Academic Performance of Community College Transfer Students at Private Liberal Arts Colleges

Cejda, Brent D.; Kaylor, Alice J.

doi:10.1080/1066892970210704

Cited by 14 publications

(8 citation statements)

References 6 publications

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“…A large portion of this research has focused on the transfer shock phenomenon, in which transfer students experience a dip in their grade point average during their first or second semester at the four-year institution (Knoell and Medsker, 1965;Cejda and Kaylor, 1997). However, a limited amount of research has been done to study the transfer student' s adjustment process, once he or she has reached the senior institution.…”

Section: Latrice E Eggleston Frankie Santos Laananmentioning

confidence: 97%

Making the transition to the senior institution

Eggleston

Laanan

2001

New Drctns Community Coll

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This chapter reviews the current literature on support programs tailored to assist the community college transfer student at the four-year institution. The authors discuss useful strategies that may assist administrators and faculty members at four-year colleges and universities in addressing the needs of transfer students through support programs. Support programs, academic performance, and the persistence of transfer students are discussed. Making the Transition to the Senior Institution Latrice E. Eggleston, Frankie Santos LaananAbundant research has been conducted regarding community college transfer students in conjunction with their academic performance, baccalaureate attainment, and persistence at the four-year college level. A large portion of this research has focused on the transfer shock phenomenon, in which transfer students experience a dip in their grade point average during their first or second semester at the four-year institution (Knoell and Medsker, 1965;Cejda and Kaylor, 1997). However, a limited amount of research has been done to study the transfer student' s adjustment process, once he or she has reached the senior institution.Support programs have proven to be an essential element in the success of native students in their academic performance and baccalaureate degree attainment, and such successes are often used as a recruitment tool for various colleges and universities. Support programs tailored toward community college transfer students would have the same effect. A review of the current literature on support programs tailored to assist community college transfer students and literature that deals with the retention, academic performance, and persistence of transfer students provides information to assist administrators and faculty members at four-year colleges and universities in addressing the needs of transfer students through support programs. Understanding the elements that hinder or enhance academic performance, persistence, and graduation rates among transfer students can advance the knowledge currently available regarding the performance and success of community college transfer students at senior institutions.At least one out of five community college students transfer. Transfer rates vary between 22 and 25 percent nationally among community colleges NEW DIRECTIONS FOR COMMUNITY COLLEGES, no. 114, Summer 2001

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Section: Latrice E Eggleston Frankie Santos Laananmentioning

confidence: 97%

Making the transition to the senior institution

Eggleston

Laanan

2001

New Drctns Community Coll

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“…The stigma assumes that students who transfer from a community college are not academically prepared for the rigor of the course work in the university environment. According to Cejda and Kaylor (1997), students who transfer from a community college to a 4-year institution undergo a transfer shock and, as a result, experience a decrease in their GPA. This can be perceived by others, including faculty, as a lack of academic preparation.…”

Section: Discussionmentioning

confidence: 99%

Examination of Factors that Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions

Lopez

Jones

2016

Community College Journal of Research and Practice

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There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students' participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study's purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students' Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father's highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class-not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.

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“…Other researchers compare the performance of transfer students with that of native students (Anglin, Davis, and Mooradian, 1995;Cejda and Kaylor, 1997;Dupraw and Michael, 1995;Hollomon and Snowden, 1996;Porter, 1999). These reports find support for the existence of transfer shock, evidenced by a dip in grades during the first semester or year after transfer, but those who examine the long-term achievements tend to conclude that transfer students ultimately perform almost as well as native students, in terms of GPA, at the time of graduation.…”

Section: The Questionsmentioning

confidence: 96%

Studying transfer students: Designs and methodological challenges

Kozeracki

2001

New Drctns Community Coll

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Each year, thousands of students transfer from a community college to a four-year college or university. Because of the large number of students involved in this process, many individuals and organizations-including administrators, researchers, faculty members, and policymakers-are interested in the progress and academic achievement of these students. A substantial amount of information, usually collected by institutions for purposes other than research, is available to provide the basic facts about the progress of transfer students: how many students transfer, what their grades are at the two-and four-year institutions, and whether they attain a baccalaureate degree. What is less readily available are data that examine the factors that affect student success and that explore the effectiveness of community colleges in preparing students to transfer.Using documents from the ERIC database and articles from relevant journals, this chapter examines from a methodological perspective the research being done on transfer students-namely, who is conducting the research, what methods are being used to gather the information, and what types of data are being collected. It will also present examples of comprehensive and useful studies that researchers interested in community colleges may want to consider adapting for their own institutions. The purpose of providing these examples is to identify research questions that have been asked and exemplary college programs and practices in place that can be considered by other community colleges to improve the transfer readiness of their students.

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Academic Performance of Community College Transfer Students at Private Liberal Arts Colleges

Cited by 14 publications

References 6 publications

Making the transition to the senior institution

Making the transition to the senior institution

Examination of Factors that Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions

Studying transfer students: Designs and methodological challenges

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