Successful Transitions From Two‐Year to Four‐Year Institutions

Grites, Thomas J.

doi:10.1002/he.20057

Cited by 15 publications

(14 citation statements)

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“…Institutions should have policies that guide practices aimed to create a campus culture receptive toward the needs of transfer students. Grites (2013) noted that both students and institutions have assumptions about transfer process, and this can affect successful transition. Students can be overconfident since they already have college experience and think that the new environment will not notably differ.…”

Section: Discussionmentioning

confidence: 99%

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Continuing and Transfer Students

Blekic

Carpenter

Cao

2017

Journal of College Student Retention: Research, Theory & Pr

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This research examines factors that contribute to persistence of sophomore students. It builds a model to predict the likelihood of leaving the institution by third year and explores whether the concept of transfer receptivity can be used to explain differences in persistence between continuing and transfer sophomore students. Results indicate that financial variables and transfer status are the most important variables in sophomores’ retention. Other student precollege characteristics and experiences during college also display statistical significance in the model we built. Implications for theory and practice are presented, including a discussion of a persistence framework and transfer receptivity concept.

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Section: Discussionmentioning

confidence: 99%

“…Students can be overconfident since they already have college experience and think that the new environment will not notably differ. Similarly, faculty and staff may think students are more prepared than they are, thus not seeing when a student needs additional support (Grites, 2013).…”

Section: Discussionmentioning

confidence: 99%

Continuing and Transfer Students

Blekic

Carpenter

Cao

2017

Journal of College Student Retention: Research, Theory & Pr

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“…Given the importance of knowledge, transfer students and freshmen need assistance and support to be able not only to create, share, and improve their knowledge during their time in higher education institutions (HEIs), but they should also acquire skills and grow a whole potential in order to navigate, persist, and achieve academic success to earn a degree (Handel & Strempel, 2016;Herrera & Jain, 2013;Grites, 2013; Proceedings of ADVED 2020-6th International Conference on Advances in Education 5-6 October 2020 Laanan, Starobin, & Eggleston, 2010;MacGeorge, Samter, & Gillihan, 2005;DeBerard et al, 2004;Peach, 2005). HEIs in the U.S. provide students with support through established academic advising services and student affairs structures.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Research claims that students retain and succeed if they get the quality academic advising (Drake, Jordan, & Miller, 2013;Drake, 2011;Smith & Allen, 2006;Young-Jones, Burt, Dixon, & Hawthorne, 2013;Zhao, Golde, & McCormick, 2007) and if advisors utilize various types or styles (Bloom, Hutson, & He, 2013;Grites, 2013;Varney, 2013). Students academically benefit and gain good experience if advisors develop appropriate relationships with them.…”

Section: Styles Of Academic Advising and Models Of Academic Advising mentioning

confidence: 99%

Transition Into Higher Education: The Structure and Practice of Academic Advising

Yunusova¹

2020

Proceedings of ADVED 2020- 6th International Conference on Advances in Education

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This qualitative study aimed to understand how U.S. institutions assist students in transitioning into higher education (HE) and how the individual characteristics and qualifications of academic advisors and administrators at Dream State University assisted first-year students to transition and navigate through the campus. HE comprises not only direct instruction facilitated by the faculty, but teaching is also employed in academic staff's and academic advisor's responsibilities (Crookston, 1972; Hunter & White, 2004). Hence, Appleby (2008) states, "Advising is teaching" (p. 85). Academic advisors strive to explore their interests, weaknesses and strengths, and the impact of classes students favor, directing students to resources on campus and encouraging their socialization. Conversing about ethics, beliefs and values with academic advisors, students align their academic engagement and socialization (Bigger, 2005; Campbell, 2008). The higher education system in Azerbaijan is centralized, the organizational structure is highly hierarchical, and the educational leadership executed is traditionally based on the top-down authority (Boer et al., 2017). The four-year higher education institutions (HEIs) do not provide first-year students with academic advising, and such a pivotal component is missing in the higher education culture (Light, 2001). Faculty advisors only advise graduates, academic advising remains fragmented, and mediocracy still exists.

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“…In addition to transfer shock, researchers have identified other transfer student barriers and challenges in recent studies. Some common findings include: poor communication between community colleges and four-year schools (Chin-Newman & Shaw, 2013;Owens, 2010); the lack of transfer-specific orientations (Owens, 2010;Chin-Newman & Shaw, 2013;Townsend & Wilson, 2006;Townsend, 2008); transfer students do not attend orientations (Grites, 2013); weak transfer student advisement (Chin-Newman & Shaw, 2013;Owens, 2010); difficulty with academic and social integration (Grites, 2013;Townsend, 2008;Townsend & Wilson, 2006); and weak personal and institutional supports (Chin-Newman & Shaw, 2013;Grites, 2013;Owens, 2010). Grites (2013) believed transfer shock would continue alongside these other challenges.…”

Section: Introductionmentioning

confidence: 99%

“Don’t Make Me Feel Dumb”: Transfer Students, the Library, and Acclimating to a New Campus

Harrick

Fullington

2019

EBLIP

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Objective -This qualitative study sought to delineate and understand the role of the library in addressing the barriers transfer students experience upon acclimating to their new campus.Methods -A screening survey was used to recruit transfer students in their first semester at Brooklyn College (BC) to participate in focus groups. The participants discussed the issues they encountered by answering open-ended questions about their experiences on campus, and with the library specifically.Evidence Based Library and Information Practice 2019, 14.3 78 Results -Transfer students desired current information about campus procedures, services, and academic support. They often had to find this information on their own, wasting valuable time. Students felt confused and stressed by this process; however, strategic library involvement can help alleviate this stress.Conclusion -Involving the library more fully in orientations could ease students' confusion in their transitional semester. Students desired local knowledge, and the library is in a key position to disseminate this information.

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Successful Transitions From Two‐Year to Four‐Year Institutions

Abstract: This chapter provides an analysis of a set of conditions that transfer students will most likely face in their transition to a new institution. The specific focus is on transfer from two‐year to four‐year institutions.

Cited by 15 publications

References 0 publications

Continuing and Transfer Students

Continuing and Transfer Students

Transition Into Higher Education: The Structure and Practice of Academic Advising

“Don’t Make Me Feel Dumb”: Transfer Students, the Library, and Acclimating to a New Campus

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