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Author: William Howard Thomas Publisher: ISBN: Category : Academic achievement Languages : en Pages : 290
Book Description
In the process of adjusting to a new institutional environment, transfer students will often experience difficulties and these difficulties may limit their academic potential. Can an institution create a formal process which can help the transfer student adjust to the institutional environment? This study is an examination of a program--an extended transfer student orientation course modeled after the freshman extended orientation course which was developed at the University of South Carolina. Grade Point Average (GPA) was used to study the effects of the course on academic achievement (academic integration as measured by GPA, retention and graduation rates). This experimental study was conducted at Oregon State University, a northwestern land-grant institution. The study was conducted with two groups of newly-admitted transfer students. The experimental group (N=80) consisted of those self-selected transfer students enrolled in the extended transfer student orientation course, while the comparison group (N=80) consisted of transfer students, picked at random, who were not enrolled in the course. The two groups were studied after the Fall 1988 extended transfer student orientation course. The demographic data revealed that a majority of the students transferred from in-state institutions, tended to enter from two-year institutions and four-year institutions. This study showed no evidence that the extended transfer student orientation course had an effect on academic achievement.
Author: William Howard Thomas Publisher: ISBN: Category : Academic achievement Languages : en Pages : 290
Book Description
In the process of adjusting to a new institutional environment, transfer students will often experience difficulties and these difficulties may limit their academic potential. Can an institution create a formal process which can help the transfer student adjust to the institutional environment? This study is an examination of a program--an extended transfer student orientation course modeled after the freshman extended orientation course which was developed at the University of South Carolina. Grade Point Average (GPA) was used to study the effects of the course on academic achievement (academic integration as measured by GPA, retention and graduation rates). This experimental study was conducted at Oregon State University, a northwestern land-grant institution. The study was conducted with two groups of newly-admitted transfer students. The experimental group (N=80) consisted of those self-selected transfer students enrolled in the extended transfer student orientation course, while the comparison group (N=80) consisted of transfer students, picked at random, who were not enrolled in the course. The two groups were studied after the Fall 1988 extended transfer student orientation course. The demographic data revealed that a majority of the students transferred from in-state institutions, tended to enter from two-year institutions and four-year institutions. This study showed no evidence that the extended transfer student orientation course had an effect on academic achievement.
Author: Sherie P. Corley Publisher: ISBN: Category : Academic achievement Languages : en Pages : 256
Book Description
Transfer students often experience difficulties in adjusting to a new institutional environment, and these difficulties may limit their academic potential. Success predictors identified in research may not be part of their experiences. Can an institution create a formal process which can ameliorate deficiencies within success factors for transfer students? This study is the examination of one such program--a transfer student extended orientation course modeled after the freshman extended orientation course developed at the University of South Carolina. Tinto's Model of Student Withdrawal was used to study the effects of the course on success variables within the model--academic interaction, social interaction, personal goals, and institutional commitment. The experimental study was conducted at Oregon State University--a northwestern land-grant institution. Two groups of newly admitted transfer students were studied. The experimental group (N = 86) consisted of those The experimental group (N = 86) consisted of those enrolled in the transfer student extended orientation course, while the comparison group (N = 360) was made up of transfer students not enrolled in the course. The two groups were surveyed prior to and after the term with mailed questionnaires adapted from Pascarella and Terenzini's instruments designed to test Tinto's model variables. Descriptive data were also collected, and this was analyzed using Chi-square, cross tabulations, and t-tests to determine similarities and differences between the two groups. The demographic data revealed a majority of the students transferred from community colleges, tended to enter as juniors, sophomores, or freshmen, majored in subjects in percentages proportional to the general institutional undergraduate population, and had family backgrounds of college-educated parents. The analysis indicated that the transfer student orientation course did provide the opportunity for faculty interaction and peer friendship--factors considered to be indicators of student success. The model component most significantly affected by the experimental treatment was the strengthening of personal goals. The institutional commitment was strong prior to the treatment and there was no difference after the studied term.
