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Early College High School Participan...

Outlaw, Stacy Edwards.

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Early College High School Participants' Transition to a Research University.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early College High School Participants' Transition to a Research University./
作者:	Outlaw, Stacy Edwards.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	251 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10610792
ISBN:	9781369856750

Early College High School Participants' Transition to a Research University.
Outlaw, Stacy Edwards.

Early College High School Participants' Transition to a Research University. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 251 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--North Carolina State University, 2017.

The purpose of this study was to garner an understanding of the transition experiences of students who attended an Early College High School on a community college campus and who are now attending a doctoral-granting large public research university (with very high research activity) in the southeastern United States. Transition Theory was the theoretical framework for this study in an effort to provide insight as to how these students adapted to the transition to college. This study addresses the following questions: 1) What are Early College High School participants' perceptions of their transition to a research university? 2) What factors enhance or hinder the success of Early College High School participants at a research university? Participants who earned an associate's degree alongside their high school diploma from an Early College High School located on a community college campus were eligible to participate in this study. In addition, two academic advisors were interviewed in order to provide perspectives on their advising experiences with Early College students at the research institution. The researcher interviewed students and academic advisors using semi-structured interviews. Qualitative analysis of the interview transcripts provided data to answer the research questions.

ISBN: 9781369856750Subjects--Topical Terms:

641065
Higher education.

Early College High School Participants' Transition to a Research University.
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300 $a 251 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Advisers: Alyssa N. Rockenbach; Paul Umbach.
502 $a Thesis (Ed.D.)--North Carolina State University, 2017.
520 $a The purpose of this study was to garner an understanding of the transition experiences of students who attended an Early College High School on a community college campus and who are now attending a doctoral-granting large public research university (with very high research activity) in the southeastern United States. Transition Theory was the theoretical framework for this study in an effort to provide insight as to how these students adapted to the transition to college. This study addresses the following questions: 1) What are Early College High School participants' perceptions of their transition to a research university? 2) What factors enhance or hinder the success of Early College High School participants at a research university? Participants who earned an associate's degree alongside their high school diploma from an Early College High School located on a community college campus were eligible to participate in this study. In addition, two academic advisors were interviewed in order to provide perspectives on their advising experiences with Early College students at the research institution. The researcher interviewed students and academic advisors using semi-structured interviews. Qualitative analysis of the interview transcripts provided data to answer the research questions.
520 $a Five primary themes emerged from the participants' experiences in relation to the first research question. The first theme was that Early College participants felt as though they received repetitive and irrelevant information upon matriculating into RU. The second theme involved the struggle to cultivate meaningful advisor relationships. The third theme illustrated the need for Early College participants to understand the implications of entering college with an associate's degree. While having an associate's degree as a first-year student at RU was advantageous in terms of course registration there were also adverse effects of having an associate's degree, which included lacking courses to take, having to take multiple science classes within any given semester, and encountering the tuition surcharge policy. A fourth theme that emerged in regards to Early College participants' perception of their transition to RU was that these students had to learn how to acclimate to a rigorous curriculum. Subthemes included noting distinctive curricular and pedagogical differences between Early College and RU, recognizing differences between Early College and RU faculty, learning to study effectively, and experiencing academic difficulty as a result of rigor. The fifth and final theme in regard to the first research question was that Early College students were able to find community on campus. The vast majority of students reported that they had acclimated socially to RU, had established peer networks, and were involved in extracurricular activities outside of the classroom.
520 $a The second research question identified the factors found to enhance or hinder the success of Early College participants at a research university. Factors that enhanced success were: 1) feeling prepared for college, 2) connecting with faculty and staff at RU, and 3) maintaining cultural connections. Factors that hindered success for Early College students included 1) encountering racism/racial microaggressions and, 2) feeling unprepared for college.
520 $a From these findings, the following conclusions were reached: 1) the academic transition for Early College students is not always smooth, 2) academic advising was viewed as hit or miss by Early College students, 3) Early College did not affect the social transition to RU, and 4) STEM majors experienced academic difficulty. The study concludes with implications for theory, policy and practice, and suggestions for future research regarding the Early College student population.
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