar ◽  
Liane Hypolite ◽  
Joseph A. Kitchen
Keyword(s):  
Low Income ◽  
College Transition ◽  
Self Efficacy ◽  
First Generation ◽  
Transition Program ◽  
Mixed Methods Study ◽  
College Completion ◽  
Underrepresented Minority ◽  
Underrepresented Minority Students ◽  
Comprehensive College

This mixed-methods study explored whether and how participation in a comprehensive college transition program serving low-income, first-generation, and underrepresented minority students is linked to the development of career self-efficacy in light of the latter’s link to persistence and college completion. Findings suggest that program participation is linked to career self-efficacy, and program participants report significantly higher levels of confidence in their major and career path compared with a control group. Qualitative results indicate that major and career support from college transition program staff and being connected to an ecology of major and career-related activities contributed to the development of program participants’ career self-efficacy. Results hold significance for college transition program design and call attention to an underexplored area of research in the quest to boost college completion for low-income, first-generation, and underrepresented minority students.

The Process of Academic Validation Within a Comprehensive College Transition Program

2019 ◽  
Vol 64 (3) ◽  
pp. 253-275 ◽  
Author(s):  
Ronald E. Hallett ◽  
Robert D. Reason ◽  
Jonathan Toccoli ◽  
Joseph A. Kitchen ◽  
Rosemary J. Perez
Keyword(s):  
Academic Success ◽  
College Transition ◽  
Risk Taking ◽  
First Generation ◽  
Transition Programs ◽  
Postsecondary Institutions ◽  
Support Program ◽  
Support Programs ◽  
Underserved Students ◽  
Comprehensive College

Postsecondary institutions often create support programs to encourage the academic success of underserved students. Comprehensive college transition programs have been posited as one approach that provides wraparound support for the first 2 years students attend college. In this article, we use validation theory to explore how a Comprehensive college transition programs can create academically validating experiences for underserved students, many of whom are first-generation and racially minoritized. Our study confirms that how program elements are implemented is more important that what elements are included within a support program. The overarching finding that emerged is that programs can be designed to provide reassurance along with allowing second chances, which creates the space for vulnerability and risk taking to occur. This process creates the context for academically validation experiences for underserved students.

scholarly journals Balancing Time in College: Examining Time-Use and Academic Outcomes of Students in a Comprehensive College Transition Program

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199521
Author(s):  
Elizabeth S. Park ◽  
Elise Swanson
Keyword(s):  
Time Use ◽  
College Transition ◽  
Trial Design ◽  
Transition Program ◽  
Student Centered ◽  
Student Groups ◽  
Randomized Control Trial Design ◽  
Randomized Control ◽  
Comprehensive College ◽  
Program Components

Using a randomized control trial design, this study examines the extent to which a comprehensive college transition program (CCTP) shapes students’ time-use during their first 3 years in college. The CCTP provides comprehensive student-centered support as well as a generous scholarship. We compare students who had access to the CCTP with those who only received the scholarship. Findings indicate that both student groups spent similar amounts of time working for pay, studying, and on social media, and time-use had no differential bearing on college GPA by treatment status. In an exploratory analysis of program components, we find correlational evidence that academic-related interactions with faculty are positively associated with hours spent studying. We consistently find that the strongest predictor of time-use in college is how students spend their time in high school, suggesting that interventions aimed at shaping students’ time-use may be most effective if they are targeted at students’ precollege years.

Connecting with others: Dispositional and situational relatedness during the college transition

2021 ◽  
pp. 026540752110345
Author(s):  
Jordan A. Booker ◽  
Erika Hernandez ◽  
Karen E. Talley ◽  
Julie C. Dunsmore
Keyword(s):  
College Transition ◽  
Support Services ◽  
College Adjustment ◽  
Student Outcomes ◽  
Student Support Services ◽  
Student Support ◽  
Well Being ◽  
Subjective Well Being ◽  
Social Challenges ◽  
Successes And Challenges

