Files in this item

FilesDescriptionFormat

application/pdf

application/pdfHERRERA-DISSERTATION-2018.pdf (8MB)
(no description provided)PDF

Description

Title:Between two campuses: an exploratory study of student adjustment after participation in a concurrent enrollment transfer program
Author(s):Herrera, Holly Nicole
Director of Research:Zamani-Gallaher, Eboni M.
Doctoral Committee Chair(s):Zamani-Gallaher, Eboni M.
Doctoral Committee Member(s):Trent, William T.; Hood, Denice Ward; Jankowski, Natasha A.
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Educ Policy, Orgzn & Leadrshp
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Transfer students
Concurrent enrollment
Community college
Transfer-receiving institution
Adjustment
Abstract:The linear path once followed by community college transfer students is outmoded as multiple institutional attendance has become commonplace. The purpose of the present study was to compare and measure the perception of academic and social adjustment for former concurrent enrollment transfer students with traditional vertical transfers at a research intensive, highly selective university. The concurrent enrollment program was designed to introduce students to the four-year institution’s rigor and expectations, while maintaining close faculty contact through small class sizes at the community college. Moreover, participants could live on the university campus, attend university student-only functions, as well as receive advising from both institutions. Through the application of the Laanan-Transfer Students’ Questionnaire (L-TSQ), the study also sought to measure knowledge accumulation at the community college for both concurrent enrollment and vertical transfer students. The results of the study indicate that concurrent enrollment transfer students, overall, did not perceive themselves as academically or socially adjusted to the university after transferring. However, members of underrepresented racial and/or ethnic groups were more likely to feel academically and socially adjusted. Practical implications for institutional leaders to establish a more transfer-receptive culture are provided.
Issue Date:2018-04-12
Type:Text
URI:http://hdl.handle.net/2142/100906
Rights Information:© 2018 Holly Nicole Herrera
Date Available in IDEALS:2018-09-04
Date Deposited:2018-05


This item appears in the following Collection(s)

Item Statistics