Assessing Students' Transition from Community College to a Four-Year Institution

Abstract

Abstract Many four-year institutions are experiencing increasing enrollment of students transferring from two-year institutions. While many institutions collect quantitative data that illustrate enrollment, retention, and graduation rates of transfer students, little is known about the transfer-student transition experience. For this qualitative assessment, 22 traditional-age students who transferred from a two-year community college to a four-year institution were interviewed. Specifically, this assessment looked at reasons why students first enrolled at the community college, the mechanics of the transfer process, and academic and social integration. Student responses provide insight into how institutions can better support the transition and success of transfer students