Alleviating Transfer Shock: Creating an Environment for More Successful Transfer Students

Rhine, Tammy; Milligan, Dawna M.; Nelson, Lynne R.

doi:10.1080/10668920050137228

Cited by 53 publications

(16 citation statements)

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“…For those who are able to exit the community college and transfer to a 4-year college or university, they frequently experience "transfer shock" (Laanan, 2001, p. 5) and struggle to persist once they arrive on campus (Laanan, Starobin, & Eggleston, 2010;Reyes, 2011). Transfer shock often refers to a dip in students' grades once they transfer from a community college to a 4-year university or college (Ishitani, 2008); however, this definition has been expanded to include various academic and social challenges related to students retention and persistence in college (Laanan et al, 2010;Rhine, Milligan, & Nelson, 2000).…”

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confidence: 99%

“…Traditional approaches to the study of transferring, including transfer shock, often places the responsibility of transfer preparation and adjustment on the individual student, not the institution (Rhine et al, 2000). In contrast, the framework of a transfer receptive culture holds the 4-year college or university accountable in the transfer process (Jain, Herrera, Bernal, & Solorzano, 2011).…”

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confidence: 99%

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Developing Transfer Pride: An Exploration of Critical Race Pedagogy and the Summer Transfer Enrichment Program

Jain

Lucero

Bernal

et al. 2017

Community College Review

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Objective: This study examined the critical race pedagogy of the Summer Transfer Enrichment Program (STEP) over a 5-year span and how the curriculum and supplemental academic programming aided in the development of a positive transfer identity for its participants. Method: A mixed method convergent parallel design approach was used to collect quantitative and qualitative data in the forms of surveys and focus groups. Fifty-six students, the majority Latinx, responded to the survey along with 22 students in focus groups. Data were analyzed through descriptive statistics and a reiterative thematic coding process. Results: Students shared how their summer courses and additional workshops and speakers reflected critical race pedagogy, how they experienced racial isolation and discrimination once they transferred to a 4-year campus, and ultimately how they built a strong sense of transfer pride. Conclusion: Based on the study’s findings, we encourage universities and colleges to build a more supportive transfer receptive culture that centralizes race and offers critical pedagogical spaces in its outreach efforts.

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confidence: 99%

mentioning

confidence: 99%

Developing Transfer Pride: An Exploration of Critical Race Pedagogy and the Summer Transfer Enrichment Program

Jain

Lucero

Bernal

et al. 2017

Community College Review

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“…Schmidt and Wartick (2013) found that that the impact of transfer shock increased with the amount of time between the lower-level courses and the higher-level courses, meaning delayed transfer to a four-year institution was especially difficult. Rhine et al (2000) found additional factors were linked to transfer shock, and that it was not just a question of preparation at a community college. They stressed that variables such as age, financial demands, employment, marital status, time availability, and reliance on financial aid all impacted how well a student academically performed.…”

Section: Introductionmentioning

confidence: 94%

The Impact of Transfer Shock in a Dental Hygiene Program at a Four-Year Health-Sciences University

Tucker¹,

Miller²

2020

JSE

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Health-sciences medical universities that host dental hygiene programs typically work on the model of offering upper division coursework, meaning that they enroll only students who complete their first two years at a different institution. The current study investigated the impact of ‘transfer shock’ on students who transferred into a dental hygiene program from community colleges compared to those transferring from four-year universities. This included testing for differences between student grade point average and NBDHE pass rates for the two groups of transfer students. A total of 166 students who graduated from a dental hygiene program at a mid-southern health-sciences university from 2014-2018 were included in the study. The subjects were placed into two groups by the location of their lower division courses: community college or four-year university. Paired t-tests suggested the presence of transfer shock for both groups. First-attempt pass rates: 95.5%, with a program GPA of 3.12 for the community college group and 98%, with a program GPA of 3.27 for the four-year university group. Transfer shock did occur in the program in the study, so program administrators in dental hygiene academic units should be aware of the impact of transfer and help build bridges that support students to aid in their success.

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“…Hills' (1965) research confirmed the results of Knoell and Medsker's 1965 study documenting the appreciative loss in the level of grades experienced by transfer students immediately following transfer and the corresponding recovery common for most students in the succeeding semesters. Rhine et al (2000) expanded the phrase "transfer shock" to include the academic and social factors that contribute to attrition and lack of degree persistence often exhibited by transfer students. Social factors such as advanced age, strained finances, employment, marital status, availability of financial aid and maximum amount of transferable credit hours are all seen as underlying factors contributing to the phenomenon of transfer shock and difficulties in transition for transfer students (pp.…”

Section: Defining Transfer Shock In Higher Educationmentioning

confidence: 99%

“…Rhine et al (2000) expanded the phrase “transfer shock” to include the academic and social factors that contribute to attrition and lack of degree persistence often exhibited by transfer students. Social factors such as advanced age, strained finances, employment, marital status, availability of financial aid and maximum amount of transferable credit hours are all seen as underlying factors contributing to the phenomenon of transfer shock and difficulties in transition for transfer students (pp.…”

Section: Transfer Shock In Higher Educationmentioning

confidence: 99%

Adult transitional theory and transfer shock in higher education: practices from the literature

Ivins

Copenhaver

Koclanes

2017

RSR

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Purpose This paper aims to outline foundational research on adult transition theory and transfer shock in higher education to provide the reader with a theoretical and practical framework for the library-focused articles in this special issue. Design/methodology/approach This paper is a review of relevant higher education literature related to transfer shock and core research related to adult transitional theory. Findings Transition is a period in-between moments of stability. The state of confusion and disorientation caused by the transition of transfer students from one academic culture to another is a form of culture shock known as transfer shock. “Transfer shock” refers to the decline in academic performance by transfer students immediately following transition to an institution of higher education and the corresponding recovery prevalent for most students in succeeding semesters. Recent studies have expanded the definition of transfer shock to include the academic and social factors that contribute to attrition and lack of degree persistence. Key factors that correlate to transfer students’ success or failure include gender, race, time of transfer, GPA, prior academic success, faculty collaboration, level of engagement with degree program and campus support. Originality/value Although most literature on transfer students published by librarians includes literature reviews citing relevant articles, it lacks an extensive literature review collecting research from social science and education literature.

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Alleviating Transfer Shock: Creating an Environment for More Successful Transfer Students

Cited by 53 publications

References 0 publications

Developing Transfer Pride: An Exploration of Critical Race Pedagogy and the Summer Transfer Enrichment Program

Developing Transfer Pride: An Exploration of Critical Race Pedagogy and the Summer Transfer Enrichment Program

The Impact of Transfer Shock in a Dental Hygiene Program at a Four-Year Health-Sciences University

Adult transitional theory and transfer shock in higher education: practices from the literature

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