Case #7

      I have two main cases that is discussed in the paper fist is the Interviewed transfer student and the second is  the NJ STARS program member Pierce Dayton , who was unable to pay for his education when his father lost a job. After being accepted to the STARS program he was able to continue his academic life and currently is trying to graduate and start working debt free.

• Rothman, Carly. College students from N.J. transferring to in-state schools in record numbers. Star-Ledger , August 10 2009. Print
• http://www.njstars.net/. New Jersey Council of County College. Retrieved 2007-01-15."Bloustein Scholars 2007". Montclair Public Schools. Archived from the original on 2007-01-23. Retrieved 2007-01-14.

Argument - Counter argument #9

     My main argument in the paper is that the transfer students have a lot of problems with social integration. Because they feel out of box and don't fit right with either freshmen , sophomores or juniors they experience  isolation, loneliness and eventually depression. Furthermore, the social conflict affects the academic life: detachment from student lifestyle has negative effects on  academic performance too. Because of this, many transfer students are unable to finish their school and have  bad experiences in college. Contrary to this point I found STARS program that provides transfer students helping hand both financially and emotionally. By mentoring transfer students  STARS program helps students to adapt much more easily and connect to the university community , establish network and have good connections after graduating the school.

Interview : Blog #8

        I interviewed one of the transfer students in Rutgers University, NANA Gotsadze. She transferred to Rutgers university 1 year ago and had a very hard time adjusting to the new environment. However she managed to overcome her isolation and pushed herself harder . Currently she has a 4.0 GPA, finished internship in Consulate Georgia and is interning in the United Nations. Her achievement are absolutely spectacular and she is one of the success examples provided in my research paper. Even though she didn't participate in NJ STARS program she was able to achieve great success on her own .
Where you excited to transfer in Rutgers?
NO . Not a top choice and wanted to pursue major in international affairs and Rutgers didn't have my major ?
When you transfer how did you feel?
I felt miserable, because Rutgers was too big, you hated bus system, and felt lonely and confused?
How was your academic semester?
I did well in my first semester . Concentrated on my work. Because it was a way to forget how Much I did not like Rutgers, because as a commuter and a transfer student, I felt like I was missing college experience.
How did you try to adapt to the new Rutgers environment?Although at first I did not like school and felt like an outcast, i decided I had to make best of the situation? I was lucky to have token classes with some awesome sociology professors that made me love my major and look forward to going to class. As time passed I met new people made friends and decide Rutgers was not so bad?
What are your academic goals?At this point I am in process of applying to summer internships with the help of several Rutgers professors.
Do challenges academically? This semester it has been difficult to be diligent with my homework and keep up with the demand of my classes.
Was it the same last semester?No, because I was only concentrating on school and right now I am also dealing with internship application and extra curriculum activities.
Do you think your grades will suffer?I don't now, but I try to do my very best. I don't know because at this point I realize that GPA is not the most important aspect of college. it is very important to gain first hand experience through internship and network .
How difficult transfer student?It very hard , because of how large Rutgers is and also to be a commuter. Its an alienating. Feeling, when you don't know anyone around You and you don't feel integrated into college community.
What kind of effort have you taken to feel more part of Rutgers student community?I made more Friends in my classes. But I haven't joined any clubs or sororities. As a commuter it is difficult to participate in collage activities especially with many credits and also working.
What advise would you give to other transfer students?Keep an open mind and don't jump to conclusions.

Abstract and Bibliography #10

Transfer Students – Misconceived Presumption

Abstract: The paper mainly addressed the adversities transfer student face during transitions from 2 year institutions to 4 year universities. Despite negative outcomes, for example - “transfer shock” and GPA drop in transfer students’ there has been significant changes in helping student adjust and succeed in challenging schools.  The  paper also addresses the STAR program and the positive impact it has on several students. However on during recent year there has been a decline in the program and some question affirmative results of the NJ STARS program.

