After Transfer: The Engagement of Community College Students at a Four-Year Collegiate Institution

The prevalence and predictors of mental health diagnoses and suicide among U.S. college students: Implications for addressing disparities in service use

“…The psychological well-being of transfer students is scant; however, their levels of distress may be associated with the inherently stressful experience of moving schools, lower involvement in on-campus social activities, a narrow focus on personal and career goals, and/or financial stress (D’Amico, Dika, Elling, Algozzine, & Ginn, 2014; Ishitani & Mckitrick, 2010). …”

Understanding the Racial Transfer Gap: Modeling Underrepresented Minority and Nonminority Students’ Pathways from Two-to Four-Year Institutions

“…Our review identified an abundance of research to explain the factors related to successful degree completion among students who have already successfully transferred (e.g., Ishitani & McKitrick, 2010;Melguizo, 2009;Melguizo, Kienzl, & Alfonso, 2011;Townsend & Wilson, 2006;Wang, 2009). However, given our interest in understanding the behaviors and experiences that contribute to White and URM students' pathway from a two-to a four-year institution, we did not consider studies focused on predicting persistence or degree outcomes after students successfully transfer to a four-year institution.…”

With Educational Benefits for All: Campus Inclusion Through Learning Communities Designed for Underserved Student Populations

“…Designed to mitigate challenges that transfer students encountered transitioning from community college to a large research university, practitioners relied on national and campus‐specific research on transfer students to create program goals and components. Grounded in scholarship calling for more intentional integration of transfer students into the social and academic fabric of research universities (for example, Townsend & Wilson, ), as well as inequities in rates of participation in “high‐impact practices” among community college transfer students (for example, Ishitani & McKitrick, ), developers of the T2T program selected three program goals: (a) to assist students with the transition to the life and culture of a research institution; (b) to engage students in leadership, identity, and civic development involvement opportunities; and (c) to encourage a sense of belonging and interconnectedness with the campus community.…”