Working with Schools to Ease Student Transition to the Community College

Abstract

Student support services at high schools and community colleges can work together to design programs to assist students in their transition to higher education.

Demands for partnership and collaboration in higher education: A model

“…These themes broadly focus on the reasons for joining a partnership (Russell and Flynn, 2000), the context of a partnership (Watson, 2000), the process involved in sustaining a partnership (Fullan, 2002;Kotter and Cohen, 2002), and student learning issues (Chin, Bell, Munby, and Hutchinson, 2004).…”

“…The decision to partner takes place in a context, and that context shapes the decision and eventual development of any partnership. Because collaboration holds varying meanings for those involved (Watson, 2000), it is critical to develop a common understanding of relationships and roles involved in the partnership (Essex, 2001). These relationships span a continuum from formal to informal (Russell and Flynn, 2000), and their formality affects partnership stability and the extent to which relationships and roles need to be managed (Essex, 2001).…”

The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college.

“…Twenty-nine percent have annual household incomes less than $20,000 (AACC, 2006;Cofer & Somers, 2001). Additionally, a greater number of academically unprepared students attend community college than do four-year institutions (Boylan, 2002;Roueche & Roueche, 1993;Upcraft & Swing, 2007;Watson, 2000). Seventy-six percent of community college students must take remedial courses that do not count toward college credit (Boylan, 2002;Watson, 2000).…”

“…Additionally, a greater number of academically unprepared students attend community college than do four-year institutions (Boylan, 2002;Roueche & Roueche, 1993;Upcraft & Swing, 2007;Watson, 2000). Seventy-six percent of community college students must take remedial courses that do not count toward college credit (Boylan, 2002;Watson, 2000). A common thread observed in community colleges nationwide is a high rate of student failure and attrition due primarily to the academic under-preparedness of students.…”

“…Accompanying the growth of first-year seminars, an extensive body of research literature has developed on the effectiveness of the seminars. First-year seminar courses have proven to be effective intervention tools in improving persistence rates, resulting in greater student engagement and encouraging utilization of an array of campus provided empirical evidence that the first-year seminar course has significantly affected persistence rates, leading to greater student engagement within the college and student utilization of a greater variety of campus resources (Gardner, 1980;Shanley & Witten, 1990;Watson, 2000).…”