Student Perceptions of Factors Contributing to Community-College-to-University Transfer Success

Gard, Dwight R.; Paton, Valerie Osland; Gosselin, Kevin P.

doi:10.1080/10668920903182666

Cited by 29 publications

(21 citation statements)

References 8 publications

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“…Aguirre‐Covarrubias, Arellano, and Espinoza found that Latina graduate students reported negative advising experiences as one of the biggest challenges they faced as they worked toward degree completion. The experience of these Latina students is consistent with previous findings, which suggest that “the quality of academic advisement, access to financial aid, and social and cultural issues” (Gard, Paton, & Gosselin, , p. 833) are the most recurrent factors that impede successful transfer and student success.…”

Section: Theme #3: Latino/as’ Aspirational Capital Is An Asset For Stsupporting

confidence: 87%

Moving Forward: Future Directions for Improving Institutional Support for Latino/a Students

Saladino

Martínez

2015

New Drctns Hghr Edu

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Section: Theme #3: Latino/as’ Aspirational Capital Is An Asset For Stsupporting

confidence: 87%

Moving Forward: Future Directions for Improving Institutional Support for Latino/a Students

Saladino

Martínez

2015

New Drctns Hghr Edu

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“…Students who chose to live on-campus, join a fraternity or sorority, or get involved in clubs and organizations felt connected to the institution and expressed a greater satisfaction and easier transition to Iowa State. These results concur with Gard, Paton, and Gosselin's (2012) study, which also found that difficulties fitting in socially had a negative impact on transfer students' transition. Those who chose to live off-campus or did not get involved in out-of-class activities struggled with making connections.…”

Section: The Adjustment Of Transfer Studentssupporting

confidence: 82%

Assessing Students' Transition from Community College to a Four-Year Institution

Chrystal¹,

Gansemer-Topf²,

Laanan³

2013

Journal of Assessment and Institutional Effectiveness

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Many four-year institutions are experiencing increasing enrollment of students transferring from two-year institutions. While many institutions collect quantitative data that illustrate enrollment, retention, and graduation rates of transfer students, little is known about the transfer-student transition experience. For this qualitative assessment, 22 traditional-age students who transferred from a two-year community college to a four-year institution were interviewed. Specifically, this assessment looked at reasons why students first enrolled at the community college, the mechanics of the transfer process, and academic and social integration. Student responses provide insight into how institutions can better support the transition and success of transfer students.

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“…Some students note a lack of proper advising at their community college, which act as a barrier to successful transfer (Davies & Dickmann, 1998; Laanan et al, 2011). Students sometimes feel advising is inadequate because the advising is too general and not tailored to their specific major of interest (Gard, Paton, & Gosselin, 2012). Many scholars have argued that smoothing out transfer pathways requires cooperation between 2-year and 4-year colleges, particularly in the areas of pre-transfer advising (Wang, Wickersham, & Sun, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Facilitating Transfer Student Success: Exploring Sources of Transfer Student Capital

Lukszo

Hayes

2019

Community College Review

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Objective: This study seeks to expand understanding of transfer student capital (TSC), including sources of TSC and how TSC is used by community college transfer students to navigate transfer to a public, 4-year institution. Method: Using the TSC framework, a descriptive case study design was employed. Data sources include 17 transfer student interviews, eight observations of pre-transfer meetings between students and advisors, and a review of documents. Data were analyzed inductively and deductively using a pattern matching coding technique. Results: Family and peers appear to be the most common way that students gain TSC to navigate the transfer process. High schools also provide critical transfer information to students. Transfer advisors and faculty either at community colleges or 4-year colleges sometimes provide important transfer information but serve in a critical role of building students’ self-efficacy for transfer rather than merely passing along transfer information. Contributions: This study indicates that high schools, family members, and peers are influential sources of TSC, in addition to previously well-understood sources, such as community college faculty and transfer advisors. This study introduces a new term, self-efficacy for transfer, and offers an expanded TSC conceptual model.

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Student Perceptions of Factors Contributing to Community-College-to-University Transfer Success

Cited by 29 publications

References 8 publications

Moving Forward: Future Directions for Improving Institutional Support for Latino/a Students

Moving Forward: Future Directions for Improving Institutional Support for Latino/a Students

Assessing Students' Transition from Community College to a Four-Year Institution

Facilitating Transfer Student Success: Exploring Sources of Transfer Student Capital

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