One of the comprehensive community college’s core purposes is to prepare students for transfer to senior institutions, and students are transferring in ever increasing numbers (Cohen & Brower, 2008). Yet, the National Survey of Student Engagement (2008) suggests that transfer students face significant challenges to success; they are less likely to connect with faculty members, less likely to work with classmates outside of class, and significantly less likely to be involved in co-curricular activities than their “native” peers. In this dissertation, I argue that Schlossberg’s (1984) transition theory can be used to prepare transfer students and engage them in their experience. To that end, I developed and implemented an intervention to apply this theory to a first year seminar at a suburban community college with mixed results both because of institutional culture and because of first semester students’ limits in considering moving on from the college when still negotiating their entry into it. As a result, I worked across my campus to develop a program to utilize this theoretical framework in a more appropriate venue. Throughout this process, I investigated how institutional culture and my role as an ethical, feminist, democratic leader both assisted and impeded this change process.
|Commitee:||Coaxum, James, Ender, Kenneth|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 73/04, Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Educational leadership|
|Keywords:||Community colleges, Organizational culture, Transfer/transfer students, Transition theory|
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