The Successful The Successful Matriculation of Matriculation of Community College Community College Students into a Four-Students into a Four-Year College or Year College or UniversityUniversity

By:By:Patrick Dymarkowski, M.A.Patrick Dymarkowski, M.A.Lindsey KroutLindsey KroutEnrollment Services RepresentativesEnrollment Services RepresentativesOwens Community College Findlay-area CampusOwens Community College Findlay-area CampusFebruary 2February 2ndnd, 2006, 2006

Why Should We Care Why Should We Care About Community About Community College Students…???College Students…??? Nearly 50% of students enrolled in higher Nearly 50% of students enrolled in higher

education are attending community collegeseducation are attending community colleges– Education Commission of the States (2001)Education Commission of the States (2001)

1,655 community colleges serve over 1,655 community colleges serve over 5,540,000 students5,540,000 students– U.S. Dept. of EducationU.S. Dept. of Education

75-80% of these students express a desire to 75-80% of these students express a desire to attain a 4-year degreeattain a 4-year degree– Borglum & Kubala (2000)Borglum & Kubala (2000)

The Negative Side…The Negative Side…

Although nearly 80% of community Although nearly 80% of community college students express a desire to college students express a desire to transfer, only about 15 to 25% of them transfer, only about 15 to 25% of them actually do transfer.actually do transfer.– Borglum & Kubala (2000)Borglum & Kubala (2000)

1/5 of those who transfer leave the 1/5 of those who transfer leave the new institution before the end of their new institution before the end of their first yearfirst year– Dougherty (1994)Dougherty (1994)

How Are Community How Are Community College Students College Students Defined???Defined???

Come from less advantaged backgroundsCome from less advantaged backgrounds Many are first generation college Many are first generation college

studentsstudents Often considered “adult students” with Often considered “adult students” with

an average age of 32 an average age of 32 Many often work at least part-time while Many often work at least part-time while

attending collegeattending college They may be the primary breadwinner of They may be the primary breadwinner of

their familytheir family Typically commuter studentsTypically commuter students

How Do We Define How Do We Define “Successful “Successful Transfer”???Transfer”???

Four Key Components:Four Key Components:

Non-Academic VariablesNon-Academic Variables Non-Academic BarriersNon-Academic Barriers Institutional BarriersInstitutional Barriers Institutional ResourcesInstitutional Resources

The Dymarkowski/Krout The Dymarkowski/Krout Model of Successful Model of Successful TransferTransfer

Non-Academic Barriers

Institutional Barriers

S

U

C

C

E

S

S

Non-AcademicVariables

InstitutionalResources

Non-Academic Non-Academic VariablesVariables MotivationMotivation

Adjustment Adjustment

PerceptionPerception

MotivationMotivation

Job changeJob change

Self-directed vs. pressure from Self-directed vs. pressure from othersothers

Life long learningLife long learning

AdjustmentAdjustment

New city or locationNew city or location

New campusNew campus

Lack of social and support Lack of social and support networksnetworks

PerceptionPerception

Of selfOf self

From othersFrom others

Additional role as studentAdditional role as student

Non-Academic BarriersNon-Academic Barriers

First generation studentsFirst generation students

– Not familiar with college cultureNot familiar with college culture– May struggle navigating through a May struggle navigating through a

larger college/university systemlarger college/university system– May not have role models to guide May not have role models to guide

through processthrough process

Non-Academic BarriersNon-Academic Barriers

Financial BarriersFinancial Barriers

– May struggle with resources to pay for May struggle with resources to pay for collegecollege

– 4 yr. colleges and universities tend to be 4 yr. colleges and universities tend to be more expensivemore expensive

– Paying for education vs. saving for Paying for education vs. saving for children’s educationchildren’s education

Non-Academic BarriersNon-Academic Barriers

Transfer Shock:Transfer Shock:

Myriad factors that contribute to a Myriad factors that contribute to a transfer student’s lack of transfer student’s lack of persistence and ultimate failure persistence and ultimate failure to achieve a bachelor degree.to achieve a bachelor degree.Rhine, Milligan and Nelson, (2000)Rhine, Milligan and Nelson, (2000)

