Exploring a Successful Community College Student Transition to a Research-University Environment

Abstract

ABSTRACTThe purpose of this case study was to holistically investigate the environmental support needs of community college students as they transition into a research university. Both students and staff were interviewed to gain their perspective on the influences of the student transition process. Western University is a Carnegie classified Doctoral University: Highest Research Activity in the West with a large number of traditionally-aged community college transfer students. Findings revealed that the environments in place at Western University included academic support, faculty, social support, orientation, and preenrollment programs, as well as accurate and comprehensive university communication. The research university provided academic support through academic advising and other support programs and services. The participants interviewed acknowledged the challenges of the semester-to-quarter transition due to the accelerated pace and academic expectations of a research university. Faculty were generally seen as distant and unapproachable, making it challenging for students to connect with their academic environment. Social support was effective if utilized, but it needed improvement to better address the unique needs of community college transfers. Orientation contributed to a successful transition, but it needed to better address the varied needs of a largely heterogeneous transfer-student population. Preenrollment programs provided early familiarity to the new environment, contributing to transition for those who participated. University communication was framed by a comprehensive website that served as a virtual transfer center providing a complete source of transfer-student information and support services.