Articulation guides for students transferring between Northwest Community College in Powell, Wyoming and Montana State University-Billings are described. The articulation agreement between the two institutions includes course information and supportive advising for transfer students. We hypothesized that use of the guides would help students weather transfer shock better than those transfer students from community colleges where no guides had been available. The groups' declines in grade-point average (GPA) after transfer, recovery of GPA, and persistence were compared. It was found that the severity of transfer shock and the extent of recovery of GPA were not significantly related to the use of the transfer guides, but ability to persist to graduation was positively related. The format of the transfer guides and corresponding advising activities are detailed. Implications for students and administrators are also discussed.
Native American college stuents face unusual and difficult transitions. This grounded theory study provides an exploration of the issues Native American students face in transferring from tribally controlled colleges to a traditionally white university. Using interview data, findings identified specific transitional phases, including Expectations and Apprehension, Acclimation, Reality, and Adjustment and Discouragement. Specific recommendations for further research are also offered.
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