Institutional Practices that Facilitate Bachelor's Degree Completion for Transfer Students

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Autor/in	Miller, Abby
Titel	Institutional Practices that Facilitate Bachelor's Degree Completion for Transfer Students
Quelle	In: New Directions for Higher Education, (2013) 162, S.39-50 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.20055
Schlagwörter	College Transfer Students; Student Characteristics; Low Income Groups; First Generation College Students; Two Year College Students; Educational Practices; Institutional Characteristics; School Policy; Community Colleges; Transfer Rates (College); Transfer Policy; Bachelors Degrees; Educational Attainment; Outcomes of Education; Academic Persistence; School Holding Power; Comparative Analysis; Mixed Methods Research; Regression (Statistics); Articulation (Education); School Culture; School Schedules; Cultural Awareness; Strategic Planning; Student Financial Aid; College Credits; Texas + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Bildungspraxis; Schulpolitik; Community college; Community College; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsabschluss; Bildungsgut; Lernleistung; Schulerfolg; Regression; Regressionsanalyse; Articulation; Artikulation (Ling); Artikulation; Aussprache; Schulkultur; Schulleben; Schulzeiteinteilung; Cultural identity; Kulturelle Identität; Strategy; Planning; Strategie; Planung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung
Abstract	This chapter presents findings from two recent Pell Institute studies, which explored the characteristics and experiences of low-income, first-generation community college transfer students in Texas and two-year and four-year institutional approaches to facilitating transfer student degree completion. Specifically, the first study asked the question: What are the promising practices for transferring students from two-year to four-year institutions? To answer this question, the Pell Institute examined the institutional characteristics, practices, and policies that might contribute to assuring that students matriculate and excel in community colleges and transfer to four-year institutions. Six Texas community colleges with higher-than-predicted transfer rates of low-socioeconomic-status students were selected for study. Given the higher-than-expected transfer rates exhibited at these schools, it was assumed that these institutions were successfully preparing their students academically and socially for completing a degree at a four-year institution. Lessons learned from these institutions will hopefully assist others who are considering promising practices to increase their transfer rates, particularly for low-income and first-generation students. While the two-year campuses Pell staff members visited were successful at achieving their transfer mission, it was felt that success did not end there, but culminated when a student completed the end goal, which in most cases is a bachelor's degree. The second study therefore aimed to examine community college transfer student support, experiences, and outcomes at four-year institutions. The specific objectives of the second study were to identify: (1) promising institutional practices for retaining and graduating low-income, first-generation community college transfer students at four-year institutions, including any transfer-specific support systems; (2) outcomes of transfer students (i.e., graduation rates and grade point average [GPA]) at four-year institutions in comparison with "native" peers who began their postsecondary education at the four-year institution; and (3) specific academic, personal, or financial challenges faced by community college transfer students that impede greater success. (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10