Community College Transfer Students' Reflections of Their Needs, Experiences, and Persistence at a Private Four-Year Institution

Autor/in	Rios, Virginia A.
Titel	Community College Transfer Students' Reflections of Their Needs, Experiences, and Persistence at a Private Four-Year Institution
Quelle	(2010), (114 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of San Francisco
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-2758-3
Schlagwörter	Hochschulschrift; Dissertation; College Transfer Students; Qualitative Research; Community Colleges; Academic Persistence; At Risk Students; Student Development; Student Needs; Dropouts; Private Colleges; Peer Relationship; Social Influences; Emotional Response; Social Isolation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulwechsel; Schulwechsel; Studienortwechsel; Qualitative Forschung; Community college; Community College; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Privathochschule; Peer-Beziehungen; Sozialer Einfluss; Emotionales Verhalten; Soziale Isolation
Abstract	A majority of the studies conducted regarding transfer students is in conjunction with their academic performance and academic attainment at the four-year institution. However, minimal study has been done to identify what their other needs are once they reach the four-year institutions and how these needs influence persistence and success. Many four-year colleges and universities use traditional academic factors to identify students at risk of leaving the institution but this approach may miss students who are at risk of dropping out due to other non-academic factors. This qualitative research study explored the needs and experiences of community college transfer students attending a private four-year institution and examined the factors that lead to their persistence and success. The study utilized random sampling method and collected data from nine community college transfer students attending the university. Open-ended and structured dialogues were used in the study. The dialogues were recorded, transcribed, coded, and analyzed for generative themes. The results of the study showed programs and services that reflect the University's mission and values and support programs that enhance academic success were found to be supportive of transfer students' needs. The factors that lead to transfer students' persistence are faculty/staff-student interactions, academic engagement, peer support, student involvement, and student development. The study suggested that transfer students' needs are not only academic, but also social and emotional on a social level, the study indicated that it takes time for transfer students to form peer relationships and establish friendships, especially for older transfers. These students experience feelings of isolation during the transitional period through their first semester. The social and emotional needs of transfer students are critical factors for University Administrators to consider when implementing support programs. Many four-year institutions have academic support systems in place but social support systems need to be clearly defined if the institution wants a successful transition for their transfer students. Recommendations for educational practice and future research were made based on the participants' responses and reflections. The transfer institution should have structures in place to help transfer students in the transition process and alleviate feelings of isolation. There should be programming specifically focused on transfer students at orientation that address their specific concerns and needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10