Reducing Transfer Shock Through Faculty Collaboration: A Case Study

Cejda, Brent D.

doi:10.1080/1066892940180207

Cited by 35 publications

(18 citation statements)

References 4 publications

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“…Another explanation is that students may feel intimidated by the university faculty. According to Cejda (1994), some faculty and staff at four-year institutions may view community college transfer students as academically suspect. The transfer students may sense this perception from the faculty at the university and may become hesitant to form relationships with them.…”

Section: Downloaded By [Seton Hall University] At 15:41 04 April 2015mentioning

confidence: 98%

Desiring to Fit: Fostering the Success of Community College Transfer Students in STEM

Jackson

Laanan

2014

Community College Journal of Research and Practice

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The United States is experiencing a dire need for individuals who possess training and expertise in areas of science, technology, engineering, and mathematics (STEM). With over half of the nation's students entering university environments via community colleges coupled with a large portion of this population majoring in STEM areas, the successful transition and adjustment of community college transfer students is essential to the STEM workforce. This article uses an ex post facto survey research design to examine the socialization factors that impact the transition and adjustment experiences of community college transfer students in STEM disciplines. Two hierarchical regression models are employed to examine the factors that impact the academic and social adjustment of community college transfer students in STEM majors. This research was situated using an adaptation of Weidman's (1987) Socialization Theoretical Framework. Implications, and recommendations for policy and practice will be provided based on the overall results of this study.

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Section: Downloaded By [Seton Hall University] At 15:41 04 April 2015mentioning

confidence: 98%

Desiring to Fit: Fostering the Success of Community College Transfer Students in STEM

Jackson

Laanan

2014

Community College Journal of Research and Practice

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“…In particular, transfer students have a hard time in course selection because many courses are closed before these students actually register, or a particular program is closed to applicants at the junior level. In addition, recent studies indicate that transfer students continue to face many problems with articulation, registration, financial aid, rigorous academic demands, and other challenges, which hinder their persistence to the baccalaureate degree (Laanan, 1996;Townsend, 1995;Cejda, 1994).…”

Section: Needs Of Transfer Students At Senior Institutionsmentioning

confidence: 98%

Making the transition to the senior institution

Eggleston

Laanan

2001

New Drctns Community Coll

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This chapter reviews the current literature on support programs tailored to assist the community college transfer student at the four-year institution. The authors discuss useful strategies that may assist administrators and faculty members at four-year colleges and universities in addressing the needs of transfer students through support programs. Support programs, academic performance, and the persistence of transfer students are discussed. Making the Transition to the Senior Institution Latrice E. Eggleston, Frankie Santos LaananAbundant research has been conducted regarding community college transfer students in conjunction with their academic performance, baccalaureate attainment, and persistence at the four-year college level. A large portion of this research has focused on the transfer shock phenomenon, in which transfer students experience a dip in their grade point average during their first or second semester at the four-year institution (Knoell and Medsker, 1965;Cejda and Kaylor, 1997). However, a limited amount of research has been done to study the transfer student' s adjustment process, once he or she has reached the senior institution.Support programs have proven to be an essential element in the success of native students in their academic performance and baccalaureate degree attainment, and such successes are often used as a recruitment tool for various colleges and universities. Support programs tailored toward community college transfer students would have the same effect. A review of the current literature on support programs tailored to assist community college transfer students and literature that deals with the retention, academic performance, and persistence of transfer students provides information to assist administrators and faculty members at four-year colleges and universities in addressing the needs of transfer students through support programs. Understanding the elements that hinder or enhance academic performance, persistence, and graduation rates among transfer students can advance the knowledge currently available regarding the performance and success of community college transfer students at senior institutions.At least one out of five community college students transfer. Transfer rates vary between 22 and 25 percent nationally among community colleges NEW DIRECTIONS FOR COMMUNITY COLLEGES, no. 114, Summer 2001

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“…In addition, successful transfer students have suggested, and studies have found, a reduction in the transfer shock phenomenon where collaboration existed between the CC and four-year university to ease the transition between the institutions (Bers, Filkins, & McLaughlin, 2001;Cejda, 1994). The INCRSE strategy for increasing enrollment of CC transfers in the STEM fields at WTAMU is centered on building relationships between faculty and staff at WTAMU and the regional CCs.…”

Section: Barriers Faced By CC Transfers To Four-year Universitiesmentioning

confidence: 96%

From Community College to Four-Year Institution: A Model for Recruitment and Retention

Lockwood

Hunt

Matlack

et al. 2013

Community College Journal of Research and Practice

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Increasing Numbers, Connections, and Retention in Science and Engineering (INCRSE) was funded with the goal of increasing the quantity, quality, and diversity of undergraduate students pursuing and obtaining degrees in Science, Technology, Engineering, and Mathematics (STEM) programs at West Texas A&M University (WTAMU). A major objective of INCRSE was to recruit STEM transfer students from regional community colleges (CC) and to provide academic and social support necessary for retention of these students. The INCRSE CC recruitment and retention model involved (a) strengthening relationships between faculty at WTAMU and regional CCs; (b) inviting CC faculty and staff to developmental workshops at WTAMU; (c) improving advising for transfer students at CCs and WTAMU; and (d) developing articulation agreements between WTAMU and regional CCs. Because INCRSE was funded in fall 2006, the number of CC STEM transfers enrolled at WTAMU increased from 214 to 253, an increase of 18%, while overall enrollment of CC transfers to WTAMU declined 3.5%. The number of new CC STEM transfers increased 22% from 92 in the surpassing the WTAMU first-year retention of traditional freshmen in the STEM fields by almost 30%. While all components of the model were important, much of the success can be attributed to improved relationships between WTAMU and CC faculty.

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Reducing Transfer Shock Through Faculty Collaboration: A Case Study

Cited by 35 publications

References 4 publications

Desiring to Fit: Fostering the Success of Community College Transfer Students in STEM

Desiring to Fit: Fostering the Success of Community College Transfer Students in STEM

Making the transition to the senior institution

From Community College to Four-Year Institution: A Model for Recruitment and Retention

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