Thesis (Ph.D.)--Ohio University, November, 2008. / Release of full electronic text on OhioLINK has been delayed until November 30, 2009. Includes bibliographical references (leaves 151-166)

Thesis (Ph.D.)--Ohio University, November, 2008. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until November 30, 2009. Includes bibliographical references (leaves 151-166)

abstract: Historically, institutions of higher education focused their efforts on programs and services to support traditional students' integration (i.e., the eighteen year old who enrolls in college immediately after graduating from high school) into the college environment. Integration into the university environment contributes to student retention. Underrepresented students, specifically community college transfer students, are left out of the retention planning process. With the increase of transfer students transitioning to four-year universities, this study explored transfer students' integration experience within their initial six weeks of attendance at a receiving institution. This action research study implemented an E-Mentoring Program utilizing the social media platform, Facebook. Results from the mixed-methods study provided evidence that classroom connection interwoven with social rapport with peers, cognizance of new environment, and institutional and peer resources matter for integration within the first six weeks at HUC (a pseudonym). The information gained will be used to inform higher education administrators, student affairs practitioners, faculty, and staff as they develop relevant services, programs, and practices that intentionally support transfer students' integration. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2015

The success of transfer students plays a critical role in improving the baccalaureate attainment rates of undergraduates attending 4-year higher education institutions in Texas; however, current indicators suggest transfer students have lower persistence and graduation rates relative to students who begin and complete their college education at one university (i.e., non-transfer students). Additionally, the research literature indicates a link between degree completion and engagement; however, transfer students are reported to be less engaged and less likely to persist than their counterparts. This quantitative study compared the engagement experiences of 2-year transfers, 4-year transfers, swirl transfer, and non-transfers by using National Survey of Student Engagement (NSSE) 2008 data to determine if there are any differences among these groups, and if these differences persist after controlling for individual and institutional covariates. the sample consisted of 2,000 seniors attending 4-year higher education institutions in Texas. the engagement scores of each group were compared using a multivariate analysis (MANOVA). This study found non-transfers were more engaged than each type of transfer student on Student-Faculty Interaction and Supportive Campus Environment factors; moreover, these differences generally persisted after controlling for residence, enrollment status, and institutional control (i.e., public vs. private).The data indicated no difference among the three transfer sub-groups for any of the engagement variables, which suggests their engagement experiences were similar. This research suggests that efforts to increase the participation and success rates of Texans, particularly those described as transfers, may be informed by how students perceive their engagement experiences; consequently, institutions may consider modifying and implementing policies that promote student participation in educationally purposeful activities leading to persistence and graduation.

This research targeted elementary education graduates of a large Southwestern university who were transfer students, and compared them to native students on selected variables. These variables included retention in teaching, and perception of supports and obstacles at the university. The sample consisted of 143 respondents: 73 native and 70 transfer students. Data were collected through submission of online surveys and through postal mail. Quantitative and qualitative analyses were used to answer the research questions. Astin’s input-environment-outcome model provided the conceptual and theoretical framework for this study. Native and transfer students considered student teaching to be the “most helpful” course or service during their time at the university, yet both felt they lacked elements of preparation for teaching in the real world. Transfer students reported the following as supports during their transition from community college to university: academic advising, finances, support network, and the university. They reported these obstacles: university bureaucracy, credit transfer, expenses, and adapting to campus. There was no significant difference between the two groups’ intentions to remain in teaching (p = .249), and a statistically non-significant higher percentage of transfer students than native students reported to be teaching at the time of survey completion (p = .614). The findings support further inquiry into support systems for transfer students, as well as further examination of teacher preparation curricula.

Students 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.

