The study described in this report involved associate's degree recipients who were traditional age and enrolled full-time at a two-year college before pursuing their same majors at a four-year liberal arts college. Based on their majors, students were placed into four discipline categories: fine arts and humanities, mathematics and sciences, social sciences, and professions. The authors analyzed students' preand post-transfer GPAs using a 2 x 4 mixed model ANOVA to determine that no significant differences existed among mean community college GPAs relative to students' majors, and no significant difference existed between twoand four-year college GPAS for the entire sample. The ANOVA did indicate, however, an interaction between location and major on students' GPAs: Tukey's HSD tests revealed a significant decline in the mathematics and sciences mean GPA from the community college to the four-year institution. The authors conclude by defining avenues for further research.

No abstract

No abstract

The traditional 2+2 path no longer reýects the general practice of student transfer between 2-and 4-year institutions. However, students continue to enroll in and complete a substantial number of credits at community colleges. Studies related to transfer most frequently have focused on gathering statistics to measure posttransfer academic performance or student perceptions regarding the transfer process. It is important to talk with students to understand why they transfer before completing the associate degree. This article presents a qualitative analysis of interviews with 103 students who transferred from a public community college to a public state university. Findings indicated that many students enrolled at the community college with a speciüc intent other than earning the associate degree. Faculty members and students at both the community college and the university also inýuenced the number of credit hours students completed before transfer.Address correspondenc e to Brent D. Cejda,