Transfer ShockTransfer Shock

May result in dip in gradesMay result in dip in grades

Can affect confidence level of Can affect confidence level of studentsstudents

Critical to address for retention of Critical to address for retention of studentsstudents

Institutional BarriersInstitutional Barriers

Perception of community college Perception of community college students as less academically students as less academically preparedprepared

Lack of commitment to transfer Lack of commitment to transfer processprocess

Lack of articulation Lack of articulation agreements/course equivalencies/CASagreements/course equivalencies/CAS

Lack of facilities for adult and Lack of facilities for adult and commuter studentscommuter students

Perception of Being Perception of Being UnpreparedUnprepared Many four-year institutions view Many four-year institutions view

community college students as having community college students as having been “coddled”.been “coddled”.

Perception of grades being “watered Perception of grades being “watered down” at community collegesdown” at community colleges

Perception of transfer students as Perception of transfer students as suspect or at risk in comparison to suspect or at risk in comparison to native studentsnative students– Kerr, King, and Grites (2004). Kerr, King, and Grites (2004).

Institutional ResourcesInstitutional Resources

The attitude, programs, policies,The attitude, programs, policies,

resources, and communication a resources, and communication a four-four-

year institution can use to help year institution can use to help ensureensure

the academic success of a transferthe academic success of a transfer

student.student.

Institutional ResourcesInstitutional Resources

““Collaborative efforts and articulationCollaborative efforts and articulation

agreements have little effect unlessagreements have little effect unless

prospective transfer students haveprospective transfer students have

access to high-quality information,access to high-quality information,

academic advising, counseling, and otheracademic advising, counseling, and other

support services.”support services.”

- Education Commission of the States- Education Commission of the States

(1998)(1998)

OrientationOrientation

““Research makes it clear that the Research makes it clear that the greater a student’s academic and greater a student’s academic and social integration, the more intense his social integration, the more intense his or her commitment to the college.”or her commitment to the college.”– Boyer (1987) Boyer (1987)

Orientation for transfer students is Orientation for transfer students is often overlooked at four-year often overlooked at four-year institutionsinstitutions

AdvisingAdvising

Advisors are often the first contact a Advisors are often the first contact a transfer student has with the four-year transfer student has with the four-year institution.institution.

Advisors need to appreciate the special Advisors need to appreciate the special needs of transfer students and be aware needs of transfer students and be aware of elements such as “transfer shock”.of elements such as “transfer shock”.

Some institutions have representatives Some institutions have representatives in residence at community colleges to in residence at community colleges to meet with prospective transfer students.meet with prospective transfer students.

Student involvementStudent involvement

““Research suggests that the more Research suggests that the more time and effort students invest in time and effort students invest in their learning and the more their learning and the more intensely they engage in their own intensely they engage in their own education, the greater will be their education, the greater will be their achievement…and likelihood of achievement…and likelihood of persistence toward attainment of persistence toward attainment of their educational goals”.their educational goals”.– Jacoby (2000)Jacoby (2000)

Student InvolvementStudent Involvement

To achieve this, colleges and To achieve this, colleges and universities must create curricular universities must create curricular and co-curricular activities that and co-curricular activities that intentionally involve commuter intentionally involve commuter students into the learning process.students into the learning process.

This could include having events This could include having events both in the day and evening hours both in the day and evening hours and including family into the fold.and including family into the fold.

Peer MentoringPeer Mentoring

““The student’s peer group is the The student’s peer group is the single most potent source of single most potent source of influence on growth and influence on growth and development during the development during the undergraduate years”.undergraduate years”.– Astin (1992)Astin (1992)

Peer mentoring demonstrates to Peer mentoring demonstrates to students that others are traveling students that others are traveling the same road with them.the same road with them.

