While community college transfer students who successfully matriculate into the four-year institution enjoy high persistence and graduation rates, inequities continue to be inherent throughout the process. In order to succeed during this transition, students must employ effective help-seeking strategies that provide them with access to timely and accurate information. This study seeks to be a formal examination of these informational networks. It describes the extensity, composition and positionality of these networks as transfer students exit the community college and enter a large research-extensive university. It also studies the effect that participation in a transfer course has on these informational networks. The results imply that informational networks remain relatively similar throughout the transfer process but that certain populations, including first-generation students and females, are less likely to rely on institutional agents for information. In addition, the effects of a transfer success course appear to be short-term, although it may reap larger benefits for at-risk populations. These findings suggest that socio-academic integration theories are more relevant to community college transfer students than theories based on traditional populations who enter four-year institutions directly out of high school.

Thesis advisor: Ana Martínez-Alemán / Research has demonstrated that attending a selective college increases the probability of graduating and accessing certain economic and social opportunities, but few community college transfer students obtain such an opportunity. In an effort to seriously consider how to increase access to this underserved population, it is important to examine the bridges by which academically-qualified community college transfer students access selective institutions. This multi-case study looks at why and how three private selective institutions in Massachusetts currently recruit community college students. The four main themes identified as to why these institutions recruit community college students were: strategic enrollment practices, diversity, institutional enrichment, and community engagement. The two themes identified for how institutions recruit community college students were: information sharing and infrastructure support. Several challenges facing both the selective colleges, and the community college transfer students were also identified and explored. The major finding of the study was that the unique position occupied by each institution within the hierarchy of the higher education system influences the rationale as well as the methods by which it approaches and considers the transfer of community college students. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

The community college has evolved since its inception in the early twentieth century. Its mission has broadened to become a second chance for those who were unsuccessful in previous higher education attempts. The phenomenon of reverse transfer-the path of students who enroll in community colleges after being academically dismissed from a four-year institution - has not been fully explored. Research suggests a variety of reasons for reverse transfer, including lower tuition rates, shifts in educational goals, personal situations, academic difficulty, proximity, and course offerings. However, a holistic perspective of the reverse transfer experience does not exist. More importantly, previous studies did not provide a voice to this experience. This case study explored how successful reverse transfer students overcame failure, perceived their reverse transfer experience, and learned to navigate opportunities to succeed at the community college. Twenty-eight in-depth interviews painted a holistic picture of the reverse transfer experience and the learning and navigation strategies embedded in successful trajectories. The findings of this study demonstrated that not only was there an emotional impact on reverse transfer students following their dismissal or stop out and a perceived emotional toll for their parents, siblings, and significant others. These emotions served as catalysts to moving forward and were critical in students’ reflections of the reverse transfer experience. Knowledge attainment and skill development played pivotal roles in learning and success at the community college. Participants immersed themselves in community college by engaging in various campus activities and events to hone skills and attain knowledge. Finally, reverse transfer students faced personal and institutional impediments that hindered their success at the community college; in particular, participants described their assumptions of community college, fear of failing again, and lack of confidence as challenges. This study offered recommendations and implications for future research for adult learners, counselors, program developers, administrators, and adult education generally.

The purpose of the present investigation was to attempt to improve the adjustment of students transferring to a new high school part way through the year by the introduction of a buddy scheme. During the period between March 7th and September 18th, 1978, 54 new students were randomly allocated to an experimental group (i.e. paired with a buddy) or to a 'no buddy' control group for three weeks from the date of their enrolment. The buddies consisted of 12 volunteers from each of years seven to ten, who attended four training sessions with the counsellor (four for each form). The training centred round a discussion of their feelings and needs when encountering new school situations and led to a delineation of practical things which could be done to help new students. Emphasis was also given to communication skills. After the new students had been at the school for a month (or 20 school days), they completed L.S. Wrightsraan's School Morale scale and a student questionnaire which provided two measures of adjustment, viz. the students' perception of whether or not they had formed new friendships and their 'adjustment' to school. At the end of their first two months, the number of days absent (apart from those for sickness) were noted. There was no significant difference between the adjustment of transfer students in the experimental group compared to the control group as measured by the four outcome measures. That is, there was no significant difference between the two groups as measured by School Morale scores, their perception of the formation of new friendships, adjustment to school (a questionnaire measurement) or the mean number of days absent. Buddies with effective communication skills were successful in helping new students make a satisfactory adjustment to their new school. The continuation of the scheme was favoured both by the buddies and by the transfer students. Buddies felt that the scheme helped new students to settle in more quickly to the classes and to make friends. Transfer students felt that the scheme helped them to learn about the school very quickly, to meet the teachers and to make friends.

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Greater knowledge of specific populations? perception of the capacity for change will assist leadership practitioners in the design and implementation of effective leadership programs. These leadership programs will hopefully prepare students to lead effectively in a rapidly changing society where a strong capacity for change is needed. This study examined three specific populations of undergraduate students who participated in the Multi-Institutional Study of Leadership in 2006. The three populations of interest were first generation college students, transfer students and male students. The purpose of the study was to determine the self-perceived capacity to adapt to change for selected college student populations based on the Social Change Model of Leadership (Appendix A). A second purpose was to determine differences in this self-perceived capacity to adapt to change between and among these selected college student populations. Responses to the 10 individual items of the Change Scale (MSL) were measured and analyzed to determine if any significant differences and/or interactions existed in the data. The results of this study inform the design of both Academic and Student Affairs student leadership development programs to enhance the leadership development of these selected student populations. The research design for the study included the use of descriptive statistics, a correlation matrix to examine the relationships of the 10 individual items of the change scale, and a 3X10 MANOVA. These tests and measures were utilized on all three independent variables (generational status, transfer status and gender) and the 10 individual items of the change scale within the Socially Responsible Leadership Scale. This study identified distinct differences between/among the three populations of interest and provided numerous recommendations for practice such as tapping into the unique life experiences of transfer and first generation college students to learn more about their stronger capacity for managing change and specifically recruiting students from the three populations of interest to assist in the delivery of change-related curriculum within leadership programs. Another recommendation was made for leadership practitioners to utilize the Social Change Model of Leadership development to help with the development of leaders who will share a commitment to positive change at the individual, group and community levels.

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. )

Honors thesis (Sociology)--Oberlin College, 2008. / Includes bibliographical references (leaves 60-62)

Thesis (Ed.D.)--Teachers College, Columbia University, 1971. / Typescript; issued also on microfilm. Sponsor: Walter E. Sindlinger. Dissertation Committee: Richard Videbeck. Includes bibliographical references (leaves 102-110).

Thesis (Ph. D.)--State University of New York at Buffalo, 1993. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 206-224).