AN EXPLORATORY STUDY OF COMMUNITY/JUNIOR COLLEGE TRANSFER STUDENTS’ EXPRESSED NEEDS FOR AND PERCEPT‘IONSOF SELECTED STUDENT PERSONNEL SERVICES Thesis for the Degree of Ph. D‘ MICHIGAN. STATE UNIVERSITY JOANNE MARY BURNS 1972 ‘_A--..L " .J . mg: TTJLTMHTTMHGHTW title; University This is to certify that the thesis entitled An Exploratory Study of Community/Junior College Transfer Students' Expressed Needs for and Perceptions of Selected Student Personnel Services presented by Joanne Mary Burns has been accepted towards fulfillment of the requirements for Ph.D. degree in Education Major professor ./I I Date October l2, l972 0-7639 T" BINOIW'BY 1" ”., HUAG & SONS' NBUUK away mt \HFMR' v.1'lrlofiznsulj I'll W‘ .l l“. “mu , 000 A 087 EM 960999 ll 1m EXPLC? T: I? b During the red in student 6 grcwth in the nu ccmunity/junior transferred fro: M‘ .mons, many of stuient personne The purpose ABSTRACT AN EXPLORATORY STUDY OF COMMUNITY/JUNIOR COLLEGE TRANSFER STUDENTS' EXPRESSED NEEDS FOR AND PERCEPTIONS OF SELECTED STUDENT PERSONNEL SERVICES BY Joanne Mary Burns During the nineteen sixties substantial increases occur— red in student enrollments in higher education accompanied by growth in the number of colleges and universities, especially community/junior colleges. Increasing numbers of students transferred from community/junior colleges to four year insti— tutions, many of which were unprepared to deal with the student personnel needs of this new category of students. The purpose of this comparative-descriptive study was to determine community/junior college transfer students' needs for and perceptions of the availability and adequacy of stu- dent personnel services at Eastern Michigan University. A twenty percent systematic random sample was selected from two sub-populations: (1) those who enrolled for the first time Fall 1971 and remained enrolled Winter 1972, and (2) those who enrolled for the first time Fall 1971 and did not return Winter 1972. The first sample consisted of 195 students with 160 usable inventories returned. The second sample Of 40 5‘ estate analYSi: between the ti“ Instrument A modifica Insertory (SP8? examine five a: the original ei ing, Curricula“. and Student Act Services and Re .‘he number of 1 Ham ' - .r I'filI‘dln-es With tWO e ences in the 64 formerly enroll concerning thei. (l) expres: compar: (2) percept student (3) USE of Joanne Mary Burns sample of 40 students produced 19 usable inventories. Chi square analysis was used to determine significant differences between the two groups. Instrument A modification of the Student Personnel Services Needs Inventory (SPSNI) designed by John E. Yatros1 was used to examine five areas. The modified SPSNI consisted of five of the original eight scales: Admissions—Orientation, Counsel- ing, Curriculum-Referral, Financial Aids-Student Employment, and Student Activities. Two sections were added: Use of Services and Recommendations for Student Personnel Services. The number of items totaled thirty—nine. Students in both samples were mailed a copy of the SPSNI. There were two follow-up contacts with non—respondents. Major Findings With two exceptions, there were no significant differ- ences in the 64 comparisons between currently enrolled and formerly enrolled community/junior college transfer students concerning their: (1) expressed needs for student personnel services (25 comparisons), (2) perceptions of the availability and adequacy of student personnel services (25), (3) use of student personnel services (8) (4) fecal": Haste: e eXCEPtlcns enressmn O f G ;.:1'cations be Demogra?hi students only. sited in the I?! Both group. :‘crmation before adequate academ: choose a suitabl as adequate col] nee-is for psychi The service academic advisin outlets for enha 35%- Both grou Elk-J ' W-«SSlOn and Pi Joanne Mary Burns (4) recommendations to facilitate their adjustment at Eastern Michigan University (6). The exceptions were (1) formerly enrolled transfer students' expression of a significantly greater need for help with minor emotional problems, and (2) currently enrolled transfer students' significantly stronger recommendation that specific publications be prepared for prospective transfer students. Demographic variables were examined for currently enrolled students only. Working status, marital status, and age re- sulted in the most frequent differentiation of groups. Both groups expressed greatest need for: adequate in- formation before deciding to attend, academic advising, adequate academic facilities, a broad curriculum, help to choose a suitable college