An Advising Intervention to Promote Transfer Success: An Appreciative Assessment

• In Event: Transitions and Trajectories: The Nexus of Moving in and out of Higher Education

Abstract

With increasing costs of higher education, community college pathways to baccalaureate transfer degrees are attractive student alternatives to starting at traditional four-year institutions. However, disparate student outcomes, particularly for underserved student populations, continue to be a concern when considering equitable four-year degree completion rates. In this study, researchers used archival student enrollment data, a student survey, and student and advisor interviews to examine an advising intervention created in partnership between one, rural community college and one, large, public university. Among other results, researchers found that treatment group students were significantly more likely to be satisfied with their transfer advising experiences, perceive increased transfer knowledge (capital), and be retained through transfer and university enrollment. Implications for other advising models are included.

Authors

• Sarah Wieland, University of Arizona
  Presenting Author

• Audrey Amrein-Beardsley, Arizona State University
  Presenting Author