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.

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Student-faculty engagement has been identified as the best predictor of Latino student persistence (Hurtado & Carter, 1997). This study explores the strategies that community college faculty employ to engage Latino students. Findings indicate that knowledge, appreciation, and sensitivity to Hispanic cultures and an understanding of the preferred learning styles of Latino students are important considerations to establishing classroom environments that engage Latino students and, thus, facilitate their retention and academic success.

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