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Article Excerpt
Abstract
This study examines a sample of students who transferred from an urban community college district in Texas to a university. Data were collected using the Laanan-Transfer Students' Questionnaire (L-TSQ) Short Form. The L-TSQ collected quantitative and qualitative data on issues related to students' community college and university experiences. The results suggest that transfer students have specific concerns regarding their transfer process prior to the transition as well as challenges once they arrive. The study concludes with recommendations for students, academic advising, and faculty.
Introduction
The pathway to the baccalaureate for many students begins at a community college (Cohen & Brawer, 2002; Laanan, 2001). Among all undergraduates enrolled in higher education in the U.S. in 1999-2000, 42% were enrolled in public two-year community colleges (Horn, Peter, & Rooney, 2002). For minority students, the community college is the school of choice (Phillippe & Patton, 1999). Individuals of diverse backgrounds and educational experiences have looked to public community colleges as the access point to pursue higher education for many reasons, including location, cost, flexible schedules, and open access (Grubb, 1999; Laanan, 2001). Community colleges are known for its comprehensive mission. The transfer mission, in particular, provides individuals with the first two-years of college prior to transferring to a fouryear college or university. Arguably, transfer and articulation policies play a critical role in the extent to which a student's movement from the two- to the four-year college or university is a smooth one (Ignash & Townsend, 2001).
Upon transferring to a four-year institution, community college students must make various adjustments to the new environment (Eggleston & Laanan; 2001; Laanan, 2001; Zamani, 2001). Transfer students will most likely experience academic difficulty, feel overwhelmed by the new environment, or simply become disillusioned and frustrated. Much of the research about community college transfer students has focused primarily on students' academic performance, baccalaureate attainment, and persistence at the four-year college level. A large portion of this research is devoted to the "transfer shock" phenomenon (Ackermann, 1991; Cejda & Kaylor, 1997; Diaz, 1992; Hills, 1965). These studies indicate that transfer students, in comparison to their community college GPA, experience a "dip" or decline in GPA their first or second semester at the senior level institution. The transfer shock phenomenon has been well documented in the literature; however, an understanding of students' community college and university experiences from a social-psychological perspective remains less chronicled.
Literature Review
In Texas a significant number of students who transfer to four-year institutions begin their educational career at one of over 68 public community colleges. While community colleges take pride in providing access and opportunity to these students, it is important to acknowledge a responsibility for the success of these students upon transitioning to a four-year institution. Currently, Texas community colleges lack visibility into how these students fare once they transfer and lack insight into how community colleges' student services and academic programs could be improved and enhanced to not only increase the number of students who transfer but better prepare them once they transfer. As a result, current practices focus almost exclusively on the number of transfer students with little regard for what happens to these students once they enter a four-year institution. This has created a near void in institution-specific research data regarding the quality measures necessary to ensure transfer readiness and student success.
Further, in response to growing accountability mandates, two- and four-year institutions are required to demonstrate successful student outcomes. In Texas most of the growth in public higher education over the past decade has occurred at lower-division, two-year institutions--the sector that includes the state's public community colleges and Texas State Technical College System (Texas Higher Education Coordinating Board, 2001). Enrollment at these institutions in fall 2000 totaled 453,103 students. This segment in Texas's higher education plays a critical role in providing access and educational opportunity to a diverse constituency. According to the report titled Closing the Gaps: The Texas Higher Education Plan (Texas Higher Education Coordinating Board, 2001), one of the critical issues facing the state of Texas is the growing gap that exists among racial/ethnic groups in both enrollment and graduation from the state's colleges and universities.
The research about student transfer has been a popular inquiry for researchers and scholars. The topics investigated include transfer behavior (McCormick & Carroll, 1997), post-transfer academic performance (Cejda & Kaylor, 1997; Rhine, Milligan, & Nelson, 2000), and transfer adjustment process (Graham & Hughes, 1994; Laanan, 2001). The research about transfer behavior examines the patterns of students attending single or multiple institutions and their progress over time. Data from the National Center for Education Statistics (McCormick & Carroll, 1997; Horn, Peter, & Rooney, 2002) have been the primary data source for researchers to longitudinally investigate attendance patterns of students. A common theme in understanding transfer students has been to examine their academic performance at the senior institution (Cejda & Kaylor, 1997; Cejda, Kaylor, & Rewey, 1998; Glass & Harrington, 2002; Peterman, 2002). The transfer shock concept has been used to describe the experiences of transfer students at public and private four-year institutions. A limitation of these studies is the lack of understanding transfer students' adjustment process beyond their academic performance as measured by GPA. Further, these students do not tease out transfer students' psychosocial experiences from a holistic perspective. In the last decade, researchers and scholars have conducted quantitative and qualitative studies to better understand community college students who transfer to four-year...
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