Assessing the Transfer Function: Tracking Down Transfer Students at Frederick Community College. A Report of the Transfer Tracking System and the Successful Transfer Survey, 1990-91.

Autor/in	Holton, James M.
Institution	Frederick Community Coll., MD.
Titel	Assessing the Transfer Function: Tracking Down Transfer Students at Frederick Community College. A Report of the Transfer Tracking System and the Successful Transfer Survey, 1990-91.
Quelle	(1991), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Credits; College Outcomes Assessment; College Transfer Students; Community Colleges; Definitions; Followup Studies; Higher Education; Participant Satisfaction; School Effectiveness; Self Evaluation (Groups); Student Attitudes; Transfer Rates (College); Two Year Colleges + Suchen Sie Ihr Suchwort? College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Begriffsbestimmung; Follow-up studies; Kontaktstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schuleffizienz; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Schülerverhalten
Abstract	During the 1990-91 academic year, Frederick Community College (FCC) in Maryland conducted a major research project to help determine the extent and effectiveness of the college's transfer function. In the study's first phase, a Transfer Tracking System (TTS) was developed by conducting a detailed audit of all transcript requests from FCC students. Analyses of TTS data resulted in nine definitions of transfer activity, and six distinct transfer rates. In the study's second phase, a survey was conducted of all students identified by the TTS as having transferred successfully to a four-year institution in fall 1990 or spring 1991 (n=346), yielding a 51% response rate. Selected research findings included the following: (1) transfer rates ranged from 6.2% (calculated by using the number of transfers as the numerator, and total unduplicated credit enrollment as the denominator), to 30.6% (calculated by using students indicating intent to transfer and having earned at least 12 credits as the denominator); (2) 97.2% of the transfer student respondents reported that they were satisfied or very satisfied with the academic preparation for transfer they had received; (3) 87.2% reported being satisfied or very satisfied with their overall academic advising at FCC; (4) 60% had earned an associate in arts degree before transferring; (5) one-half of all respondents lost no credits in transfer, while nearly one-fourth lost seven or more credits; and (6) females outnumbered males 60% to 40%, and minority students (particularly African Americans) were virtually absent from the transfer population. A discussion of the study's implications is included. (MPH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC