Advisors' Attitudes Regarding Transfer Students

1998 ◽  
Vol 18 (2) ◽  
pp. 33-39
Author(s):  
Patricia G. Mahon ◽  
Michael Dannells
Keyword(s):  
Community Colleges ◽  
Transfer Students ◽  
Academic Environment ◽  
Native Students ◽  
Attitudes Toward Students

This study allowed us to determine differences in advisors' attitudes toward students who matriculate at their 4-year institutions (native students), students who transfer from community colleges, and those that come from other 4-year institutions. Results show that advisors view transfer students to be less prepared, less motivated, less knowledgeable about requirements and procedures, and less able to adjust to the upper-division academic environment. Potential consequences of advisors' attitudes are discussed along with suggested avenues for addressing them.

Collaboratively Clearing the Path to a Baccalaureate Degree: Identifying Effective 2- to 4-Year College Transfer Partnerships

2018 ◽  
Vol 46 (3) ◽  
pp. 231-256 ◽  
Author(s):  
Di Xu ◽  
Florence Xiaotao Ran ◽  
John Fink ◽  
Davis Jenkins ◽  
Afet Dundar
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Academic Success ◽  
Transfer Students ◽  
Analytical Framework ◽  
Institutional Performance ◽  
College Transfer ◽  
Residual Values ◽  
The Individual ◽  
Effective Transfer

Objective: This study develops an analytical framework for identifying effective partnerships between 2- and 4-year institutions that enable community college entrants to transfer to a 4-year institution and earn a bachelor’s degree in a timely fashion. Method: Using the individual term-by-term college enrollment and degree records from the National Student Clearinghouse for the entire 2007 fall cohort of first-time-in-college community college students nationwide, we use regressions to control for student and institutional characteristics in identifying effective partnerships in two steps: first, we identify community colleges with large residual values (better than expected outcomes); and second, we identify the 4-year partners of those community colleges with large residual values. Results: Descriptive results on the variation in transfer outcomes among the thousands of unique transfer partnerships nationally are presented alongside results from regressions used in the two-step effective transfer partnership identification. Contributions: Recommendations and considerations for using this framework to evaluate and benchmark institutional performance in supporting the academic success of vertical transfer students for baccalaureate attainment are also discussed.

scholarly journals Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success

2021 ◽  
Vol 20 (3) ◽  
pp. ar48
Author(s):  
Austin L. Zuckerman ◽  
Stanley M. Lo
Keyword(s):  
Community Colleges ◽  
Transfer Students ◽  
Figured Worlds ◽  
Student Experiences ◽  
Transfer Student ◽  
Degree Programs ◽  
Science Technology ◽  
And Mathematics ◽  
The University ◽  
University Setting

Successful transitions from community colleges to the university setting are essential for increasing the number of transfer students who complete science, technology, engineering, and mathematics (STEM) degree programs. In this study, Holland’s framework of figured worlds was used to examine how transfer students pursuing STEM negotiated their identities in their transition to the university.

scholarly journals Navigating Vertical Transfer Online: Access to and Usefulness of Transfer Information on Community College Websites

2019 ◽  
Vol 48 (1) ◽  
pp. 3-30
Author(s):  
Lauren Schudde ◽  
Dwuana Bradley ◽  
Caitlin Absher
Keyword(s):  
Community Colleges ◽  
Transfer Students ◽  
Imperfect Information ◽  
Online Information ◽  
Vertical Transfer ◽  
Face To Face ◽  
Study Approach ◽  
Ease Of Access ◽  
College Websites

Objective: To transfer, students often must navigate complex and imperfect information about credit transfer, bureaucratic hurdles, and conflicting degree requirements. This study examined how administrators and transfer personnel think about institutional online transfer resources and examined community colleges’ online transfer information. Methods: For a sample of 20 Texas community colleges, we spoke to key transfer personnel about the information provided to students and reviewed college websites, assessing the ease of access and usefulness of online transfer information. We used a qualitative case study approach to triangulate findings from our data sources. Results: Approximately two thirds of colleges in the sample fell below the highest standard on our rubric for either ease of access or usefulness, indicating room for improvement at most institutions. Many personnel recognized the strengths and limitations of their college’s online information, though several were ambivalent about the need for improving online information, arguing that online information is not as promising an intervention as face-to-face advising. Conclusion/Contributions: Our research illustrates the need for colleges to develop and update their online information intentionally, determining which information students need to transfer (including transfer guides for partner programs/colleges) and how students might search for that information, and ensuring that necessary transfer information is available and up to date. The framework provided by our website review approach, coupled with a proposed rubric to assess ease of access and usefulness of transfer information, may guide institutions in their evaluation of their online transfer information.

Unique Challenges for Women of Color in STEM Transferring from Community Colleges to Universities

2011 ◽  
Vol 81 (2) ◽  
pp. 241-263 ◽  
Author(s):  
Marie-Elena Reyes
Keyword(s):  
Community Colleges ◽  
Transfer Students ◽  
Women Of Color ◽  
National Science Foundation ◽  
Retention Rates ◽  
Color Transfer ◽  
Transfer Rates ◽  
Science Technology ◽  
And Gender ◽  
Ethnicity And Gender

In this article, Marie-Elena Reyes presents the issues faced by women of color in the fields of science, technology, engineering, and math (STEM) as they transfer from community colleges to universities. Community colleges offer a great potential for diversifying and increasing participation of underrepresented groups in STEM. Many women of color enter higher education through community colleges, but transfer rates are low, and retention rates of transfer students into STEM at universities are lower still. Through interviews conducted with participants in the National Science Foundation–funded Futurebound program, Reyes reveals an atmosphere in which women of color transfer students experience attitudes and treatment signaling that they do not belong because of age, ethnicity, and gender as well as preconceptions that transfer students are not adequately prepared. Reyes proposes that programs and policies to integrate responses to these challenges could improve the transfer rates and retention of women of color into STEM fields.

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