Bibliography:

• American Association of Community Colleges (2013). Fast facts from our fact sheet. Retrieved from: http://www.aacc.nche.edu/AboutCC/Pages/fastfactsfactsheet.aspx
• http://www.njstars.net/. New Jersey Council of County College. Retrieved 2007-01-15."Bloustein Scholars 2007". Montclair Public Schools. Archived from the original on 2007-01-23. Retrieved 2007-01-14.
• Bridges, William. Transitions: Making Sense of Life's Changes. Reading, Mass: Addison-Wesley, 1980. Print.
• D'amico, Diane. "Participation in NJ Scholarship Program Dips by Nearly Half." community college week 26.20 (2014): 19. academic search premier. web. 1 may 2015.
• D'Amico, Mark M., Sandra L. Dika, Theodore W. Elling, Bob Algozzine, and Donna J. Ginn. Early Integration and Other Outcomes for Community College Transfer Students. Second ed. (Received: 26 March 2013 / Published online: 7 November 2013. New York: Springer Science Business Media, 2013. Print.
• Grites, Thomas J. "Successful Transitions From Two‐Year to Four‐Year Institutions." New Directions for Higher Education 2013.162 (2013): 61-68.
• Heyboer, Kelly. New Jersey Scholarships Cut as Private School Option Added. The Star-Ledger. October 15, 2012
• Melguizo, Tatiana, Gregory S. Kienzl, and Mariana Alfonso. "Comparing the educational attainment of community college transfer students and four-year college rising juniors using propensity score matching methods." The Journal of Higher Education 82.3 (2011): 265-291. Print
• Rothman, Carly. College students from N.J. transferring to in-state schools in record numbers. Star-Ledger , August 10 2009. Print
• Tidewater Community College- Biennial Transfer Student Report 2003-04 and 2004-05 Academic Years - Office of Institutional Effectiveness. May 2008

Literature Review #5

 

Dayton Pierce, an NJSTARS student at Bergen Community College, studies in the law section of the campus library and is one of the students eligible for less money if he transfers to a four-year state school next year.

Heyboer, Kelly - enterprise and investigations reporter for NJ Advance Media. Her stories appear in print in The Star-Ledger and online at NJ.com.


Citation :

• Heyboer, Kelly. New Jersey Scholarships Cut as Private School Option Added. The Star-Ledger. October 15, 2012

Key Terms:

Budget Cuts, Transfer Success, Alternative option, STAR program, NJ STARS, County Colleges.

Quotes:

“ The size of the top NJ STARs II scholarship has been slashed from 7,000 to 2,500 a year” (Heyboer)

“Without STARS program, I don’t know what I would be doing,but I wouldn't be in college”. (Heyboer).

"Even though many student are disappointed with the scholarship fees, “getting $2,500 is better than getting nothing”.

Summary: 

Article discusses the NJ STARS program. Its success stories as wells as the current dilemmas the program is facing regarding budget cuts. This article is one of the most significant argument made in paper. The solution for transfer students and the choosing an alternative when money problems occur.

Literature Review #4

He emphasized the importance of understanding transitions as a key for organizations to succeed in making changes. He says transition is the psychological process of adapting to change. Transition consists of three phases; letting go of the past, the "neutral zone" where the past is gone but the new isn't fully present, and making the new beginning

Citation:

• Bridges, William. Transitions: Making Sense of Life's Changes. Reading, Mass: Addison-Wesley, 1980. Print.

Summary:

The Transition Model was created by change consultant, William Bridges, and was published in his 1991 book "Managing Transitions."

The main strength of the model is that it focuses on transition, not change. The difference between these is subtle but important. Change is something that happens to people, even if they don't agree with it. Transition, on the other hand, is internal: it's what happens in people's minds as they go through change. Change can happen very quickly, while transition usually occurs more slowly.

Value:

 Key theoretical model that is applied in my research. Using Bridges' transition theory and combining it to the Interview, gave the paper much more clear understanding of the transferring process.

Quotes:

"despite having different types of transitions varying  from divorce, job transfer, student going away to college or moving to a different location,  the individuals have similar experiments – “An ending”, “Confusion or Distress” and “A New Beginning” (pg. 8).

"Individuals who resist the pattern of transition find it more difficult to reach “a new beginning” phase, there are some cases where people who are anticipating the change still require time to fully overcome and be aware of the “New Beginning” (pg.11)

Literature Review #3

Tatiana Melguizo

Associate Professor of Education

PhD, Stanford University

She works in the field of economics of higher education. She uses quantitative methods of analysis and survey data to study the association of different factors such as student trajectories and specific institutional characteristics on the persistence and educational outcomes of minority (African American and Hispanic) and low-income students.

