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• 1. [Article] A study of the effects of an extended transfer student orientation course on transfer student academic achievement

  In the process of adjusting to a new institutional environment, transfer students will often experience difficulties and these difficulties may limit their academic potential. Can an institution create ...

  Citation × Citation Citation Abstract Copy Title: A study of the effects of an extended transfer student orientation course on transfer student academic achievement Author: Thomas, William Howard In the process of adjusting to a new institutional environment, transfer students will often experience difficulties and these difficulties may limit their academic potential. Can an institution create a formal process which can help the transfer student adjust to the institutional environment? This study is an examination of a program--an extended transfer student orientation course modeled after the freshman extended orientation course which was developed at the University of South Carolina. Grade Point Average (GPA) was used to study the effects of the course on academic achievement (academic integration as measured by GPA, retention and graduation rates). This experimental study was conducted at Oregon State University, a northwestern land-grant institution. The study was conducted with two groups of newly-admitted transfer students. The experimental group (N=80) consisted of those self-selected transfer students enrolled in the extended transfer student orientation course, while the comparison group (N=80) consisted of transfer students, picked at random, who were not enrolled in the course. The two groups were studied after the Fall 1988 extended transfer student orientation course. The demographic data revealed that a majority of the students transferred from in-state institutions, tended to enter from two-year institutions and four-year institutions. This study showed no evidence that the extended transfer student orientation course had an effect on academic achievement. Title: A study of the effects of an extended transfer student orientation course on transfer student academic achievement Author: Thomas, William Howard In the process of adjusting to a new institutional environment, transfer students will often experience difficulties and these difficulties may limit their academic potential. Can an institution create a formal process which can help the transfer student adjust to the institutional environment? This study is an examination of a program--an extended transfer student orientation course modeled after the freshman extended orientation course which was developed at the University of South Carolina. Grade Point Average (GPA) was used to study the effects of the course on academic achievement (academic integration as measured by GPA, retention and graduation rates). This experimental study was conducted at Oregon State University, a northwestern land-grant institution. The study was conducted with two groups of newly-admitted transfer students. The experimental group (N=80) consisted of those self-selected transfer students enrolled in the extended transfer student orientation course, while the comparison group (N=80) consisted of transfer students, picked at random, who were not enrolled in the course. The two groups were studied after the Fall 1988 extended transfer student orientation course. The demographic data revealed that a majority of the students transferred from in-state institutions, tended to enter from two-year institutions and four-year institutions. This study showed no evidence that the extended transfer student orientation course had an effect on academic achievement. Close

• 2. [Article] A study of the effects of an extended transfer student orientation course on factors of student success

  Transfer students often experience difficulties in adjusting to a new institutional environment, and these difficulties may limit their academic potential. Success predictors identified in research may ...

  Citation × Citation Citation Abstract Copy Title: A study of the effects of an extended transfer student orientation course on factors of student success Author: Corley, Sherie P. Transfer students often experience difficulties in adjusting to a new institutional environment, and these difficulties may limit their academic potential. Success predictors identified in research may not be part of their experiences. Can an institution create a formal process which can ameliorate deficiencies within success factors for transfer students? This study is the examination of one such program--a transfer student extended orientation course modeled after the freshman extended orientation course developed at the University of South Carolina. Tinto's Model of Student Withdrawal was used to study the effects of the course on success variables within the model--academic interaction, social interaction, personal goals, and institutional commitment. The experimental study was conducted at Oregon State University--a northwestern land-grant institution. Two groups of newly admitted transfer students were studied. The experimental group (N = 86) consisted of those The experimental group (N = 86) consisted of those enrolled in the transfer student extended orientation course, while the comparison group (N = 360) was made up of transfer students not enrolled in the course. The two groups were surveyed prior to and after the term with mailed questionnaires adapted from Pascarella and Terenzini's instruments designed to test Tinto's model variables. Descriptive data were also collected, and this was analyzed using Chi-square, cross tabulations, and t-tests to determine similarities and differences between the two groups. The demographic data revealed a majority of the students transferred from community colleges, tended to enter as juniors, sophomores, or freshmen, majored in subjects in percentages proportional to the general institutional undergraduate population, and had family backgrounds of college-educated parents. The analysis indicated that the transfer student orientation course did provide the opportunity for faculty interaction and peer friendship--factors considered to be indicators of student success. The model component most significantly affected by the experimental treatment was the strengthening of personal goals. The institutional commitment was strong prior to the treatment and there was no difference after the studied term. Title: A study of the effects of an extended transfer student orientation course on factors of student success Author: Corley, Sherie P. Transfer students often experience difficulties in adjusting to a new institutional environment, and these difficulties may limit their academic potential. Success predictors identified in research may not be part of their experiences. Can an institution create a formal process which can ameliorate deficiencies within success factors for transfer students? This study is the examination of one such program--a transfer student extended orientation course modeled after the freshman extended orientation course developed at the University of South Carolina. Tinto's Model of Student Withdrawal was used to study the effects of the course on success variables within the model--academic interaction, social interaction, personal goals, and institutional commitment. The experimental study was conducted at Oregon State University--a northwestern land-grant institution. Two groups of newly admitted transfer students were studied. The experimental group (N = 86) consisted of those The experimental group (N = 86) consisted of those enrolled in the transfer student extended orientation course, while the comparison group (N = 360) was made up of transfer students not enrolled in the course. The two groups were surveyed prior to and after the term with mailed questionnaires adapted from Pascarella and Terenzini's instruments designed to test Tinto's model variables. Descriptive data were also collected, and this was analyzed using Chi-square, cross tabulations, and t-tests to determine similarities and differences between the two groups. The demographic data revealed a majority of the students transferred from community colleges, tended to enter as juniors, sophomores, or freshmen, majored in subjects in percentages proportional to the general institutional undergraduate population, and had family backgrounds of college-educated parents. The analysis indicated that the transfer student orientation course did provide the opportunity for faculty interaction and peer friendship--factors considered to be indicators of student success. The model component most significantly affected by the experimental treatment was the strengthening of personal goals. The institutional commitment was strong prior to the treatment and there was no difference after the studied term. Close