Download or read book Senior Native and Community College Transfer Student Engagement at Maryland Public Four year Institutions written by Denise Simmons Graves and published by . This book was released on 2015 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare and examine the perceived levels of engagement of senior native and community college transfer students at Maryland public four-year institutions. Specifically, the researcher sought to determine if there was a difference in the perceived levels of engagement using the National Survey of Student Engagement (NSSE) as a tool and the survey's five benchmarks of effective educational practice as the guide. The independent variable had two levels: native and community college transfer students. The dependent variables were the five benchmarks of effective educational practice. They are: (1) Level of Academic Challenge, (2) Active and Collaborative Learning, (3) Student-Faculty Interaction, (4) Enriching Educational Experiences, and (5) Supportive Campus Environment. Kuh's (2003) theory of student engagement provided the theoretical framework for examining these variables. Data from the seven Maryland public four-year institutions that participated in the 2010 and 2011 administrations of the NSSE were analyzed for this study. Inferential statistics were used to address the research questions and test the hypotheses. An alpha level of .05 was set. Descriptive statistics were used to better understand the independent variables. The results of this study, analyzed using independent sample t-tests, revealed there is significant difference in engagement between senior native and community college transfer students. This study contributes to the limited body of literature that compares and examines the engagement of senior native and community college transfer students at public institutions. Recommendations for professional practice and further research are provided.
Download or read book Power to the Transfer written by Dimpal Jain and published by MSU Press. This book was released on 2020-02-01 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, U.S. community colleges serve nearly half of all students of color in higher education who, for a multitude of reasons, do not continue their education by transferring to a university. For those students who do transfer, often the responsibility for the application process, retention, graduation, and overall success is placed on them rather than their respective institutions. This book aims to provide direction toward the development and maintenance of a transfer receptive culture, which is defined as an institutional commitment by a university to support transfer students of color. A transfer receptive culture explicitly acknowledges the roles of race and racism in the vertical transfer process from a community college to a university and unapologetically centers transfer as a form of equity in the higher education pipeline. The framework is guided by critical race theory in education, which acknowledges the role of white supremacy and its contemporary and historical role in shaping institutions of higher learning.
Download or read book Community College Transfer Student Involvement Experiences at a Selective Private Four year University written by Carolina Castillo and published by . This book was released on 2013 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation tested the constructs of academic and social involvement and adjustment on grades as a pathway to explain community college transfer student experiences beyond the concept of transfer shock. The study contributes to the growing body of literature on Latina(o) community college transfer student experiences with the application of conventional theories of student involvement at a traditional, highly diverse institution. The presence of transfer shock was examined as well as the degree to which the community college transfer student involvement model helped to explain student persistence, as defined by GPA. It was hypothesized that Latina(o) student involvement in social and academic activities would positively contribute to persistence. Factorial analysis of variance was used to test the relationship between two key variables: social and academic involvement and four independent variables: race/ethnicity, age, major, and gender. The analyses focused on seven research questions that examined the relationship between these variables and were conducted with two groups: the total sample of 517 students and a sub-sample of 75 Latina(o) students. The results of the study confirmed that the community college transfer student involvement pathway worked for the large sample. However, the pathway was not a good fit for explaining Latina(o) student involvement experiences. The student engagement construct is reviewed as a better fit for studying underrepresented transfer students' higher education experiences. Limitations of the study are discussed including implications for practice and recommendations for future research.
