Assessing the Transition of Transfer Students from Community Colleges to a University

Abstract

❖ The purpose of this study was to examine how pretransfer experiences and preparation, along with posttransfer experiences, influence the adjustment of community college transfer students (as measured by academic achievement and satisfaction with various aspects of the university experience) to life on a four-year university campus. A survey of 372 community college transfer students attending a large, public four-year university provides empirical evidence that those students who are best informed and who have most actively prepared for transfer are most likely to achieve higher grades and be more satisfied in the university environment. The findings from this study also suggested that patterns of academic and social involvement shift as students move from two-year college settings to a four-year university. The article concludes with a discussion of strategies that can be instituted at both two-and four-year institutions to assist community college transfer students in making a successful transition to a four-year college or university.

The Academic and Social Integration of Persisting Community College Transfer Students

“…Yet another focus is on the community college preparation of students for transfer. Thus community college transfer students have been surveyed (Berger & Malaney, 2003;Harbin, 1997;Laanan, 1996) or interviewed (Britt & Hirt, 1999;Cejda & Kaylor, 2001;Townsend, 1995;Townsend & Wilson, 2006;Vaala, 1991) about their preparation and perceived differences between community colleges and 4-year institutions.…”

“…However, there is little in the literature to indicate what affects community college students' long-term persistence at the receiving institution. Although some studies have included long-term persisting transfer students as well as new transfer students, these studies have not distinguished between the responses of long-term persisters and students new to the institution (e.g., Berger & Malaney, 2003;Cejda & Kaylor, 2001).…”

“…Whether their needs are different or similar, it is important for receiving institutions to be aware of the needs of community college transfer students and work to meet them (Berger & Malaney, 2003;Kuh, Kinzie, Schuh, Whitt, & Associates, 2005).…”

School Counselor Use of Narrative Therapy to Support Students of Color Transitioning from an Alternative School Setting

“…In this regard, students transitioning from alternative settings demonstrate many of these behaviors or characteristics (Benner & Graham, 2009). Specifically, transitioning to a traditional high school from an alternative program for many adolescents is difficult, due in part to the move from a personalized smaller educational environment, typical of the alternative setting, to a more complex school setting (Berger & Malaney, 2003;Eggleston & Lanaan, 2001). Additionally, transitioning students experience higher levels of stress and anxiety due to the lack of continuity and new environmental demands (Benner & Graham, 2009;Dacey & Travers, 1991).…”

A Successful University-Foundation Partnership to Assist Non-Traditional Transfer Women

“…However, studies of social and academic integration among university students who have transferred from community colleges have been limited (Berger & Malaney 2001;Laanan, 2001;Nora, Attinaisi, & Matonak, 1990;Nora & Rendón, 1990). Studies that have been conducted generally focused on the student's adjustment "transfer shock" (Cejda, Kaylor, & Rewey, 1998;Diaz, 1992;Glass & Bunn, 1998;Keeley & House, 1993;Townsend, McNerny, & Arnold, 1993).…”