A Review and Critique of the Literature on Community College Students’ Transition Processes and Outcomes in Four-Year Institutions

Bahr, Peter Riley; Toth, Christie; Thirolf, Kathryn Q.; Massé, Johanna C.

doi:10.1007/978-94-007-5836-0_10

Cited by 75 publications

(88 citation statements)

References 134 publications

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“…The conceptual framework approaches STEM transfer as a longitudinal process extending into the 4‐year setting, and also addresses student posttransfer experiences and outcomes, along with transfer receptivity (Bahr, Toth, Thirolf, & Massé, ): the extent to which 4‐year institutions provide the support STEM transfer students need for continued success in a 4‐year STEM program. Adding this dynamic not only is theoretically sound, because of the longitudinal nature of SCCT, but it also highlights the need to support STEM transfers beyond the access to 4‐year STEM majors.…”

Section: Post Transfermentioning

confidence: 99%

Upward Transfer in STEM Fields of Study: A New Conceptual Framework and Survey Instrument for Institutional Research

Wang

2016

New Drctns for Instit Rsrch

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The STEM transfer model, delineated in greater detail in Figure 4.1, is informed by the existing transfer and STEM learning literature, and draws upon the social cognitive career theory (SCCT). The model sits at the intersection of individual, motivational, learning, and contextual factors that may shape transfer outcomes in STEM.Extending Bandura' s (1986) social cognitive theory, Hackett (1994, 2000) developed the SCCT to depict individuals' academic and career development and decision-making processes. Specifically, cognitive-personal factors that drive these processes include selfefficacy, outcome expectations, interests, and goals. Self-efficacy refers to NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH •

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Section: Post Transfermentioning

confidence: 99%

Upward Transfer in STEM Fields of Study: A New Conceptual Framework and Survey Instrument for Institutional Research

Wang

2016

New Drctns for Instit Rsrch

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“…It also suggests that there needs to be a more receptive culture at receiving institutions for transfer students. A literature review on community college transitions and outcomes in 4‐year institutions corroborates this notion and suggests to truly understand transfer student success researchers need to incorporate students’ experiences in the 4‐year institution after transferring to the 4‐year institution (Bahr, Toth, Thirolf, & Massé, ).…”

Section: Transfer Students Outcomesmentioning

confidence: 95%

The Evolving Transfer Mission and Student Mobility

Baldwin¹

2017

New Drctns Community Coll

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This chapter explores the changing nature of how students experience postsecondary education that results in a considerable amount of “swirl” between institutions. Although the traditional notion of “vertical” transfer from a community college to a university continues to be an important aspect of the community college mission, the varying patterns of mobility between institutions will have significant implications for students, the costs they incur, and their ultimate success.

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“…Tinto later amended his position and claimed that a student's interactions with faculty members are also a contributing factor to academic integration, rather than to the social model (1993, p. ). A thorough review of the literature on defining and measuring academic and social integration is provided by Bahr et al (2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Connecting information literacy instruction with transfer student success

Robison

2017

RSR

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Purpose This paper aims to investigate the academic library’s role in supporting transfer student success, specifically by providing information literacy (IL) instruction. This paper examines whether IL instruction contributes to a transfer student’s sense of academic integration. Design/methodology/approach The author designed and distributed a survey to incoming undergraduate transfer students at Valparaiso University, gathering information about students’ IL instruction experiences, their attitudes and their preferences for receiving information about the library at their new university. Inferential statistics were used to test correlations between IL instruction and students’ attitudes. Findings In all, 38 students completed the survey. The t-test results show significantly higher levels of confidence among those students who had participated in formal IL instruction. IL instruction is shown neither to contribute to transfer students’ sense of academic integration nor to benefit students during the transfer process. Respondents believed that transfer students do need information about their new library. They preferred small group settings or private communications for receiving this information, and the critical window is the period from when they arrive on campus through the second week of class. Practical implications This study provides guidance into librarians’ outreach efforts to transfer students, including the desirability, format and timing of this information. Originality/value This paper is the first to situate IL instruction as a factor in transfer success.

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A Review and Critique of the Literature on Community College Students’ Transition Processes and Outcomes in Four-Year Institutions

Cited by 75 publications

References 134 publications

Upward Transfer in STEM Fields of Study: A New Conceptual Framework and Survey Instrument for Institutional Research

Upward Transfer in STEM Fields of Study: A New Conceptual Framework and Survey Instrument for Institutional Research

The Evolving Transfer Mission and Student Mobility

Connecting information literacy instruction with transfer student success

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