This study sought to determine students’ satisfaction with technology, particularly Wi-Fi, and how it may impact retention at one university in the southeast. Differences in satisfaction were analyzed for students who planned to stay versus those who planned to leave, transfer versus native students, and for students of various ages, genders, races, and classifications. Analyses were done to examine the data quantitatively. Significant differences were found between the perceptions of satisfaction with Wi-Fi internet services of native students and transfer student in several categories. Most of the students examined in this study (88.0%) planned to return to the same school with approximately 12.0% of students indicating that they did not plan to return to the same school. The students also provided the reasons for their unwillingness to return to this school. The reasons provided by the students were personal finances, location, family reasons, issues with faculty, staff, or student, tuition cost, graduated, feeling of loneliness, COVID-19, internship, personal problems, decided to transfer, needed a break, and the fact that they did not like the school. Technology is a major factor in the academic structure as faculty, staff, and students rely heavily on technology. Investing in stable Internet/Wi-Fi in the classroom and offices can support enrollment and retention. Retention of students is considered one of the greatest weaknesses in distance education. Retention is a function of collaboration of institutional, personal, and social factors. Retention is a major factor when measuring an institution’s accountability, effectiveness, and quality. Overall, students were very satisfied with the quality of Wi-Fi on campus, and no differences in satisfaction were found between students who planned to return and those who did not. Transfer students were more satisfied with W-Fi on campus than were native students. Satisfaction with Wi-Fi on campus was higher for older students, female students, and graduate students. There were no differences in satisfaction with Wi-Fi on campus for students based on race.

No description available.

The purpose of this study was to investigate the perceptions and performance of native and community college transfer students at a rural land grant institution. The study included students’ perceptions of the following areas: (1) academic and intellectual development; (2) faculty concern of student development and teaching; (3) social integration; (4) goal and institutional commitment; and (5) transfer students’ perceptions of their transfer process. The theoretical framework of the study was Tinto’s Longitudinal Model of Student Departure. A survey research design was employed in this investigative study to collect and analyze the data. A total of 567 Mississippi State University (MSU) students participated in the research study. An instrument entitled The Student Experience Survey was used to gather the data utilized in the research study. The researcher sought to answer 6 research questions related to participants’ perceptions and performance at MSU. To analyze the collected data both a Multivariate of Variance (MANOVA) and an Analysis of Variance (ANOVA) tests were used. Other statistical tests that were utilized in this research study were cross tabulations, descriptive frequencies, and Chi-Square. All results were presented in both descriptive and table forms. Among the major findings of the research study were: (a) there was a significant difference in the grade point averages (GPAs) of university native and community college transfer students, (b) there was a significant relationship between the collegiate GPAs of community college transfer students and their perceptions of specific transfer variables; and (c) there were significant differences in the students’ perceptions of the factor variables of academic and intellectual development, faculty concern for student development, social integration, and goal and institutional commitment among university native and community college transfer students.

A study was conducted to identify demographic and academic characteristics of students transferring from North Texas area senior colleges to Tarrant County Junior College (Texas) in the Fall 1984 semester. Academic characteristics were measured at the point of transfer and during subsequent junior college enrollment(s) through Spring 1989. Transcripts of 608 reverse transfer students were examined. Non-Completers, students who transferred prior to completing a baccalaureate degree, were identified as 77% of the population; students who transferred after earning a degree were 22%. Of the Non Completer students, 35% transferred as Poor Students (transfer GPA of 0.00-1.99), 23% as Fair Students (2.00-2.79) and 19% as Good Students (2.80-4.00). The reverse transfer students were 52% male. Most (87%) were white, with 6% black, 4% Hispanic, and 3% other ethnic. They varied in age from 18 to 81: 24% were younger than 21, 31% were 21-25, 45% older than 25. Poor Students earned a cumulative junior college GPA 1.29 higher than transfer GPA; Fair Student GPA was .63 higher; Good Student GPA decreased by .01. The change was significant at the .01 level for Poor and for Fair students. Poor arid Fair students who stopped out "for at least two years prior to transfer increased GPA by .58 more than the GPA of immediate transfers; those who changed from an academic program to vocational or avocational courses increased GPA by .46 more than those who did not. The differences were found to be significant at the .01 level. Too few Poor and Fair Students (11%) enrolled in remediation to allow statistical measurement, but Poor Student junior college GPA was found to be 1.41 higher than university transfer GPA. Degree students were found to be older than the average reverse transfer, to be 91% white and 52% male, and to be good students with diverse educational objectives.