The Successful Matriculation of Community College Students into a Four-Year College or University The Successful Matriculation of Community College Students into a Four-Year College or University By: Patrick Dymarkowski, M.A. Lindsey Krout Enrollment Services Representatives Owens Community College Findlay-area Campus February 2 nd, 2006

Why Should We Care About Community College Students…??? Nearly 50% of students enrolled in higher education are attending community colleges Nearly 50% of students enrolled in higher education are attending community colleges –Education Commission of the States (2001) 1,655 community colleges serve over 5,540,000 students 1,655 community colleges serve over 5,540,000 students –U.S. Dept. of Education 75-80% of these students express a desire to attain a 4-year degree 75-80% of these students express a desire to attain a 4-year degree –Borglum & Kubala (2000)

The Negative Side… Although nearly 80% of community college students express a desire to transfer, only about 15 to 25% of them actually do transfer. Although nearly 80% of community college students express a desire to transfer, only about 15 to 25% of them actually do transfer. –Borglum & Kubala (2000) 1/5 of those who transfer leave the new institution before the end of their first year 1/5 of those who transfer leave the new institution before the end of their first year –Dougherty (1994)

How Are Community College Students Defined??? Come from less advantaged backgrounds Come from less advantaged backgrounds Many are first generation college students Many are first generation college students Often considered “adult students” with an average age of 32 Often considered “adult students” with an average age of 32 Many often work at least part-time while attending college Many often work at least part-time while attending college They may be the primary breadwinner of their family They may be the primary breadwinner of their family Typically commuter students Typically commuter students

How Do We Define “Successful Transfer”???

Four Key Components: Non-Academic Variables Non-Academic Variables Non-Academic Barriers Non-Academic Barriers Institutional Barriers Institutional Barriers Institutional Resources Institutional Resources

The Dymarkowski/Krout Model of Successful Transfer Non- Academic Barriers Institutional Barriers SUCCESSSUCCESS Non-Academic Variables Institutional Resources

Non-Academic Variables Motivation Motivation Adjustment Adjustment Perception Perception

Motivation Job change Job change Self-directed vs. pressure from others Self-directed vs. pressure from others Life long learning Life long learning

Adjustment New city or location New city or location New campus New campus Lack of social and support networks Lack of social and support networks

Perception Of self Of self From others From others Additional role as student Additional role as student

Non-Academic Barriers First generation students First generation students –Not familiar with college culture –May struggle navigating through a larger college/university system –May not have role models to guide through process

Non-Academic Barriers Financial Barriers Financial Barriers –May struggle with resources to pay for college –4 yr. colleges and universities tend to be more expensive –Paying for education vs. saving for children’s education

Non-Academic Barriers Transfer Shock: Transfer Shock: Myriad factors that contribute to a transfer student’s lack of persistence and ultimate failure to achieve a bachelor degree. Rhine, Milligan and Nelson, (2000)

Transfer Shock May result in dip in grades May result in dip in grades Can affect confidence level of students Can affect confidence level of students Critical to address for retention of students Critical to address for retention of students

Institutional Barriers Perception of community college students as less academically prepared Perception of community college students as less academically prepared Lack of commitment to transfer process Lack of commitment to transfer process Lack of articulation agreements/course equivalencies/CAS Lack of articulation agreements/course equivalencies/CAS Lack of facilities for adult and commuter students Lack of facilities for adult and commuter students

Perception of Being Unprepared Many four-year institutions view community college students as having been “coddled”. Many four-year institutions view community college students as having been “coddled”. Perception of grades being “watered down” at community colleges Perception of grades being “watered down” at community colleges Perception of transfer students as suspect or at risk in comparison to native students Perception of transfer students as suspect or at risk in comparison to native students –Kerr, King, and Grites (2004).

Institutional Resources The attitude, programs, policies, resources, and communication a four- year institution can use to help ensure the academic success of a transfer student.

Institutional Resources “Collaborative efforts and articulation agreements have little effect unless prospective transfer students have access to high-quality information, academic advising, counseling, and other support services.” - Education Commission of the States (1998) (1998)

Orientation “Research makes it clear that the greater a student’s academic and social integration, the more intense his or her commitment to the college.” “Research makes it clear that the greater a student’s academic and social integration, the more intense his or her commitment to the college.” –Boyer (1987) Orientation for transfer students is often overlooked at four-year institutions Orientation for transfer students is often overlooked at four-year institutions

Advising Advisors are often the first contact a transfer student has with the four-year institution. Advisors are often the first contact a transfer student has with the four-year institution. Advisors need to appreciate the special needs of transfer students and be aware of elements such as “transfer shock”. Advisors need to appreciate the special needs of transfer students and be aware of elements such as “transfer shock”. Some institutions have representatives in residence at community colleges to meet with prospective transfer students. Some institutions have representatives in residence at community colleges to meet with prospective transfer students.