Download or read book Tribal College Transfer Student Success at Four year Predominantly White Institutions written by Matthew Van Alstine Makomenaw and published by . This book was released on 2010 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Download or read book Serving Vulnerable and Marginalized Populations in Social and Educational Contexts written by Anies Al-Hroub and published by Frontiers Media SA. This book was released on 2024-04-26 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is evidence that the global COVID-19 crisis is exacerbating existing inequalities and marginalization of vulnerable groups, including exceptional learners, stateless, street, migrant, and refugee children and youths, and the limited use of frameworks of emergency planning with and for marginalized and at-risk individuals. These challenges are multi-sectoral and intersecting, and they require multi- and interdisciplinary interventions to inform inclusive responses. These issues include being at a greater risk of excluding vulnerable learners from gaining access to equitable education (online/remote and blended education). Intersecting forms of discrimination such as gender, socioeconomic and legal status further exacerbate the problem. This has alerted us to examine the living conditions of marginalized and vulnerable populations around the globe, and to reveal their experiences, problems, and needs from an educational perspective, thus bringing insights into their vulnerabilities during the pandemic.
Download or read book Addressing Transfer Shock How Community College Transfer Students Develop Peer to Peer Social Connections at a Four Year University written by Anousheh Shayestehpour and published by . This book was released on 2020 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through in-depth interviews and written reflections, this study investigated how community college transfer students at a large, public, four-year, research university developed social connections with their in-class peers, their perceptions of how these social connections influenced their resilience, and the role of the institution in peer-to-peer social connection making. Research suggested that transfer students who experience a sharp drop in GPA during their first-term at the university, a phenomenon known as transfer shock, were more likely to drop out if the dip was not corrected within the next academic term (Hills, 1965). Transfer students who developed social connections and a sense of belonging to their new institution during their first term were more likely to perform better in their coursework and avoid transfer shock. Current literature on the social integration of community college transfer students focused on formal interventions such as orientations and mentorship programs, or student participation in university extra-curricular activities including events or clubs. This study uncovered how social connections between community college transfer students formed outside of participation in extra-curricular activities in order to address the limitations of this typically commuter population. This dissertation presented findings based on the personal stories of six male and six female community college transfer students who were commuters between the ages of 19-26, representing both STEM and non-STEM majors. This study found that peer-to-peer social connections formed outside of extra-curricular activities were established primarily in or around the classroom. The participant narratives confirmed social connections to native and transfer student classmates played a positive role in their transition within and to the four-year university. Such social connections provided access to shared academic resources and unique navigational capital which supported participant resilience (academic and emotional persistence over time leading to on-time graduation). The institution was perceived as having facilitated the development of peer-to-peer social connections when academic programs were designed so that students were likely to share multiple classes in the same term and/or when collaborative work was integrated into course curriculum. This dissertation concluded with recommendations for four-year institutions on the ways in which the classroom can serve as an effective and supportive environment for peer-to-peer social connection making.
Download or read book A Comparative Analysis of Transfer Students and Native Students Perceptions of Their Higher Education Environment at Two Public Four year Institutions written by Janet M. Gumbris and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transfer Making it Work written by Richard A. Donovan and published by Community College Pr/Amer Assoc. This book was released on 1987 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1983, the Ford Foundation funded a two-part project, the Urban Community College Transfer Opportunities Project (UCC/TOP), designed to improve the transfer process from the community college to the four-year institution for urban minority students. Through partnership efforts with secondary schools and four-year colleges and universities, the 23 UCC/TOP colleges developed and implemented a wide variety of programs to enhance the transfer success of targeted groups. This monograph contains: (1) an overview of the UCC/TOP project; (2) recommendations based on the experiences of the participating institutions with respect to productive collaboration between two- and four-year colleges, two-year college and high school cooperation, student follow-up and data collection, improving the academic environment, and increasing the responsiveness of student services; (3) descriptions of the projects undertaken at each institution (Bronx Community College, Hostos Community College, and LaGuardia Community College in New York; Community College of Baltimore in Maryland; Community College of Philadelphia in Pennsylvania; Compton Community College, Laney College, four Los Angeles Community College District campuses, Sacramento City College, and San Diego City College in California; Cuyahoga Community College in Ohio; Highland Park Community College in Michigan; Honolulu Community College in Hawaii; the Houston Community College System in Texas; J. Sargeant Reynolds Community College in Virginia; Lawson State Community College in Alabama; Miami-Dade Community College, North Campus, in Florida; Roxbury Community College in Massachusetts; South Mountain Community College in Arizona; and State Community College in Illinois); and (4) an afterword by Alison Bernstein, program officer from the Ford Foundation. (AYC)