major, placement after college, and an adequate college hangout. Both groups expressed fewest needs for psychiatric help for a serious personality problem. The services most frequently rated "Below Average" were academic advising, assistance for occupational planning, and outlets for enhancing students' personal and social deve10p- ment. Both groups used the Academic Advising office and the Admission and Financial Aids office more frequently than any other of the eight listed services. Establishment of a transfer student office and a periodic newsletter were strongly recommended by both groups. g“ .i; Vie! suggesti< services and ‘ 1:65 to assiS‘ Stair transi t: were also give _I:! (D t _ . I1 I) k 4 l ‘1 (:7 O; H' Joanne Mary Burns Suggestions were made for the improvement of existing services and the implementation of new student personnel serv— ices to assist community/junior college transfer students in their transition to the senior institution. Recommendations were also given for further research. 1John E. Yatros, "Construction and Application of Two Inventories for Use in College Student Personnel Work: I. Student Personnel Services Needs Inventory. II. Faculty Pref- erence Inventory for Student Personnel Functions" (unpublished Ed.D. dissertation, Indiana University, 1966), p. 35. C. F. T‘ R L in p. Departmen AN EXPLORATORY STUDY OF COMMUNITY/JUNIOR COLLEGE TRANSFER STUDENTS' EXPRESSED NEEDS FOR AND PERCEPTIONS OF SELECTED STUDENT PERSONNEL SERVICES BY Joanne Mary Burns A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education Department of Administration and Higher Education 1972 Copyright by JOANNE MARY BURNS 1972 JOANNE MR staff of the D University. 5: Education at 51 Zéucational 5.“ Services at Mic Prior empl adviser, reside placement direc college preside: She is a me .1... .ssociation, Ame allege Personne ha. MRS and Counse () A «L‘- nselors, Amer n 1 JELEQ Kappa Cam Resume JOANNE MARY BURNS is a member of the Counseling Center staff of the Division of Student Affairs at Eastern Michigan University. She earned the Bachelor of Science degree in Education at St. Norbert College and the Master of Arts and Educational Specialist degrees in College Student Personnel Services at Michigan State University. Prior employment experiences include those of academic adviser, residence hall adviser, foreign student counselor, placement director, student activities adviser, secretary to college president, and elementary teacher. She is a member of the American Personnel and Guidance Association, American College Personnel Association, Michigan College Personnel Association, National Association of Women Deans and Counselors, Michigan Association of Women Deans and Counselors, American Association for Higher Education, and the Delta Kappa Gamma Society. iii To Dr. L! Guidance COW“- :cnfidence th her personal . the thesis to Suidance Corr. Sonnanaker, a: their unique a A special served as stat I am alsc granted permis students at Ea Michieam Unive tated the (1011 TO Dr. JO use and modify in ‘Vr ' ACKNOWLEDGMENTS To Dr. Laurine E. Fitzgerald, Chairperson for the Guidance Committee, my deep gratitude for her unwavering confidence that the task would be accomplished, as well as her personal concern and professional expertise in guiding the thesis to completion. To the other members of the Guidance Committee, Dr. Walter F. Johnson, Dr. Eldon R. Nonnamaker, and Dr. Ellen A. Stromnen, my appreciation for their unique and invaluable contributions. A special note of thanks to Mrs. Darlene W. Mood who served as statistical consultant for the study. I am also indebted to President Harold E. Sponberg who granted permission to study community/junior college transfer students at Eastern Michigan University and the other Eastern Michigan University administrators whose cooperation facili— tated the collection and analysis of the data for this thesis. To Dr. John E. Yatros thanks are due for permission to use and modify his Student Personnel Services Needs Inventory for this research. To my parents, Mr. and Mrs. James P. Burns, for their continuing interest in and encouragement of my educational endeavors, my deepest appreciation. Lastly, to my friends and professional colleagues, heart- _felt thanks for their support, understanding, and willingness to listen. iv “1 6"“ Roo‘ “MrR UL-A: - o... LIST 0 I. BACKGR Pur De f Are OVe II° -VIEK Cha Aca Art Stu Sum Sam; Eas Mea. Rel DES. Are, AIla. Lim. Sum: ANALYS: Int1 Area CHAPTER I. II. III. IV. TABLE OF CONTENTS LIST OF TABLES O O O O O O O C O O O O O O O O . BACKGROUND FOR THE