Marginality of Transfer Commuter Students

Kodama, Corinne Maekawa

doi:10.2202/1949-6605.1172

Cited by 24 publications

(15 citation statements)

References 13 publications

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“…Independent commuters indicated a greater sense of leadership efficacy than their dependent commuter peers. Although the magnitude of these differences was small, the finding supported literature suggesting the heterogeneity of the commuter population (Garland & Bonnet, 2007;Jacoby & Garland, 2004;Kodama, 2002;Roe Clark, 2006).…”

Section: General Differencessupporting

confidence: 84%

“…This broad definition has been adopted by national organizations such as the National Clearinghouse for Commuter Programs and the Council for the Advancement of Standards in Higher Education. Little differentiation has been made between commuter subcultures, despite the general acknowledgement of significant diversity within the population (Garland & Bonnet, 2007;Jacoby & Garland, 2004;Kodama, 2002;Roe Clark, 2006). Kuh, Gonyea, and Palmer (2001) differentiated between students based on the distance of their home from campus, while Roe Clark suggested a more appropriate definition based on the context of where commuters live.…”

Section: Defining the Commuter Student Populationmentioning

confidence: 99%

“…Even less is known about differences that exist within this diverse student population as much of the existing research treats commuter students as homogenous and ignores the need to examine within-group differences (Baum;Jacoby & Garland, 2004;Kodama, 2002;Roe Clark, 2006). The result of this dearth of knowledge is the application of what Pascarella (2006) refers to as "rational myths," or the adoption of programs and policies that lack empirical evidence of effectiveness, but seem to make logical or intuitive sense (p. 513).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Understanding Commuter Student Self-Efficacy for Leadership: A Within-Group Analysis

Dugan¹,

Garland²,

Jacoby³

et al. 2008

NASPA Journal

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Section: General Differencessupporting

confidence: 84%

Section: Defining the Commuter Student Populationmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Understanding Commuter Student Self-Efficacy for Leadership: A Within-Group Analysis

Dugan¹,

Garland²,

Jacoby³

et al. 2008

NASPA Journal

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“…He went on to conceptualize decreases in post-transfer academic performance as "transfer shock." More recent articles support this position (e.g., Townsend, 1995;Townsend, 2008), while other articles suggest a broader conceptualization of transfer shock that includes academic challenges as well as difficulties in adjusting to a more expansive social milieu (Eggleston & Lanaan, 2001), with feelings of social disconnection and "anonymity" being common experiences for transfer students (Kodama, 2002).…”

mentioning

confidence: 99%

Exploring the Role of Sense of Community in the Undergraduate Transfer Student Experience

Townley

Katz

Wandersman

et al. 2013

Journal Community Psychology

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Sense of community may play an important role in the undergraduate transfer student experience by encouraging academic and social success. This cross‐sectional study assessed sense of community in the transfer experiences of 53 students majoring in science, technology, engineering, math (STEM) subjects. Sense of community, participation, and GPA were analyzed using moderated regression analysis, t tests, and cross‐tabulations. Results suggest that students who reported high participation in STEM activities and strong sense of community performed better academically than students who reported high participation and low sense of community. Further, results highlight discrepancies between students’ actual and ideal sense of community (particularly for female and non‐White students), as well as greater importance placed upon sense of community at the post‐transfer institution compared to the pre‐transfer institution. This study suggests the need to examine sense of community in the transfer process. Results have implications for higher education literatures and for research and practice aimed at helping individuals engage with environments.

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“…Their apparent interest in social media reduces the likelihood of having an uncomfortable first-time face-to-face interaction. This type of self-imposed isolation is a documented behaviour of university students at commuter campuses (Kodama, 2002;Lever, 2007).…”

Section: Resultsmentioning

confidence: 99%

Relationships in the Flipped Classroom

et al. 2017

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This study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in first-year general chemistry and second-year organic chemistry flipped classrooms. Success was measured in terms of student perceptions of the effectiveness of the instruction, as well as student academic development. Furthermore, analysis of research participant interviews reveals that academic reading circles, open-response multiple-attempt group quizzes, and peer leaders are important elements of a text-centric flipped approach at a small-classroom, commuter-campus university. Student reflections and classroom observations provide further support for these conclusions. Cet étude examine l’efficacité des salles de classe inversées en chimie et identifie la création de liens en tant que facteur important qui affecte la réussite des méthodes d’instruction inversée. L’examen des données provenant d’entrevues avec les étudiants révèle les facteurs qui affectent le développement des rapports d’étudiant à étudiant, d’étudiant à leader et d’étudiant à expert dans un cours inversé de chimie générale de première année et dans un cours de chimie organique de deuxième année. La réussite a été mesurée en termes de perceptions des étudiants de l’efficacité de l’instruction, ainsi que du développement académique des étudiants. De plus, l’analyse des entrevues des participants à la recherche révèle que les cercles de lecture universitaires, les tests de groupes à essais multiples et à réponses ouvertes, ainsi que les leaders de groupes sont des éléments importants d’une approche inversée centrée sur un texte en petite salle de classe, dans une université de banlieusards. Les réflexions des étudiants et les observations en salle de classe soutiennent également ces conclusions.

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Marginality of Transfer Commuter Students

Cited by 24 publications

References 13 publications

Understanding Commuter Student Self-Efficacy for Leadership: A Within-Group Analysis

Understanding Commuter Student Self-Efficacy for Leadership: A Within-Group Analysis

Exploring the Role of Sense of Community in the Undergraduate Transfer Student Experience

Relationships in the Flipped Classroom

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