Counseling & Related Counseling & Related Academic ServicesAcademic Services Employment supportEmployment support ChildcareChildcare Financial and budgeting assistanceFinancial and budgeting assistance Study skillsStudy skills Stress ManagementStress Management Parenting supportParenting support Addiction and recovery servicesAddiction and recovery services

Credit TransferabilityCredit Transferability

Articulation agreementsArticulation agreements Course equivalency guidesCourse equivalency guides CAS (Course Applicability System)CAS (Course Applicability System) TAGS (Transfer Assurance Guides)TAGS (Transfer Assurance Guides) Transfer guides within the context Transfer guides within the context

of a specific degree programof a specific degree program

Campus Visit ProgramsCampus Visit Programs

Meet with a transfer specialist for Meet with a transfer specialist for pre-enrollment informationpre-enrollment information

Tour the campusTour the campus Speak with a current transfer studentSpeak with a current transfer student Meet with someone from the specific Meet with someone from the specific

area a student is interested inarea a student is interested in Speak with Disability Services, Speak with Disability Services,

Financial Aid Representative, etc.Financial Aid Representative, etc.

Campus Campus CommunicationsCommunications Newsletter for transfer studentsNewsletter for transfer students

– Campus eventsCampus events– Transfer scholarshipsTransfer scholarships

E-mailE-mail Advisors involved with transfer Advisors involved with transfer

students need to be aware of the students need to be aware of the campus support system and campus support system and communicate this information to their communicate this information to their advisees.advisees.

Transfer Student Transfer Student WebsiteWebsite Provide a link with information specific Provide a link with information specific

to the needs of transfer studentsto the needs of transfer students FAQ’sFAQ’s Special admission requirementsSpecial admission requirements Transfer student scholarshipsTransfer student scholarships Transfer articulation informationTransfer articulation information http://http://

www.undergradadmission.utoledo.eduwww.undergradadmission.utoledo.edu/pages/transfer.asp/pages/transfer.asp

Your Thoughts???Your Thoughts???

Thank You!Thank You!

ResourcesResources

Astin, A. W. (1992). Astin, A. W. (1992). What Matters in College? What Matters in College? Four Critical Years RevisitedFour Critical Years Revisited. San Francisco: . San Francisco: Jossey-Bass.Jossey-Bass.

Borglum, T., & Kubala, T. (2000). Academic and Borglum, T., & Kubala, T. (2000). Academic and social integration of community college social integration of community college students: A case study. students: A case study. Community college Community college Journal of Research and PracticeJournal of Research and Practice, 24(7), 567-76. , 24(7), 567-76.

Boyer, E. L. (1987). Boyer, E. L. (1987). College: the undergraduate College: the undergraduate experience in Americaexperience in America. New York: Harper & Row. New York: Harper & Row

Education Commission of the States. (2005). Education Commission of the States. (2005). StateNotes: Transfer and articulation policyStateNotes: Transfer and articulation policy. . Retrieved October 25, 2005 from Retrieved October 25, 2005 from www.ecs.orgwww.ecs.org

Resources Contd.Resources Contd.

Jacoby, B. (2000). Jacoby, B. (2000). Involving Commuter Students in Involving Commuter Students in LearningLearning. San Francisco: Jossey-Bass.. San Francisco: Jossey-Bass.

Kerr, T.J., King, M.C. & Grites, T.J., editors, (2004). Kerr, T.J., King, M.C. & Grites, T.J., editors, (2004). Advising transfer students: Issues and strategies. Advising transfer students: Issues and strategies. NACADA MonographNACADA Monograph Number 12Number 12. NACADA Press.. NACADA Press.

Rhimes, T.J., Milligan, D.M., & Nelson, L.R. (2000). Rhimes, T.J., Milligan, D.M., & Nelson, L.R. (2000). Alleviating transfer shock: Creating an environment Alleviating transfer shock: Creating an environment for more successful transfer students. for more successful transfer students. Community Community College Journal of Research & Practice, (24)6College Journal of Research & Practice, (24)6, 443-, 443-453.453.

U.S. Department of Education, Office of Vocational and U.S. Department of Education, Office of Vocational and Adult Education. Adult Education. Community college facts at a glanceCommunity college facts at a glance. . Retrieved October 25, 2005, from Retrieved October 25, 2005, from www.ed.gov/about/offices/list/ovaewww.ed.gov/about/offices/list/ovae//

pi.cclo/ccfacts.htmlpi.cclo/ccfacts.html