Understanding Transfer Supports and Initiatives in Developmental Education at Two-Year Institutions. Research Briefs

Autor/in	Hartman, Catherine
Institution	University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition
Titel	Understanding Transfer Supports and Initiatives in Developmental Education at Two-Year Institutions. Research Briefs
Quelle	(2023), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Remedial Instruction; College Transfer Students; Academic Freedom; Two Year Colleges; Barriers; Academic Achievement; Academic Aspiration; Occupational Aspiration; Correlation; Academic Advising; Course Content; Learning Activities; College Faculty; Two Year College Students; Professional Autonomy; Academic Support Services; Developmental Studies Programs + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Förderkurs; Hochschulwechsel; Schulwechsel; Studienortwechsel; Akademische Freiheit; Schulleistung; Berufsneigung; Berufsziel; Korrelation; Akademischer Rat; Kursprogramm; Lernaktivität; Fakultät; Berufsfreiheit; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium
Abstract	Each year, millions of students enroll in open-access two-year colleges with the hope of earning skills, training, and most importantly, a degree that will allow them to pursue their goals, including transferring to a four-year institution. Developmental, or remedial, education has been found to present multiple barriers to two-year student success. These courses often prolong students' time toward transfer to four-year institutions by stalling students' progress toward achieving their academic and vocational goals. Using data from interviews with eight transfer professionals across the U.S. and its territories, this study investigated relationships between transfer support services and developmental education courses at two-year schools. More specifically, it sought to understand how transfer planning and advising are embedded within classroom content and how course activities support students' transfer. Findings reveal that transfer is often unconsidered in developmental course planning and that several factors, including resource and staff limitations and academic freedom, impact how, and the extent to which, transfer is included in developmental courses. (ERIC).
Anmerkungen	National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@mailbox.sc.edu; Web site: http://sc.edu/fye
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01