Urban community college transfers to a university.

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.