PROBLEM. . . . . . . . . . . Purpose. . . . . . . . . . . . . . . . . . Definition of Terms. . . . . . . . . . . . . Areas To Be Examined . . . . . . . . . . . . Overview . . . . . . . . . . . . . . . . . . REVIEW OF LITERATURE. . . . . . . . . . . . . . Characteristics of Transfer Students . . . . Academic Performance of Transfer Students. . Articulation Problems Experienced by Trans— fer Students. . . . . . . . . . . . . . . Studies Related to Transfer Students' Opinions About Student Personnel Services Summary. . . . . . . . . . . . . . . . . . . DESIGN OF THE STUDY 0 O O O O O O O O C I O O 0 Sample . . . . . . . . . . . . . . . . . . . Eastern Michigan University. . . . . . . . . Measure. . . . . . . . . . . . . . . . . . Reliability of Eastern Michigan University Transfer Students' Responses to SPSNI . . Design . . . . . . . . . . . . . . . . . . . Areas To Be Examined . . . . . . . . . . . . Analysis . . . . . . . . . . . . . . . . . Limitations of the Study . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . ANALYSIS OF THE DATA. . . . . . . . . . . . . . IntrOduction O C O O O O O O O O I O O O O 0 Areas To Be Examined . . . . . . . . . . . . Page vii l-' omflfl 11 13 15 21 27 29 29 33 33 37 38 39 40 41 41 43 43 44 \‘rf‘: ”1:;E OF CO-\A. .Aod '71 r‘" ‘11 "hl L! Gene Over \ a 5 Sun: V. Burma Finc Dis: Lim: Imp: Recc EELHERAPHY ‘ PPR-:DICES A' SUVALKR‘. 3- STUDENT INITIA] FER SUPPLE} TABLE OF CONTENTS—-Continued CHAPTER Page Needs for Services. . . . . . . . . . . . 44 Availability and Adequacy of Services . . 54 Analysis of Demographic Variables . . . . 67 Use of Services . . . . . . . . . . . . . 80 Recommendations for Student Personnel Services . . . . . . . . . . . . . . . 82 General Comments . . . . . . . . . . . . . . 84 V. Overview of Transfer Students' Expressed Needs for and Perceptions of the Avail- ability and Adequacy of Student Personnel sex-Vices. O O O O I O O O O O O I O O O O 85 Summary. . . . . . . . . . . . . . . . . . . 91 SUMMARY AND CONCLUSIONS . . . . . . . . . . . . 93 Findings . . . . . . . . . . . . . . . . . . 95 Discussion . . . . . . . . . . . . . . . . . 102 Limitations. . . . . . . . . . . . . . . . . 103 Implications . . . . . . . . . . . . . . . . 104 Recommendations for Furt er Stud . . . . . . 110 BIBLIOGRAPHY . 0 O O O O O O O O O I O O O O I O O C O 113 APPENDICES A. SUMMARY OF MAJOR FINDINGS FROM RELATED STUDIES. 118 B. STUDENT PERSONNEL SERVICES NEEDS INVENTORY. . . 121 C. INITIAL LETTERS AND FOLLOW-UP LETTERS TO TRANS- FER STUDENTS . . . . . . . . . . . . . . . . 129 D. SUPPLEMENTARY TABLES. . . . . . . . . . . . . . 135 vi FT" 1L: 12 L1 L2 5"- . LA.) L4 L5 L6 k7 t8 E9 4.10 Distril ReSponc Demogra Admiss: centage Counsei Chi Sgt Curric1 ages a: Financ: Scale 1 SerViC( Studen‘ ages a: AdmiSs. Centagq SerViC¢ COun5e: Chi Sq! Adequa< Currie] ages a1 and Ad: Financ; SCale ] abilits Studenl ages a: and Ade TABLE 3.1 LIST OF TABLES Distribution of Samples and Elimination of Respondents. . . . . . . . . . . . . . . . . . Demographic Data . . . . . . . . . . . . . . . AdmissionsnOrientation: Item and Scale Per- centages and Chi Squares, Need for Services. . Counseling: Item and Scale Percentages and Chi Squares, Need for Services . . . . . . . . Curriculum-Referral: Item and Scale Percent- ages and Chi Squares, Need for Services. . . . Financial Aids-Student Employment: Item and Scale Percentages and Chi Squares, Need for Services . . . . . . . . . . . . . . . . . . . Student Activities: Item and Scale Percent- ages and Chi Squares, Need for Services. . . . Admissions-Orientation: Item and Scale Per- centages and Chi Squares, Availability of Services and Adequacy of Services. . . . . . . Counseling: Item and Scale Percentages and Chi Squares, Availability of Services and Adequacy of Services . . . . . . . . . . . . . Curriculum-Referral: Item and Scale Percent- ages and Chi Squares, Availability of Services and Adequacy of Services . . . . . . . . . . . Financial Aids-Student Employment: Item and Scale Percentages and Chi Squares, Avail- ability of Services and Adequacy of Services . Student Activities: Item and Scale Percent- ages and Chi Squares, Availability of Services and Adequacy of Services . . . . . . . . . . . vii Page 30 31 45 47 49 51 53 55 57 60 62 64 " 97"}!!! x, QT :51 OF Tr“ -1 -' E I" .11.; L11 L14 A16 All 3‘: H Al ("J N A3 Chi S Varia SPSNI Demog Enrol Their abili Stude Enrol Perce Persc Acade Use c ages Recon Cents Rank fer s Avail Servj LIST OF TABLES--Continued TABLE 4.11 4.12 D.1 Chi Square Interrelationships of Demographic variables. 