The Transfer Experience

A Handbook for Creating a More Equitable and Successful Postsecondary System
1. Auflage 2021
ISBN: 978-1-62036-946-3
Verlag: Routledge

Buch, Englisch, 360 Seiten, Hardback, Format (B × H): 183 mm x 260 mm, Gewicht: 861 g

Co-published with At last there is a handbook that everyone in higher education can use to help increase transfer student success. This comprehensive resource has been brought together to meet the need for a truly holistic approach to the transfer experience. The book brings together research, theory, practical applications, programmatic illustrations, case studies, encouragement, and inspiration, and is supplemented by an online compendium for continual updates of resources, case studies, and new developments in the world of transfer.Based on a totally different way of thinking about, understanding, and acting to increase transfer student success, The Transfer Experience goes far beyond the traditional, limited view of transfer as a technical process simply about articulating credits, a stage of student development, or a novel enrollment management strategy. Rather, the book introduces a stimulating array of new perspectives, resources, options, models, and recommendations for addressing the many needs of this huge cohort – making the academic, civic, and social justice cases for improving transfer at both transfer-sending and transfer-receiving institutions.

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Gardner, John N.

Rosenberg, Michael J.

Koch, Andrew K.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung Konflikte, Gewalt, Mobbing: Prävention und Bewältigung

Inhaltsverzeichnis

Online CompendiumForeword—John Hitt and Sandy Shugart Preface. Timing Is Everything. Who We Are and Why This Book Is Needed Now Introduction—John N. Gardner, Michael J. Rosenberg, and Andrew K. Koch Part One. Transfer in Context 1. Looking Back to See the Future. The Transfer Pathway as Historical Mirage—Stephen J. Handel 2. Institutional Barriers to Baccalaureate Transfer for Community College Students—John Fink and Davis Jenkins 3. Reframing Transfer as a Social Justice Imperative—Michael J. Rosenberg and Andrew K. Koch 4. Utilizing Transformative Theoretical Frameworks for Transfer Students of Color—José Del Real Viramontes and Dimpal Jain Part Two. Pathways, Transitions, and Support 5. A Guide for the Perplexed. Creating a Transfer Affirming Culture at 4-Year Institutions to Increase the Enrollment of Community College Transfer Students—Stephen J. Handel 6. Making Financial Aid Work for Transfer Students—Jason Taylor 7. The Need for a Prior Learning Assessment Revolution to Support Transfer Student Success—Kathy Silberman and Rose Rojas 8. The Journey of a Transfer Student Into a Competency-Based Degree Program—Michelle Alvarez, Tess Diver, and Jamie Holcomb 9. Reverse Credit Transfer for Post-Traditional Transfer Students. Leading Disruptive Innovation—Debra D. Bragg and Heather N. McCambly 10. State Higher Education System Information Provision to Promote Transfer Student Success—Angela Bell 11. Transferring Countries. International Perspectives and Student Immigration Issues—Jason Chambers, Karen Ramos, and Sarah Mackey Part Three. Teaching and Learning 12. The Chief Academic Officer’s Role in Transfer Student Success—Mark Canada 13. Momentum Stoppers and Equity Blockers. The Implications of Gateway Courses for Students at Their Transfer-Receiving Institutions—Andrew K. Koch and Brent M. Drake 14. \ Teaching for Inspiration. Approaches to Engaging Transfer Students in Gateway Courses—Stephanie M. Foote 15. Digital Learning for Transfer Students. From Definition to Applicable Possibilities—Susannah McGowan Part Four. Case Studies. Transfer in Action 16. A Deep Commitment To Transfer Student Access and Success. The University of Central Florida Story—Maribeth Ehasz and J. Jeffrey Jones 17. Creating a Culture of Transfer. The Story of the Arizona State University Transfer Transformation—Maria Hesse Conclusion. Where Do We Go From Here?—John N. Gardner, Michael J. Rosenberg, Andrew K. Koch Editors and ContributorsIndex Case Studies and Other Resources (Online Compendium) Case 1. A Culture of Transfer. How Stella and Charles Guttman Community College Supports Transfer and Completion at 4-Four-Year Institutions—Danielle Insalaco-Egan Case 2. A Quest for Equitable Transfer. Transfer Policies and Practices of the City University of New York—Chet Jordan and Niesha Ziehmke Case 3. Making the Transition Seamless. Creating an Intentional Transfer Culture and Experience for Students Who Transfer From Perimeter College to Georgia State University-Atlanta—Charles Fox Case 4. Advancing an Organizational Focus on Transfer Students. A Mission Driven Approach at IUPUI—Catherine Buyarski, Julie Landaw, Boyd Bradshaw, James Gladden, and Kathy E. Johnson Case 5. Student Success for Transfer Students at Kean University—Deborah Skibitski and Jonathan Mercantini Case 6. Partnerships in College Transfer Access and Success. North Carolina Independent Colleges and Universities and the North Carolina Community College System—A. Hope Williams Case 7. Transfer in a Rural Setting. The University Center of the Mountains—Deronda Collier Mobelini and G. Edward Hughes Case 8. Instilling Transfer Pride at the University of California, Los Angeles—Heather Adams Case 9. Interstate Passport. Streamlining Student Transfer Across State Lines—Patricia A. Shea Case 10. The American Public University System. A “Military Friendly” Model for Student Transfer—Wallace E. Boston, Vernon Smith, and Melissa Layne Case 11. The Tulsa Collaborative. A Regional Approach to Improving Transfer and Bachelor's Degree Attainment—Pamela K. Fly, Betsy Q. Griffin, Jennifer L. Ivie, Mary A. Millikin, and Emily TichenorAddendum A. Phi Theta Kappa. Ensuring Transfer Success and Career Readiness Among Today's College Students—Erin Cogswell Addendum B. Tau Sigma National Honor Society. Recognizing and Promoting the Academic Excellent and Involvement of Transfer Students—Lee ColquittAddendum C. The National Institute for the Study of Transfer Students— Janet Marling

Über Autor(innen)

Dr. John N. Gardner is an undergraduate student success thought leader and a social justice advocate. He is Chief Executive Officer and Chair of the non-profit, the John N. Gardner Institute for Excellence in Undergraduate Education, co-founded by him and his wife, Betsy O. Barefoot, in 1999. John is also Distinguished Professor Emeritus and Senior Fellow, University of South Carolina at Columbia. He was also the Founding Executive Director of both the National Resource Center for the First-Year Experience and Students in Transition, and the University 101 Programs. He also served as Vice Chancellor for Academic Affairs for the University's five Regional Campuses. Subscribe to the Office Hours with John Gardner: Innovation in Higher Education podcast. Dr. Michael J. Rosenberg is a nationally recognized expert on transfer student policy. He is Director of Planning for Penn State University's Office of Planning, Assessment, and Institutional Research. A higher education practitioner by trade and training, his extensive background includes experience in student affairs, academic advising, judicial affairs, residence life, and enrollment management. As the inaugural Director of Transfer at Gateway Community and Technical College and as Chair of the Kentucky Community & Technical College System’s statewide transfer task force, he helped drive the conversation in his home state around improving outcomes for this important population. Dr. Andrew “Drew” K. Koch is the President and Chief Operating Officer for the non-profit John N. Gardner Institute for Excellence in Undergraduate Education, which he joined in 2010. Prior to coming to Gardner Institute, Drew spent nearly 20 years working in both independent and public postsecondary institutions on student enrollment, access, success, accreditation, learning, and completion efforts with an emphasis on first-generation, low-income, and historically underrepresented students. He has served as the principal inve