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

Student Involvement To achieve this, colleges and universities must create curricular and co-curricular activities that intentionally involve commuter students into the learning process. To achieve this, colleges and universities must create curricular and co-curricular activities that intentionally involve commuter students into the learning process. This could include having events both in the day and evening hours and including family into the fold. This could include having events both in the day and evening hours and including family into the fold.

Peer Mentoring “The student’s peer group is the single most potent source of influence on growth and development during the undergraduate years”. “The student’s peer group is the single most potent source of influence on growth and development during the undergraduate years”. –Astin (1992) Peer mentoring demonstrates to students that others are traveling the same road with them. Peer mentoring demonstrates to students that others are traveling the same road with them.

Counseling & Related Academic Services Employment support Employment support Childcare Childcare Financial and budgeting assistance Financial and budgeting assistance Study skills Study skills Stress Management Stress Management Parenting support Parenting support Addiction and recovery services Addiction and recovery services

Credit Transferability Articulation agreements Articulation agreements Course equivalency guides Course equivalency guides CAS (Course Applicability System) CAS (Course Applicability System) TAGS (Transfer Assurance Guides) TAGS (Transfer Assurance Guides) Transfer guides within the context of a specific degree program Transfer guides within the context of a specific degree program

Campus Visit Programs Meet with a transfer specialist for pre- enrollment information Meet with a transfer specialist for pre- enrollment information Tour the campus Tour the campus Speak with a current transfer student Speak with a current transfer student Meet with someone from the specific area a student is interested in Meet with someone from the specific area a student is interested in Speak with Disability Services, Financial Aid Representative, etc. Speak with Disability Services, Financial Aid Representative, etc.

Campus Communications Newsletter for transfer students Newsletter for transfer students –Campus events –Transfer scholarships Advisors involved with transfer students need to be aware of the campus support system and communicate this information to their advisees. Advisors involved with transfer students need to be aware of the campus support system and communicate this information to their advisees.

Transfer Student Website Provide a link with information specific to the needs of transfer students Provide a link with information specific to the needs of transfer students FAQ’s FAQ’s Special admission requirements Special admission requirements Transfer student scholarships Transfer student scholarships Transfer articulation information Transfer articulation information do.edu/pages/transfer.asp do.edu/pages/transfer.asp

Your Thoughts???

Thank You!

Resources Astin, A. W. (1992). What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass. Astin, A. W. (1992). What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass. Borglum, T., & Kubala, T. (2000). Academic and social integration of community college students: A case study. Community college Journal of Research and Practice, 24(7), Borglum, T., & Kubala, T. (2000). Academic and social integration of community college students: A case study. Community college Journal of Research and Practice, 24(7), Boyer, E. L. (1987). College: the undergraduate experience in America. New York: Harper & Row Boyer, E. L. (1987). College: the undergraduate experience in America. New York: Harper & Row Education Commission of the States. (2005). StateNotes: Transfer and articulation policy. Retrieved October 25, 2005 from Education Commission of the States. (2005). StateNotes: Transfer and articulation policy. Retrieved October 25, 2005 from

Resources Contd. Jacoby, B. (2000). Involving Commuter Students in Learning. San Francisco: Jossey-Bass. Jacoby, B. (2000). Involving Commuter Students in Learning. San Francisco: Jossey-Bass. Kerr, T.J., King, M.C. & Grites, T.J., editors, (2004). Advising transfer students: Issues and strategies. NACADA Monograph Number 12. NACADA Press. Kerr, T.J., King, M.C. & Grites, T.J., editors, (2004). Advising transfer students: Issues and strategies. NACADA Monograph Number 12. NACADA Press. Rhimes, T.J., Milligan, D.M., & Nelson, L.R. (2000). Alleviating transfer shock: Creating an environment for more successful transfer students. Community College Journal of Research & Practice, (24)6, Rhimes, T.J., Milligan, D.M., & Nelson, L.R. (2000). Alleviating transfer shock: Creating an environment for more successful transfer students. Community College Journal of Research & Practice, (24)6, U.S. Department of Education, Office of Vocational and Adult Education. Community college facts at a glance. Retrieved October 25, 2005, from U.S. Department of Education, Office of Vocational and Adult Education. Community college facts at a glance. Retrieved October 25, 2005, from pi.cclo/ccfacts.html pi.cclo/ccfacts.html