Parallel Pathways: Exploring How Divergent Academic Norms Contribute to the Transfer Shock of STEM Students

• In Event: Student-Faculty Engagement and Interactions

Abstract

Recent interest in funding free community college and greater accountability in higher education have increased interest in the factors inhibiting vertical transfer. The purpose of this study was to more closely examine how differences in the academic norms at community colleges and four-year transfer institutions contribute to STEM students’ experiences of transfer shock. Our findings highlight the presence of a disjuncture in academic norms between two- and four-year institutions which impeded the successful transition of STEM students. More specifically, findings highlight divergent academic norms around faculty interactions and course content expectations both in terms of breadth and depth contributed to transfer shock.

Authors

• Diane Cardenas Elliott, Immaculata University

• Joni M. Lakin, Auburn University