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).  

Blog Post #4 -  Research proposal

Adversities of Transfer Students

Topic

I will address the problems of young adults that come from different ethnic background and recently transferred from community college to 4 year University. I will mainly focus on Students that transferred from County College of Morris to Rutgers University to provide specific example by means of interview and survey. In addition, I will address the demanding issue of adaptation to the new environment, and the experience transfer student have. For example the isolation and academic inadequacy due to lack of preparation. Most community colleges fail to properly prepare students for the challenges they will face in 4 year institutions. Furthermore, students that come from different countries and are unable to keep up with the course material due to the language barrier. Those ethnically diverse students face even more adversities in comparison to student whose first language is English.

Research Question

          How is it possible to improve adaptation and transition of transfer students in Rutgers University and what is being done to assure the  majority of non-citizens students that they achieve the same result as student who applied in 4 year Institutions?

Theoretical Frame

       

In order to better understand transfer students transition from 2 year school to 4 year institution, I decided to discuss a theory proposed by Schlossberg (1984). The theory generally indicates a mixture of theories that attempts to explain transitions. The main idea of this theory discusses a change in individual’s life depending on the severity of the event. Schlossberg’s theory has been re edited and modified in various degrees, but the main idea of the theory applies to a specific cases that generally deals with significant transitions in life, such as transfer from two academically different schools. I chose to address Schlossberg’s theory on transfer students and what dilemmas they face during the process. This theory is used as a guideline, in order to help young adults adapt to the new environment and continue their education/goals in life.

Schlossberg’s theory uses different questionnaires and statistics to determine the ability of a certain person, so he or she can easily cope with the transition. However the main focus of the paper will be on Diane Rodriguez-Kiino’s journal of applied research on “Supporting Students in Transition: Perspectives and Experiences of Community College Transfer Students” and on “Marginality of transfer commuter students written by Corinne Maekawa Kodama.

The main firework of Rodriguez’s article focuses on applied Schlossberg theory (1984), which discussion the perspectives and abilities of community college transfer students, the harsh reality of the experience and actual idealistic expectations young adults face when confronting the 4 year institution.

The latter article discusses the marginality of commuter transfer students, the environment and social structure that contributes greatly to accelerating the strange and isolated feeling the transfer students experience. Both articles mainly focus on students that come from varying background and ethnicity providing essential evidence for my research.

The research on transfer Student is important to me because I faced the similar challenges. According Eimers and Mullen article on “Transfer Student Profile”("Fall 1997), “ transfer students make up nearly half of the student body at some public, 4-year universities” , therefore, it is important to search solution for the transfer dilemma.

Case

Interview with two transfer students that provides counter argument on research proposal. One student has an upright academic path, while experiencing segregation and isolation from Rutgers Community. The other student faces good social relations, however, suffers in academic achievements. In addition, an interview with Dean Diamond or Instructor of STUDENTS IN TRANSITIONS SEMINAR (STS) - Tia Howard will help me focus on specific problems transfer student face themselves. The interview with instructors will provide insight on the transfer system structure, specifically success or failure of STAR day. What is being done to help transfer student and how is Rutgers improving the structure each year based on experiences transfer student provide.

Work Cited

American Association of Community Colleges (2013). Fast facts from our fact sheet. Retrieved from: http://www.aacc.nche.edu/AboutCC/Pages/fastfactsfactsheet.aspx

Eimers, Mardy, and Robert Mullen. "Transfer Students: Who Are They and How Successful Are They at the University of Missouri?" Journal Articles; Reports - Research V72 N3 (1997): P9-19. Print

F. Tobolowsky, Barbara, and Bradley E. Cox. "Rationalizing Neglect: An Institutional Response to Transfer Students." The Journal of Higher Education Vol. 83, No. 3 (2012). Print.

Inteviews with :  Robin Diomond- Assistant dean and Director,

   Tia M. Howard -Students in Transition Seminar (STS) Instructor at Rutgers University, Co-Social Chairperson at Rutgers University, Graduate Assistant at Rutgers…

   NANA Gotsadze - undergraduate student at Rudgers University

  

Johnson-Ahorlu, R. N., Alvarez, C. L., and Hurtado, S. (2013). Undermining the Master Plan: Divestment in higher education and student experiences. Journal of College Admission, 218, 22-35.

Schlossberg, N.K. (1984). Counseling adults in transition: Linking practice with theory. New York: Springer

Maekawa Kodama, Corinne. "Marginality of Transfer Commuter Students." NASPA Journal 39.3 (2002): 233. Print.

Rodriguez-Kiino, Diane. "Supporting Students in Transition: Perspectives and Experiences of Community College Transfer Students." Journal of Applied Research in the Community College 20.2 (2013): 5-14. Print.

Townsend, B. K., and Wilson, K. (2006). “A hand hold for a little bit”: Factors facilitating the success of community college transfer students to a large research university. Journal of College Student Development, 47, 439-456.

Research Blog #5: Bibliography with Five Scholarly Sources

• American Association of Community Colleges (2013). Fast facts from our fact sheet. Retrieved from: http://www.aacc.nche.edu/AboutCC/Pages/fastfactsfactsheet.aspx
• Eimers, Mardy, and Robert Mullen. "Transfer Students: Who Are They and How Successful Are They at the University of Missouri?" Journal Articles; Reports - Research V72 N3 (1997): P9-19. Print
• Evans, Nancy J., Deanna S. Forney, and Florence Guido-DiBrito. Student Development in College: Theory, Research, and Practice. San Francisco: Jossey-Bass, 1998. Print.
• F. Tobolowsky, Barbara, and Bradley E. Cox. "Rationalizing Neglect: An Institutional Response to Transfer Students." The Journal of Higher Education Vol. 83, No. 3 (2012).Print.
• Maekawa Kodama, Corinne."Marginality of Transfer Commuter Students." NASPA Journal 39.3 (2002): 233. Print.
• Schlossberg, N.K. (1984). Counseling adults in transition: Linking practice with theory. New York: Springer
• Rodriguez-Kiino, Diane."Supporting Students in Transition: Perspectives and Experiences of Community College Transfer Students." Journal of Applied Research in the Community College 20.2 (2013): 5-14. Print.

Research Blog #3

             Transfer students face privatization as soon as they transfer from their public school to other academic institutions. Community colleges are government funded public establishments that are easily manageable both financially and academically. However, once transfer student finishes 2 years of community college and chooses to attend 4 year institution, most of the time, they go to a private school where they face various adversities. The private universities are not obligated to report every crime or disturbance that takes place within the schools walls. Therefore a lot of problems are discreetly swept under the rug. Moreover, due to private factor lots of students face dilemmas with credit and evaluations. They are stuck in classes they do not need and loose the credits they have worked hard for, simply because they transfer from public to private institution and private school has its right to accept or reject whatever credit they see fit.

New Semester - Research Blog #1 - #2 scouting the territory (comments)

         I would like to address the subject of transfer students in 4 year universities.  What types of problems they face and how disadvantageous is their situation, when they start new school. Average GPA drop of a transfer student in Rutgers University is 0.7 . So if a 4.0 student transfers to Rutgers after first semester he or she has 3.2 GPA. It is a quite overwhelming and terrifying number. Therefore, I would like to deeply examine this  issue, and help out my fellow students in adapting to the new environment.