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A course-based model of transfer effectiveness of community college students transferring to a large, urban university

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Material Information

Title:
A course-based model of transfer effectiveness of community college students transferring to a large, urban university
Physical Description:
Book
Language:
English
Creator:
Stewart, Elizabeth Steinhardt
Publisher:
University of South Florida
Place of Publication:
Tampa, Fla.
Publication Date:

Subjects

Subjects / Keywords:
Transfer shock
2 + 2 system
Florida Community College System
Florida State University System
Junior shock
Dissertations, Academic -- Higher Education -- Doctoral -- USF   ( lcsh )
Genre:
bibliography   ( marcgt )
non-fiction   ( marcgt )

Notes

Summary:
ABSTRACT: Florida's undergraduate organization of higher education is a 2 + 2 system in which students are encouraged to complete freshmen and sophomore years at a community college and then transfer to a state university. Florida statutes provide for a highly articulated educational system to facilitate seamless transition from one public institution to another. The researcher investigated the transfer function's effectiveness among community college students subsequent to enrollment at a large, urban, doctoral/research extensive university in Florida using a course-based model of transfer success. The research explored whether differences existed in academic performance in targeted upper-division undergraduate courses between native and Florida Community College System (FCCS) transfer students who completed prerequisite courses prior to transferring to the university.Four upper-division courses were chosen specifically because many transfer students complete prerequisite coursework at a community college prior to matriculating at the university. A total of 764 native students and 1,053 FCCS transfer students were enrolled in at least one course of interest in fall 2002. Preliminary investigation of selected demographic characteristics identified statistically significant differences between these two groups. Native students were younger and more racially/ethnically diverse; more native students were enrolled full time (for 12 or more credits) than transfer students. Although first-term transfer students experienced transfer shock, university native students who were enrolled in three courses also experienced declines in fall 2002 GPA when compared to their previous GPA at the university.Statistically significant mean grade differences occurred between transfer and native students in three courses; transfers outperformed native students in two courses. Additional comparisons of fall 2002 term GPA between native and transfer students yielded no significant differences. Findings lend support to the effectiveness of Florida's community colleges in preparing students for upper-division undergraduate coursework, but that transition for some is not seamless, suggesting need for collaboration among universities and community colleges.
Thesis:
Dissertation (Ph.D.)--University of South Florida, 2009.
Bibliography:
Includes bibliographical references.
System Details:
Mode of access: World Wide Web.
System Details:
System requirements: World Wide Web browser and PDF reader.
Statement of Responsibility:
by Elizabeth Steinhardt Stewart.
General Note:
Title from PDF of title page.
General Note:
Document formatted into pages; contains 110 pages.
General Note:
Includes vita.

Record Information

Source Institution:
University of South Florida Library
Holding Location:
University of South Florida
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
aleph - 002222728
oclc - 652575906
usfldc doi - E14-SFE0002971
usfldc handle - e14.2971
System ID:
SFS0027288:00001


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LB2322 (Online)
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Stewart, Elizabeth Steinhardt.
2 245
A course-based model of transfer effectiveness of community college students transferring to a large, urban university
h [electronic resource] /
by Elizabeth Steinhardt Stewart.
260
[Tampa, Fla.] :
b University of South Florida,
2009.
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Title from PDF of title page.
Document formatted into pages; contains 110 pages.
Includes vita.
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Dissertation (Ph.D.)--University of South Florida, 2009.
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Includes bibliographical references.
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Text (Electronic dissertation) in PDF format.
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ABSTRACT: Florida's undergraduate organization of higher education is a 2 + 2 system in which students are encouraged to complete freshmen and sophomore years at a community college and then transfer to a state university. Florida statutes provide for a highly articulated educational system to facilitate seamless transition from one public institution to another. The researcher investigated the transfer function's effectiveness among community college students subsequent to enrollment at a large, urban, doctoral/research extensive university in Florida using a course-based model of transfer success. The research explored whether differences existed in academic performance in targeted upper-division undergraduate courses between native and Florida Community College System (FCCS) transfer students who completed prerequisite courses prior to transferring to the university.Four upper-division courses were chosen specifically because many transfer students complete prerequisite coursework at a community college prior to matriculating at the university. A total of 764 native students and 1,053 FCCS transfer students were enrolled in at least one course of interest in fall 2002. Preliminary investigation of selected demographic characteristics identified statistically significant differences between these two groups. Native students were younger and more racially/ethnically diverse; more native students were enrolled full time (for 12 or more credits) than transfer students. Although first-term transfer students experienced transfer shock, university native students who were enrolled in three courses also experienced declines in fall 2002 GPA when compared to their previous GPA at the university.Statistically significant mean grade differences occurred between transfer and native students in three courses; transfers outperformed native students in two courses. Additional comparisons of fall 2002 term GPA between native and transfer students yielded no significant differences. Findings lend support to the effectiveness of Florida's community colleges in preparing students for upper-division undergraduate coursework, but that transition for some is not seamless, suggesting need for collaboration among universities and community colleges.
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Mode of access: World Wide Web.
System requirements: World Wide Web browser and PDF reader.
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Advisor: Waynne B. James, Ed.D.
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Transfer shock
2 + 2 system
Florida Community College System
Florida State University System
Junior shock
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Dissertations, Academic
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x Higher Education
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t USF Electronic Theses and Dissertations.
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