ERIC Number: ED360943
Record Type: Non-Journal
Publication Date: 1993-May
Reference Count: N/A
The Transition to College: Diverse Students, Diverse Stories. AIR 1993 Annual Forum Paper.
Terenzini, Patrick T.; And Others
Little is known about how students become involved in the various dimensions of student change and development as they make the transition from work or high school to college. This paper describes the results of a series of focus-group interviews with 132 diverse, new students entering either a community college; a liberal arts college; an urban, commuter, comprehensive university; or a large research university. The study identifies the human relationships, experiences, and themes characteristic of the processes by which students become (or fail to become) members of the academic and social communities on campus. Findings show that the transition from high school or work to college is an exceedingly complex phenomenon involving such things as personality, personal aspirations, and the nature and mission of the institution being attended. Implications are discussed that involve faculty members, administrators, and institutional researchers. These are as follows: (1) promote awareness of the varying character of the transition process for different kinds of students, (2) early validation as a central element in students' successful transition to college, (3) importance of faculty involvement in new student orientation programs, (4) orientation of parents as well as students, (5) importance of both in- and out-of-class experiences in the transition experience, (6) need for institutional accommodations, and (7) the need to care. Contains 17 references. (GLR)
Descriptors: College Bound Students, College Students, Coping, Diversity (Student), Group Discussion, Higher Education, Individual Differences, Research, School Orientation, Socialization, Student Adjustment, Student College Relationship, Student Development, Student Educational Objectives, Teacher Student Relationship, Transitional Programs, Undergraduate Study
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.