In the process of adjusting to a new institutional environment,
transfer students will often experience difficulties and
these difficulties may limit their academic potential. Can an
institution create a formal process which can help the transfer
student adjust to the institutional environment? This study is an
examination of a program--an extended transfer student orientation
course modeled after the freshman extended orientation course
which was developed at the University of South Carolina. Grade
Point Average (GPA) was used to study the effects of the course on
academic achievement (academic integration as measured by GPA,
retention and graduation rates).
This experimental study was conducted at Oregon State University,
a northwestern land-grant institution. The study was
conducted with two groups of newly-admitted transfer students.
The experimental group (N=80) consisted of those self-selected
transfer students enrolled in the extended transfer student orientation course, while the comparison group (N=80) consisted of
transfer students, picked at random, who were not enrolled in the
course. The two groups were studied after the Fall 1988 extended
transfer student orientation course.
The demographic data revealed that a majority of the
students transferred from in-state institutions, tended to enter
from two-year institutions and four-year institutions. This study
showed no evidence that the extended transfer student orientation
course had an effect on academic achievement. / Graduation date: 1993
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/36157 |
| Date | 14 August 1992 |
| Creators | Thomas, William Howard |
| Contributors | Gathercoal, Forrest |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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