Download or read book Studying Transfer in Higher Education New Approaches to Enduring and Emerging Topics written by Xueli Wang and published by John Wiley & Sons. This book was released on 2017-01-17 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gain fresh perspectives and approaches to the topic of students transferring among institutions of higher education. Despite the copious research on transfer patterns and students who transfer, this line of research is thronged with conceptual, methodological, and data challenges that warrant continued and more nuanced attention. This volume answers this call and provides updated scholarship and examines emerging issues pertaining to transfer. Organized around two broad, interconnected ways to conceptualize transfer, it first examines students who transfer and then discusses transfer as a complex postsecondary pathway. Engaging empirical research, perspectives, and case analysis from higher education scholars and institutional researchers, this volume offers renewed conceptual and methodological insights that inform future research on transfer, along with concrete recommendations for institutional researchers. This is the 170th volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Download or read book Exploring How Community College Transfer Students Experience Connection in a Commuter University written by and published by . This book was released on 2019 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last 40 years, the expansion of the U.S. community college system resulted in a growing number of students choosing to begin their undergraduate education at a two-year institution and then transfer to a four-year institution. However, many students struggle to establish connection after transferring, especially if they transfer into a commuter university. For many college students, feelings of engagement and connection influence their persistence decisions. Using Tinto's and Astin's theories of student persistence as a framework, the purpose of this in-depth interview study is to explore how commuter community college students who transfer to Portland State University in Portland, Oregon experience connection to the university. This study also aims to identify how commuter community college transfer students become connected to PSU and how the connection experiences for these students change over time. This in-depth interview study explores the connection experiences of 14 commuter community college transfer students who transferred as college juniors. Students were at different points after transferring at the time of their interviews. This study suggests that commuter community college transfer students enroll at four-year universities with no intention of connecting to the institution. Instead, students initially focus on their academic progress. Students then establish instrumental relationships with faculty and classmates as needed in order to progress in their academics. Only once students establish strong connections with faculty and classmates do they begin to establish social relationships that provide additional forms of social support outside of the support they receive from their home social systems.
Download or read book The power of social media to prepare and integrate community college transfer students written by Benjamin Stoner and published by . This book was released on 2018 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research reveals how rarely community college transfer students graduate in six years, following transfer to a four-year institution. The percentage is especially troubling when compared to students who chose to start their collegiate journeys at a four-year institution. This project begins by describing the transfer student population, highlighting students transitioning from a two-year institution to a four-year institution, and explaining why this expanding student population struggles to graduate within six years compared to the native student population. To understand this dilemma, this project addresses three key factors that negatively affect college transfer students and lengthen transfer students’ time to degree completion. First discussed is the favoritism of native students, particularly focusing on the student orientations offered. Next discussed are the difficult semesters following the transfer in those cases that are described as having an ?awkward fit.? The relationship and academic challenges often labeled ?transfer shock? constitute the final factor that negatively impacts college transfer students and their time to degree completion. To combat these challenges, transfer students need particular support and this project details how academic advisors, particularly those working at community colleges, can utilize social media as a tool to communicate and help prepare students to successfully integrate into a four-year institution; thus, hastening degree completion.
Download or read book Understanding the Community College Transfer Student Experience from the Student Voice written by Meg Nowak and published by . This book was released on 2014 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Comprehensive Dissertation Index 1861 1972 Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1040 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of Transfer Students from Oregon Community Colleges and Their Native Student Counterparts in the Four year Colleges and Universities written by Ronald Zack Zook and published by . This book was released on 1970 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book ERIC Educational Documents Index written by Educational Resources Information Center (U.S.) and published by . This book was released on 1966 with total page 820 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A subject-author-institution index which provides titles and accession numbers to the document and report literature that was announced in the monthly issues of Resources in education" (earlier called Research in education).
