Making the transition to the senior institution

Abstract

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

Understanding the transfer student experience using design thinking

“…Both Townley et al (2013) and Townsend (2008) highlight the importance of understanding the potentially unique needs of transfer students and creating "a supportive university environment that facilitates opportunities for their participation in activities that are customized to their needs" (p. 280). This may come in the form of specific student orientation programs designed exclusively for transfer students (Eggleston and Laanan, 2001), as well as other "transfer-specific practices" such as transfer centers, transfer-specific advising, social events, and scholarships (Miller, 2013, p. 47). Beyond specific individual practices, Jain et al (2011) also identify the need for institutions to develop a "transfer receptive culture," which is defined as the "institutional commitment by a four-year college or university to provide the support needed for students to transfer successfully -that is, to navigate the community college, take the appropriate coursework, apply, enroll, and successfully earn a baccalaureate degree in a timely manner" (p. 257).…”

Comparing the Academic Success of Community College Transfer Students versus Traditional Four Year Students

“…Eggleston & Laanan, (2001) affirmed that transfer students face a variety of social and academic challenges in addition to adaptation to their new institutions. Branson & Green (2007) compared the characteristics of transfer students to regular students by gender, area of study and academic credentials and concluded that these groups were similar in composition.…”

Community College Choice and the Role of Undermatching in the Lives of African Americans

“…In fact, research suggests that only 2% of African American community college students successfully transfer to earn a Baccalaureate degree (Bailey et al, 2005; NCES, 2002;Zamani, 2001). While limited financial resources, inadequate academic preparation, and feelings of cultural alienation can hinder minority community college transfer and degree completion (Green, 2001;Eggleston & Laanan, 2001;Rendón & Nora, 1994;Rendón & Valadez, 1993;Zamani, 2001), one has to also wonder what role, if any, undermatching may be playing in the lives of these students. …”