Frankie Santos Laanan

STUDYING TRANSFER STUDENTS: PART I: INSTRUMENT DESIGN AND IMPLICATIONS

The experience of community college transfer students at four-year institutions has been well documented by studies characterizing their adjustment process as “transfer shock.” A popular paradigm, the transfer shock concept only describes the cognitive outcome of students’ academic adjustment as measured by GPA. Numerous researchers have utilized various instruments to collect data from transfer students to assess their experiences at four-year institutions. Many of these studies have focused on traditional outcome measures such as levels of engagement, involvement with faculty and campus life, and satisfaction. Only recently have researchers been interested in attempting to uncover the psychosocial experiences of transfer students at four-year institutions. The objective of this article is to add to the literature by describing the Laanan-Transfer Students’ Questionnaire (L-TSQ)©, which can be utilized as a data collection tool to better understand transfer students’ adjustment process at four-year institutions. The purpose of this article is three-fold: (1) to provide the theoretical framework guiding the development and design of the L-TSQ; (2) to discuss the instrumentation and psychometric properties of the L-TSQ; and (3) to articulate the benefits of the L-TSQ with respect to research and policy implications. The goal of this article is to provide new ways of studying transfer students at four-year institutions. With the increasing diversity among transfer students, assessment of their experiences would yield valuable benefits to researchers, student affairs professionals, faculty, and administrators at both the two- and four-year environments.

DEGREE ASPIRATIONS OF TWO-YEAR COLLEGE STUDENTS

The nations 1,100 public and private two-year colleges play a critical role in providing educational opportunities to a diverse population. Today, a large proportion of students begin their educat...

ADJUSTMENT OF COMMUNITY COLLEGE STUDENTS AT A FOUR-YEAR UNIVERSITY: ROLE AND RELEVANCE OF TRANSFER STUDENT CAPITAL FOR STUDENT RETENTION

Community colleges play a critical role in the pathway to a baccalaureate degree for millions of students, especially among women and ethnic minorities. This study investigates the complexity of the transfer experience among students who began their postsecondary education at a 2-year college and transferred to a large 4-year university. Specifically, the goal of this study was to move beyond the “transfer shock” concept by examining the role and relevance of “transfer student capital” for student retention. Using the L-TSQ instrument, the 133-item online survey reported data from over 900 students regarding their demographic characteristics, community college experiences, and university experiences. Two hypotheticals were employed to understand the factors that influence academic and social transfer adjustment. The findings of this study inform student affairs professionals, admissions oficers, retention programs, students, and faculty.

Characteristics and Perspectives of Faculty at Public 2-Year Colleges

This descriptive study makes use of the 1999 National Study of Postsecondary Faculty (NSOPF:99) public access database. It examines the demographic characteristics of full-time faculty in American public 2-year colleges at the close of the 20th century and how these characteristics differ across and within age groups. This study also examines levels of agreement between demographically subdivided groups of faculty members on opinions, institutional support and resources, and their degree of satisfaction with various aspects of the work environment. It also assesses the “gaps” that exist between various demographic groups. Implications for policy and practice, as well as recommendations for future research, are discussed.

OLDER ADULTS IN COMMUNITY COLLEGES: CHOICES, ATTITUDES, AND GOALS

Older adults comprise a growing population in Americas community colleges. Today, approximately 15% of adults 40 years or older are enrolled in community colleges. Reasons for choosing the community college are as varied as the students themselves. Arguably, older adults are choosing the community college for reasons that include low tuition, convenient location, comprehensive course offerings, and flexible schedules. The purpose of this exploratory study was to examine a cohort of older adults age 55 or older who were enrolled in public two-year colleges in 1996 and 1997. Specifically, the choices, attitudes, and goals of older adults were examined. The descriptive findings provide administrators, faculty, student affairs professionals, and researchers with information about a population seldom examined.

Career and Technical Education as Pathways: Factors Influencing Postcollege Earnings of Selected Career Clusters

This study investigated the relationship between student characteristics such as gender, race/ethnicity, program of study, degree completion, and earnings outcomes for students enrolled in career and technical education (CTE) programs within the business, information technology (IT), and marketing career clusters in community colleges to determine which variables lead to improved earnings for these students. It draws upon data from the Iowa Department of Education (IDE), Iowa Workforce Development (IWD), and the National Student Clearinghouse (NSC). The study found that gender has the strongest influence on earnings for all three of the career clusters, with women earning less in all three. However, this plays out differently between the three clusters. Women who complete degrees in business and marketing earn less even than men who enroll in these programs without completing degrees. However, women who complete associate degrees in IT have an increase in earnings that is higher than that of men and have fifth year earnings that approach those of men. Completion of associate degrees had a positive influence on earnings for marketing and IT, but did not have a significant impact on earnings for the business cluster. The article concludes by addressing implications for research, policy, and practice.

The Role of Career and Technical Education in Iowa Community Colleges

ABSTRACT This scholarly paper describes and analyzes the role of career and technical education (CTE) in Iowa community colleges. Iowas community colleges are doing a good job of responding to the changing workforce needs of the state and providing smooth career pathways. However, changes in the population and economy of the state will call for further changes in CTE programs. The distinctive characteristics of CTE in Iowa community colleges, the impact of community college CTE programs on the states economy, the role of accountability, and the future implications for CTE in the state are discussed. Recommendations based on the results of the study include improving articulation agreements, increasing retention among at-risk students, and increasing collaboration among Iowas 15 community colleges.

Desiring to Fit: Fostering the Success of Community College Transfer Students in STEM

The United States is experiencing a dire need for individuals who possess training and expertise in areas of science, technology, engineering, and mathematics (STEM). With over half of the nation’s students entering university environments via community colleges coupled with a large portion of this population majoring in STEM areas, the successful transition and adjustment of community college transfer students is essential to the STEM workforce. This article uses an ex post facto survey research design to examine the socialization factors that impact the transition and adjustment experiences of community college transfer students in STEM disciplines. Two hierarchical regression models are employed to examine the factors that impact the academic and social adjustment of community college transfer students in STEM majors. This research was situated using an adaptation of Weidman’s (1987) Socialization Theoretical Framework. Implications, and recommendations for policy and practice will be provided based on the overall results of this study.

Political and Structural Divide: An Holistic Approach to Family Literacy Programs at Community Colleges

ABSTRACT This study explores an holistic approach to family-literacy (FL) programs at community colleges by analyzing federal legislation for the William F. Goodling Even Start Family Literacy Programs. Exemplary state-level programs that incorporate the Even Start Family Literacy Programs into their community colleges Adult Basic Education (ABE) programming are also examined. The objective of this paper is to explore the central role of community colleges in developing and implementing a comprehensive family-literacy program. The findings explain how the current funding structure may be divisive at the state level. The paper concludes with recommendations for community college policymakers and practitioners to work with state-level educational agencies to secure federal grants and expand current ABE programs to better serve their communities.

Medical Simulation in the Community College Health Science Curriculum: A Matrix for Future Implementation.

As the nations healthcare education system struggles to keep pace with the demand for its services, educators are seeking creative and innovative solutions to meet the needs of a growing number of students. The integration of medical simulation technology into the community college health science curriculum is a creative solution that can meet the needs of healthcare educators and the students they serve, as well as of the healthcare community. This article provides a comprehensive overview of medical simulation, beginning with a review of literature regarding its history and efficacy, continuing with the current state of medical simulation usage, and concluding with implications for practice by offering a matrix for simulation integration and implementation. While Iowas community colleges are the focus of the current state of usage, the implications for practice are useful to all comprehensive community colleges offering health science education programs.