scholarly journals Understanding Diverse and Atypical Engineering Students: Lessons Learned From Community College Transfer Scholarship Recipients

2016 ◽  
Author(s):  
Melani Plett ◽  
Angelina Lane ◽  
Donald Peter
Keyword(s):  
Community College ◽  
Engineering Students ◽  
Lessons Learned ◽  
Community College Transfer ◽  
College Transfer ◽  
Scholarship Recipients

scholarly journals The Talent Blind Spot: The Case for Increasing Community College Transfer to High Graduation Rate Institutions

2018 ◽  
Author(s):  
Benjamin Fresquez ◽  
◽  
Tania LaViolet ◽  
McKenzie Maxson ◽  
Joshua Wyner
Keyword(s):  
Community College ◽  
Graduation Rate ◽  
Blind Spot ◽  
Community College Transfer ◽  
College Transfer

Assessing the Community College Transfer Market

1976 ◽  
Vol 47 (6) ◽  
pp. 661-680
Author(s):  
Douglas V. Leister ◽  
Douglas L. Maclachlan
Keyword(s):  
Community College ◽  
Community College Transfer ◽  
College Transfer

How Political and Ecological Contexts Shape Community College Transfer

2020 ◽  
Vol 94 (1) ◽  
pp. 65-83 ◽  
Author(s):  
Lauren Schudde ◽  
Huriya Jabbar ◽  
Catherine Hartman
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Social Order ◽  
Educational Aspirations ◽  
Complex Structure ◽  
Community College Transfer ◽  
College Transfer ◽  
Strategic Action ◽  
Primary Means

Broad higher education contexts shape how community college students and postsecondary personnel approach transfer from community colleges to baccalaureate-granting institutions. We leverage the concept of strategic action fields, an organizational theory illuminating processes that play out as actors determine “who gets what” in an existing power structure, to understand the role of political-ecological contexts in “vertical” transfer. Drawing on interviews with administrators, transfer services personnel, and transfer-intending students at two Texas community college districts and with administrators, admissions staff, and transfer personnel at public universities throughout the state, we examine how institutional actors and students create, maintain, and respond to rules and norms in the community college transfer field. Our results suggest university administrators, faculty, and staff hold dominant positions in the field, setting the rules and norms for credit transfer and applicability. Students, who hold the least privilege, must invest time and energy to gather information about transfer pathways and policies as their primary means of meeting their educational aspirations. The complex structure of information—wherein each institution provides its own transfer resources, with little collaboration and minimal alignment—systematically disadvantages community college students. Although some community college personnel voice frustration that the field disadvantages transfer-intending community college students, they maintain the social order by continuing to implement and reinforce the rules and norms set by universities.

Early Integration and Other Outcomes for Community College Transfer Students

2013 ◽  
Vol 55 (4) ◽  
pp. 370-399 ◽  
Author(s):  
Mark M. D’Amico ◽  
Sandra L. Dika ◽  
Theodore W. Elling ◽  
Bob Algozzine ◽  
Donna J. Ginn
Keyword(s):  
Community College ◽  
Transfer Students ◽  
Community College Transfer ◽  
College Transfer ◽  
Early Integration ◽  
Community College Transfer Students ◽  
College Transfer Students
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