Author: Nicholas Stuart Gordon Publisher: ISBN: Category : Languages : en Pages : 57
Book Description
tudents who transfer from a community college to a university need to learn about their new environment in order to succeed academically at their new institution. The purpose of this study was to investigate the effect of attending an extended orientation on transfer students’ academic achievement. An extended orientation is a program hosted by the 4-year institution to teach new students about the culture, campus, resources, and opportunities offered. This study compared the academic achievement of transfer students who attended an extended orientation and a similar (based on GPA and number hours transferred) group of transfer students who did not attend an extended orientation. The academic achievement measures included the cumulative grade point average (GPA) at the transfer institution, the cumulative number of hours earned at the transfer institution, and the rate of retention to the following fall semester. This study used a quantitative research design using an independent t-test for GPA and number of hours completed, and a chi-squared test of independence for retention rates. The findings showed that there was no statistically significant difference between the transfer students who attended the extended orientation and those who did not. While the transfer students who attended had slightly higher GPA’s and number of hours completed, the difference was minimal and not significant. Similarly, although the retention rates for transfer students who attended the extended orientation were slightly higher than for those who did not attend, the difference was also minimal and not significant. The goal of the study was to give practitioners who develop and implement similar programs evidence on how to tailor specific programs to meet the needs of transfer students from community colleges to better assist them in their transition to their new institution.
Author: John N. Gardner Publisher: Taylor & Francis ISBN: 1000978516 Category : Education Languages : en Pages : 348
Book Description
Co-published with At last there is a handbook that everyone in higher education can use to help increase transfer student success. This comprehensive resource has been brought together to meet the need for a truly holistic approach to the transfer experience. The book brings together research, theory, practical applications, programmatic illustrations, case studies, encouragement, and inspiration, and is supplemented by an online compendium for continual updates of resources, case studies, and new developments in the world of transfer.Based on a totally different way of thinking about, understanding, and acting to increase transfer student success, The Transfer Experience goes far beyond the traditional, limited view of transfer as a technical process simply about articulating credits, a stage of student development, or a novel enrollment management strategy. Rather, the book introduces a stimulating array of new perspectives, resources, options, models, and recommendations for addressing the many needs of this huge cohort – making the academic, civic, and social justice cases for improving transfer at both transfer-sending and transfer-receiving institutions.
Author: Sonya Joseph Publisher: The National Resource Center for The First-Year Experience ISBN: 1942072260 Category : Education Languages : en Pages : 190
Book Description
Published in partnership with the National Institute for the Study of Transfer Students. Analysis of bachelor’s degree completion suggests that only about a third of college graduates attend a single institution from start to finish. More than one quarter earn college credits from three or more schools before completing a degree. For most, these student-defined pathways lead to increased time-to-degree and higher costs. Many will simply drop out long before crossing the finish line. Ensuring college completion and success requires an understanding of the evolving nature of transfer transitions and a system-wide approach that reaches beyond two-year and four-year institutions to include high schools participating in dual enrollment programs and military college initiatives. A new edited collection offers insight into institutional and statewide partnerships that create clearly defined pathways to college graduation and career success for all students.
Author: Jones, Stephanie J. Publisher: IGI Global ISBN: 1466684828 Category : Education Languages : en Pages : 330
Book Description
In an effort to create a more educated workforce in the United States, many community colleges are implementing new practices and strategies to assist under-prepared students. These efforts will ultimately support a stronger and more resilient global workforce. Examining the Impact of Community Colleges on the Global Workforce provides relevant theoretical and conceptual frameworks, best practices, and emerging empirical research about new approaches being employed in community colleges to prepare students for their post-collegiate careers. Featuring recent initiatives in educational settings, this publication is a critical reference source for higher education practitioners, policymakers, and graduate students in higher education administration programs interested in the innovative practices utilized by community colleges to educate underserved students.
Author: William Howard Thomas
Author: William Howard Thomas
Author: Sherie P. Corley
Author: Nicholas Stuart Gordon
Author: 
Author: John N. Gardner
Author: Sonya Joseph
Author: 
Author: Research Triangle Institute
Author: 
Author: Jones, Stephanie J.