The literature indicates a continuous cycle of difficulties for transfer students, leading to a failure to acclimate, persist, and obtain a degree. The purpose of this study was to examine the effect the Promise Student Support Program (PSSP) had on community college transfer students. More specifically, the study examined the effect of the PSSP on transfer shock, retention, and graduation rates. Two groups were compared: (a) community college transfer students entering the 4-year university as part of the PSSP between 2006 and 2011, and (b) community college transfer students entering the 4-year university between 2006 and 2011 who met the criteria for the PSSP but did not participate. A comparison was made between the 2 groups to determine if significant differences exist between students benefiting from the programming and support of the PSSP and those students without it. The study utilized the quantitative, quasi-experimental study research design. The research was conducted using descriptive statistics to analyze data related to GPA, retention, and graduation rates. Then, an independent sample t-test was administered to assess if statistical differences existed for GPA from transfer GPA to the 1st semester GPA at the 4-year institution between participants and non-participants in the PSSP. Finally, chi-square test of independence was used to determine if there were differences in retention and graduation rates. The findings, as determined by this study, concluded that participants of the PSSP experienced less transfer shock and had higher rates of retention. However, the PSSP showed no effect on graduation rates. This study is expected to provide 4-year institutions clear evidence of the importance of bridging the gap for transfer students, in general, with transitional programs of support.

A continuous wave infrared CO laser has been used to monitor kinetic processes occurring behind shock waves. Studies have been made of both vibrational energy transfer and reaction kinetics. It has been demonstrated that, following shock-heating, the vibrational levels of CO and DC1 relax via a continuous series of Boltzmann distributions into the final Boltzmann equilibrium distribution at rhe translational temperature. This is shown to be in accord with the established theory, and it is proposed that all diatomic molecules relax in this manner. Previous results for HI, which suggested otherwise, are questioned, and the theoretical arguments used to explain these results are shown to be misconceived. A new method is developed to calculate vibrational relaxation times from any laser absorption trace. The initial vibrational distribution of CO formed in the unimolecular decomposition of OCS at 4000 K has been investigated. It has been found that at least 90 % of the CO is born in the lowest vibrational level v=0, when 50 % would be in v=0 at equilibrium. This result is explained in terms of the dynamics of the reaction. The kinetics of the isotope exchange reaction ¹²C¹⁸O + ¹³C<sup>16>O ⥋ ¹²C¹⁶O + ¹³C¹⁸O have been investigated. The results have been shown to be consistent with an atomic chain mechanism, in conflict with the conclusions of earlier work. Reasons for this are discussed. A general account of the principles of operation of the apparatus is given, and conclusions are arrived at for the most profitable directions of future work.

No description available.

This dissertation examined the experiences of African American and Hispanic community college transfers studying in a predominantly White institution (PWI) teacher education program. Extant literature has demonstrated that there is an increasing shortage of public school teachers of color. To address this pervasive crisis, universities must recruit larger numbers of under-represented students from America's community colleges to fill the gap. Additionally, under-represented students in predominantly White institution (PWI) teacher education programs must be retained and graduated in higher numbers to impact teacher production. To understand the needs and experiences of these students, three African American and four Hispanic students successfully studying in the College of Education and Human Development at Texas A & M University were interviewed to examine their experiences as they transitioned into and through the pre-service teacher education program. This study utilized a case study analysis and data collected through interviews, observations, and document analysis were analyzed utilizing constant comparative techniques. Key themes that emerged through data analysis included (1) Student Perceptions of the Transfer Process, (2) The Role of Intimate Support Structures, (3) The Role of Institutional Support Structures, (4) Situational Factors Faced by Under-represented Transfers, and (5) Strategies Employed by Under-represented Transfers in a Predominantly White, Teacher Education Program. Findings from this study suggest that Texas A & M University should improve the marketing of academic support resources and provide narrowly tailored services to meet the needs of under-represented transfer students. Additionally, Schlossberg's Transition Theory is amended to better represent the assets and liabilities utilized by these populations in this particular PWI.

The purpose of this study was to explore whether traditional and nontraditional students who transferred from 2-year to 4-year institutions experienced differences in transfer shock, academic integration, and social integration. A substantial body of knowledge comparing transfer students to native students on transfer shock exists, while only a few qualitative studies have focused on how transfer students experience academic and social integration at the transfer institution. Further, the major studies examining transfer student behavior group all transfer students into a single category by the one thing they share in common- a transition experience. Due to the increasing numbers and diversity of transfer students it is important to examine how their unique characteristics influence transfer and subsequent integration into their new environment. The sample for this study was taken from the Beginning Postsecondary Students Longitudinal Study (BPS: 04/09). The large, nationally representative data set was filtered to include only students who transferred from 2-year institutions to 4-year institutions, creating a much smaller sample of students. The main independent variable in the analyses was age. For this study traditional students were defined as those less than 24 years of age, while nontraditional students were those 24 years or older. Linear regression was used to examine whether traditional and nontraditional students experienced differences in transfer shock, level of academic integration, and level of social integration following transfer. The findings from this study suggest that there is no relationship between age and transfer experiences. Further research is necessary to determine whether the absence of a relationship truly exists or whether the small sample size in this analysis influenced the outcome.

Florida's undergraduate organization of higher education is a 2 + 2 system in which students are encouraged to complete freshmen and sophomore years at a community college and then transfer to a state university. Florida statutes provide for a highly articulated educational system to facilitate seamless transition from one public institution to another. The researcher investigated the transfer function's effectiveness among community college students subsequent to enrollment at a large, urban, doctoral/research extensive university in Florida using a course-based model of transfer success. The research explored whether differences existed in academic performance in targeted upper-division undergraduate courses between native and Florida Community College System (FCCS) transfer students who completed prerequisite courses prior to transferring to the university. Four upper-division courses were chosen specifically because many transfer students complete prerequisite coursework at a community college prior to matriculating at the university. A total of 764 native students and 1,053 FCCS transfer students were enrolled in at least one course of interest in fall 2002. Preliminary investigation of selected demographic characteristics identified statistically significant differences between these two groups. Native students were younger and more racially/ethnically diverse; more native students were enrolled full time (for 12 or more credits) than transfer students. Although first-term transfer students experienced transfer shock, university native students who were enrolled in three courses also experienced declines in fall 2002 GPA when compared to their previous GPA at the university. Statistically significant mean grade differences occurred between transfer and native students in three courses; transfers outperformed native students in two courses. Additional comparisons of fall 2002 term GPA between native and transfer students yielded no significant differences. Findings lend support to the effectiveness of Florida's community colleges in preparing students for upper-division undergraduate coursework, but that transition for some is not seamless, suggesting need for collaboration among universities and community colleges.