Citation :

• Melguizo, Tatiana, Gregory S. Kienzl, and Mariana Alfonso. "Comparing the educational attainment of community college transfer students and four-year college rising juniors using propensity score matching methods." The Journal of Higher Education 82.3 (2011): 265-291. Print

Summary : 
The main objective of this study is to test whether junior-level four-year college students who initially attended a community college have similar educational outcomes as college juniors who only attended a four-year college. The results suggest that there are no differences in the outcomes of community college transfers and rising juniors.

Key Terms:

College Transfer Students, Community Colleges, Student Educational Objectives,Outcomes of Education, College Students, Statistical Analysis, Scores,

Value: 

The descriptive data analysis , provides wide ranges of statistic that help visualize the circumstances the transfer students face during their academic year; which is a crucial component for my research

Visual/Quotes;

Literary Review #2

New Directions for Higher Education

Special Issue: Collegiate Transfer: Navigating the New Normal
Volume 2013, Issue 162,pages 61

AUTHOR PROFILE: Thomas J. Grites | Assistant Provost, Richard Stockton College of New Jersee. Grites was one of the founding members of the National Academic Advising Association (NACADA) and served as its President for two terms.

Citation: 

• Grites, Thomas J. "Successful Transitions From Two‐Year to Four‐Year Institutions." New Directions for Higher Education 2013.162 (2013): 61-68.

Summary/value:

Th article addresses the common challenges student face upon transfer from two year to four year institution. Grites focuses on the successful transition and the key factor that contribute to achieving it. For example , the student-focused assumptions, campus geography or academic polices and faculty expectations. . The applied success method is quite beneficial to the paper research , it provides fresh perspective and new ideas how to help transfer students adjust to the new environment.

 Key Terms : Transfer students, Curriculum, Success, Transfer Success, Low Cost-effort.

Quotes:

"Both trasfer student and their receiving institutions often fail to recognize the importance, need, and value of a position and sustained transitional experience" (Grites pg. 61)


""Faculty often play a significant role in determining whether or not transferred course meets departmental standards and expectations" (Grites pg. 64)

"The course-based approach to improving transfer students' transition experiences is increasingly recognized and employed by both two- year and four-year institutions." (Grites pg. 67)

Literature Review Blog #1

Mark D’Amico is Assistant Professor of Educational Leadership (Higher Education) and former director of the doctoral program in Educational Leadership at the University of North Carolina at Charlotte.

His research is focused on community colleges and currently is researching the Higher Education, Community College Review, Community College Journal of Research and Practice, Journal of College Student Retention. His areas of interests are :

Community college student success

The community college role in workforce development
Higher education leadership and policy

Therefore choosing his article on Early Integration and Other Outcomes for Community College Transfer Students is a crucial material for my topic. I can relate to the data and the survey analysis use it for my main argument and better comprehend the theoretical model behind the transition process..

• D'Amico, Mark M., Sandra L. Dika, Theodore W. Elling, Bob Algozzine, and Donna J. Ginn. Early Integration and Other Outcomes for Community College Transfer Students. Second ed. (Received: 26 March 2013 / Published online: 7 November 2013. New York: Springer Science Business Media, 2013. Print.

Summery: The article explores academic and social integration of for community college transfer student. Using Vincent Tinto's theory "Longitudinal Model of Institutional Departure" . In order to full comprehend the circumstances of transfer students there were couple of tools used. A) comprehensive survey administered in fist semester enrollment, B)matched data with the institution's student record system, and C)relevance to transfer students population at the institution. Better understanding the academic and social integration as well as independent and dependent variables the article seeks to better comprehend how these factors help or interfere with the academic success of transfer students.

Key Terms: Transfer student adjustment Integration. Development. Transition. Community College. Social Involvement . Success. Participation in Clubs.

Quotes: “the most prevalent indicator of student satisfaction … is transfer preparedness. This may include counseling, advice from faculty and staff, and having an understanding of academic 

requirements” (D’Amico pg.373).  

"They note that community college students have less social contact with the institution. It is not that 

they are not social , but rather their social outlets were outside of the college" (D’Amico pg.374).

 

"evaluate the statistically significant predictors of early academic and social integration, and those of

first and second semester student performance outcomes (earned hours and GPA) among

community college transfer students at the institution under study." (D’Amico pg.383).