What Makes First-time Transfer Students Different from First-time-in-College Students

Simplified classifications have often led to college students being labeled as full-time or part-time students. However, student enrollment patterns can be much more complicated at many universities, as it is common for students to switch between full-time and part-time enrollment each semester based on finances, scheduling, or family needs. While previous studies have identified part-time enrollment as a risk factor to students’ academic success, limited research has examined the impact of enrollment patterns or strategies on academic performance. Unlike traditional methods that use a single-period model to classify students into full-time and part-time categories, in this study, we apply an advanced multi-period dynamic approach using a Hidden Markov Model to distinguish and cluster students’ enrollment strategies into three categories: full-time, part-time, and mixed. We then investigate and compare the academic performance outcomes of each group based on their enrollment strategies while taking into account student type (i.e., first-time-in-college students and transfer students). Analysis of undergraduate student records data collected at the University of Central Florida from 2008 to 2017 shows that the academic performance of first-time-in-college students who apply a mixed enrollment strategy is closer to that of full-time students, as compared to part-time students. Moreover, during their part-time semesters, mixed-enrollment students significantly outperform part-time students. Similarly, analysis of transfer students shows that a mixed-enrollment strategy is correlated with similar graduation rates as the full-time enrollment strategy and more than double the graduation rate associated with part-time enrollment. This finding suggests that part-time students can achieve better overall outcomes by increased engagement through occasional full-time enrollments.

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Differences in Ethnic/Racial Diversity of Texas Community College First-Time in College Full-Time Students Over Time: A Multiyear, Statewide Analysis

Asian Journal of Interdisciplinary Research ◽

10.34256/ajir2015 ◽

2020 ◽

Vol 3 (1) ◽

pp. 62-82

Author(s):

Juan Carlos Lebron ◽

John R Slate ◽

Frederick C Lunenburg

Keyword(s):

College Students ◽

Community College ◽

Community College Students ◽

Empirical Investigation ◽

Racial Diversity ◽

Full Time ◽

Time Period ◽

First Time ◽

First Time In College ◽

Over Time

In this multiyear, statewide empirical investigation, the degree to which ethnic/racial diversity of first-time in college full-time Texas community college students changed from the 1999-2000 through the 2014-2015 academic years was determined. Over this time period, the percentage of Hispanic first-time in college full-time Texas community college students showed a statistically significant increase, whereas the percentage of White first-time in college full-time students statistically significantly decreased. No changes were noted with respect to either Black or Asian first-time in college full-time college students during this time period. Although some improvement was noted in the ethnic-racial diversity of Texas first-time in college full-time students, more work remains. Implications for policy and recommendations for research were provided.

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Reading, Writing, and English Course Pathways when Developmental Education is Optional: Course Enrollment and Success for Underprepared First-time-in-College Students

Community College Journal of Research and Practice ◽

10.1080/10668926.2017.1391144 ◽

2017 ◽

Vol 43 (1) ◽

pp. 5-25 ◽

Cited By ~ 4

Author(s):

Chenoa S. Woods ◽

Toby Park ◽

Shouping Hu ◽

Tamara Bertrand Jones

Keyword(s):

College Students ◽

Developmental Education ◽

Course Enrollment ◽

First Time ◽

First Time In College

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Differences in Male and Female Texas Community College First-time-in-College Part-Time Students Over Time: A Multiyear, Statewide Analysis

International Journal of Modern Education Studies ◽

10.51383/ijonmes.2021.61 ◽

2021 ◽

Vol 5 (1) ◽

pp. 1

Author(s):

John P Maynard, II ◽

John R Slate

Keyword(s):

College Students ◽

Community Colleges ◽

Male And Female ◽

Enrollment Rates ◽

Part Time Students ◽

Female Part ◽

Part Time ◽

First Time ◽

First Time In College ◽

Academic Year

In this multiyear, statewide investigation, the extent to which enrollment rates of male and female, part-time, first-time-in-college students enrolled in Texas community colleges differed from the 2003-2004 academic year to the 2018-2019 academic year was determined. From the 2003-2004 academic year to the 2011-2012 academic year, statistically significant differences were identified in the enrollment rates of both male and female, part-time, first-time-in-college students. Cohen’s d effect sizes, calculated for both male and female, part-time students, were small (0.22). Enrollment rates for male and female, part-time, first-time-in-college students from the 2011-2012 academic year to the 2018-2019 academic year and from the 2003-2004 academic year to the 2018-2019 academic year were similar. Enrollment rates for male and female, part-time, first-time-in-college students enrolled in Texas community colleges remained consistently around 45% and 55%, respectively, during the 16 academic year span. Recommendations for future research as well as implications for policy were discussed.