The college transition involves social challenges for students, including concerns about distance from family and hometown friends, and pressure to build a new social network on campus. Students who are successfully navigating these social challenges should be better adjusted on campus and feel more satisfied with the direction of their lives. We measured two expressions of relatedness in incoming, central US students’ ( N = 244; M age = 18.1 years; 78.6% women) autobiographical recollections of the college transition: (a) dispositional relatedness (DR) and tendencies to emphasize motivations for connecting with others; and (b) situational relatedness (SR) and reflections on successes and challenges within specific relationship domains. We hypothesized that both expressions of relatedness would be positively and distinctly associated with longitudinal reports of college adjustment (i.e., belonging) and subjective well-being (i.e., life satisfaction). We also hypothesized that changes in college adjustment would mediate associations between expressions of relatedness and well-being. Findings broadly supported expectations. Each expression of relatedness robustly predicted better student outcomes longitudinally. Further, improvements in college belonging and decreases in homesickness mediated the ties between situational relatedness and subjective well-being. We discuss the implications of these findings for the college transition and student support services.

College Transition Program for Student-Athletes (CTPSA): A Psychoeducational Group for Boys of Color

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Clewiston D. Challenger ◽  
Kevin Duquette
Keyword(s):  
School Counselors ◽  
College Transition ◽  
Group Intervention ◽  
Student Athletes ◽  
Transition Program ◽  
Application Process ◽  
Counseling Professionals ◽  
Psychoeducational Group ◽  
College Application ◽  
Boys Of Color

This article suggests a group intervention for student-athlete boys of color who intend to play sports in college. This group is a component of a larger proposed school-wide program, the College Transition Program for Student-Athletes (CTPSA). The CTPSA’s suggested group intervention offers school counselors a college readiness option to support the college application process, college adjustment, and transition for boys of color who are student-athletes. We discuss the group’s purpose, design, format, curriculum, and expected outcomes and present implications for school counselors and other counseling professionals.

scholarly journals Linked Coding: A Qualitative Investigation of the Impact of a College Transition Program

2019 ◽  
Vol 26 (2) ◽  
Author(s):  
Laura Coleman-Tempel ◽  
Meghan Ecker-Lyster
Keyword(s):  
Minority Students ◽  
Low Income ◽  
College Transition ◽  
First Generation ◽  
Underrepresented Students ◽  
Qualitative Evaluation ◽  
Transition Program ◽  
Cultural Mismatch ◽  
College Ready ◽  
The Impact

Limited college knowledge often impacts underrepresented students’ ability to navigate the college setting, creating institutional barriers for these students once arriving on campus. Students who are first-generation, low-income, and/or minority students have been shown to be less “college ready” than their peers. This discrepancy in preparedness can be conceptualized as a cultural mismatch between the student’s background knowledge and the higher education institution's expectations and norms (Lohfink & Paulsen, 2005). This qualitative evaluation provides an in-depth investigation into first-generation, low-income, and minority students’ perceptions and experiences with a yearlong college transition program. The study explores how a college transition program can impact students’ social development.

Sense of Belonging and Mattering Among Two Cohorts of First-Year Students Participating in a Comprehensive College Transition Program

2019 ◽  
Vol 64 (3) ◽  
pp. 276-297 ◽  
Author(s):  
Darnell Cole ◽  
Christopher B. Newman ◽  
Liane I. Hypolite
Keyword(s):  
Low Income ◽  
College Transition ◽  
Sense Of Belonging ◽  
First Generation ◽  
First Year ◽  
Financial Barriers ◽  
First Year Students ◽  
Public College ◽  
Care And Support ◽  
Comprehensive College

For first-year students who carry traditionally marginalized identities, comprehensive college transition programs (CCTPs) can offer key wraparound services to help address some of the major academic, social, and financial barriers they may encounter. This article looks at one such CCTP implemented at three public college campuses serving a range of students, including those from low-income, first-generation, and racial/ethnic minority backgrounds. More specifically, this study uses regression analyses to look at two cohorts of first-year students’ experiences related to sense of belonging and mattering to their CCTP. The findings suggest that when considering students’ experiences in the CCTP, staff care and support and perceptions of grade check meetings were experiences that were significantly related to both sense of belonging and mattering.

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