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Predicting first-time-in-college students’ degree completion outcomes

Higher Education ◽

10.1007/s10734-021-00790-9 ◽

2022 ◽

Author(s):

Elise Demeter ◽

Mohsen Dorodchi ◽

Erfan Al-Hossami ◽

Aileen Benedict ◽

Lisa Slattery Walker ◽

...

Keyword(s):

College Students ◽

Degree Completion ◽

First Time ◽

First Time In College

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Locus of Control, Political Attitudes, and Voting Behavior in a College-Age Population

Psychological Reports ◽

10.2466/pr0.1972.30.2.529 ◽

1972 ◽

Vol 30 (2) ◽

pp. 529-530 ◽

Cited By ~ 9

Author(s):

Edward B. Blanchard ◽

M. Eugene Scarboro

Keyword(s):

College Students ◽

Locus Of Control ◽

Voting Behavior ◽

Political Attitudes ◽

Political Activity ◽

Older Students ◽

College Age ◽

Activity Factor ◽

Previous Election ◽

First Time

Rotter's (1966) I-E Scale and Mirels' (1970) Political Activity Factor derived from that scale were shown to have no significant value in predicting the voting behavior or political attitudes of 18- or 19-yr.-old college students voting for the first time or of older students who had been eligible to vote in a previous election Parental voting behavior and political attitudes were not significantly related to those behaviors and attitudes in students.

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Take your time first, time your search later: How college students perceive time in Web searching

Proceedings of the American Society for Information Science and Technology ◽

10.1002/meet.2009.1450460253 ◽

2009 ◽

Vol 46 (1) ◽

pp. 1-19 ◽

Cited By ~ 4

Author(s):

Shu-Yi Max Chen ◽

Soo Young Rieh

Keyword(s):

College Students ◽

Web Searching ◽

First Time

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Beyond 1-1 Advising

Examining the Impact of Community Colleges on the Global Workforce - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-4666-8481-2.ch008 ◽

2015 ◽

pp. 162-175

Author(s):

Dawna Wilson ◽

Kimberly M. Lowry

Keyword(s):

High School ◽

Customer Service ◽

Workforce Development ◽

Support Services ◽

First Century ◽

Career And Technical ◽

Business Partners ◽

Advising Model ◽

First Time ◽

First Time In College

This chapter presents practices Eastfield College employs to move beyond a traditional one-on-one advising model when preparing students for the twenty-first century workforce. No matter the students' status, first-time in college, returning to retool or dual high school-college enrollee, community colleges must rethink approaches to supporting them throughout the workforce development process if we are to adequately meet this century's workforce demands. In an institution-wide, customer-service approach, student needs not only drive the design but the delivery of support services. This chapter describes how Eastfield takes services to students by hosting Lunch and Learns, providing onsite advising, and establishing liaisons with local business partners. Collaborations with area high school districts to facilitate career and technical related career offerings are also discussed.

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Validating the Pro-Environmental Behavior Task in a Japanese Sample

Sustainability ◽

10.3390/su12229534 ◽

2020 ◽

Vol 12 (22) ◽

pp. 9534 ◽

Cited By ~ 1

Author(s):

Florian Lange ◽

Shimpei Iwasaki

Keyword(s):

College Students ◽

Experimental Analysis ◽

Choice Behavior ◽

Environmental Behavior ◽

Cross Cultural ◽

Environmental Benefits ◽

Cultural Backgrounds ◽

Japanese Sample ◽

Controlled Experimentation ◽

First Time

Controlled experimentation is critical for understanding the causal determinants of pro-environmental behavior. However, the potential of experimental pro-environmental behavior research is limited by the difficulty to observe pro-environmental behavior under controlled conditions. The Pro-Environmental Behavior Task (PEBT) was developed to address this limitation by facilitating the experimental analysis of pro-environmental behavior in the laboratory. Previous studies in Belgian samples have already supported the validity of the PEBT as a procedure for the study of actual pro-environmental behavior. Here, we aimed for a cross-cultural replication of this finding in a sample of N = 103 Japanese college students. Along the lines of previous studies, we found PEBT choice behavior to be sensitive to within-subject manipulations of its behavioral costs and environmental benefits. This implies that participants take these consequences into account when choosing between PEBT options. In addition, we showed, for the first time, that such consequence effects can also be detected in a less powerful between-subjects design. These results support the generality of consequence effects on PEBT choice behavior as well as the validity and utility of the PEBT for use in samples from different cultural backgrounds.

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