0 O I I O I O C O C O C O C O O O O SPSNI Items on Which There Were Significant Demographic Differences for Transfer Students Enrolled Fall 1971 and Winter 1972 Related to Their Needs for and Perceptions of the Avail- ability of Student Personnel Services. . . . . Student Activities: Chi Squares for Currently Enrolled Students' Expressed Needs for and Perceptions of the Availability of Student Personnel Services . . . . . . . . . . . . . . Academic Performance of Transfer Students. . . Use of Student Personnel Services: Percent- ages and Chi Squares . . . . . . . . . . . . . Recommendations from Transfer Students: Per— centages and Chi Squares . . . . . . . . . . . Rank Order of Community/Junior College Trans- fer Students' Needs for and Perceptions of the Availability and Adequacy of Student Personnel Services . . . . . . . . . . . . . . . . . . . APPENDIX TABLES Summary of Major Findings from Related Studies Frequency and Percent of Responses from Trans- fer Students Enrolled Fall 1971 and Winter 1972 Concerning Needs for and Perceptions of the Availability and Adequacy of Student Per- sonnel Services. . . . . . . . . . . . . . . . Frequency and Percent of Responses from Trans- fer Students Enrolled Fall 1971 Only Concern- ing Needs for and Perceptions of the Avail- ability and Adequacy of Student Personnel Services . . . . . . . . . . . . . . . . . . . Academic Performance of Transfer Students. . . viii Page 68 71 75 78 81 83 87 119 136 140 144 :3 ) The de- f grcwth in th infer Educa sion on High increased 12 bers this tr Ruble the f in 1963. 2 T iCCIeaSe in k31963 to 2 sfitutional finch aCcour \ l and ‘ Carnec R New P r: T I) N C C) *1 (. (DtD Hi3 H-H- 53:3 (2 or: mm ww- 33 n; m :1” DJ P :1 m H 'U (D 'C! ( LOH - a. H o- H. :2. CHAPTER I BACKGROUND FOR THE PROBLEM The decade‘of the nineteen sixties witnessed a phenomenal growth in the number of students attending institutions of higher education in the United States. The Carnegie Commis— sion on Higher Education reported that enrollments had increased 124 percent between 1960 and 1970.1 In actual num- bers this translated to 8,566,333 students in 1970, almost double the figure of 4,800,332 reported seven years previous in 1963.2 This increase in enrollment was accompanied by an increase in the number of colleges and universities from 2,140 in 1963 to 2,565 in 1970.3 However, the most noticeable in— stitutional growth was in the number of community colleges which accounted for 26.8 percent (N=573) of the total in 1963 lCarnegie Commission on Higher Education, New Students and New Places (New York: McGraw-Hill Book Compnay, 1971), p. 1. 2U. 8., Department of Health, Education, and Welfare, Opening Fall Enrollment in Higher Education 1970, Report on Preliminary Survey by George H. Wade, Higher Education Surveys Board (Washington, D. C.: Government Printing Office, 1970), p. 9. 31bid. and 34-8 perc In like year institUt 3,1963 to t" rapid STOVE“ tis estimat percent of US two year inst year institut mer 3,000,0C senor instit thirds of the to transfer t Higher e Us tn e national and 34.8 percent (N=892) in 1970.“5 In like manner the percentage of students enrolled at two year institutions increased, from eighteen percent (864,058) in 1963 to twenty-six percent (2,227,246) in 1970.6 This rapid growth of two year institutions is expected to continue. It is estimated that during the decade 1970-80 over fifty percent of the students who enter college will enroll in the two year institutions. There may be as many as 1,300 two year institutions by 1975 with an anticipated enrollment of over 3,000,000 students. Of significance to four year and senior institutions is the stated expectation by over two— thirds of the students now enrolling in the two-year colleges to transfer to the four year institutions.7 Higher education in the State of Michigan has reflected the national pattern of growth, increasing from 208,210 I‘U. S., Department of Health, Education, and Welfare, Digest of Educational Statistics 1970 Edition, by Kenneth A. Simon and W. Vance Grant (Washington, D. C.: Government Print— ing Office, 1970), p. 3. sOpening Fall Enrollments in Higher Education 1970, p. 3. 6Ibid., p. 8. 7Gayle C. Wilson, "The Impact of Transfer Admissions in the Next Decade," College and University, XXXXV (Spring, 1970), 266-272. rudents in two year in 129,898 Still were in corn: Michigan coi 92,582 stud< rolled in t'. szgnificance tire student (Cr comanit rCliEd in a: 399 of Stude Exceeded the EducatiOn. 1 . are, OOan 9'11. \ Io students in 19638 to 394,095 in 1970.9 Growth in Michigan two year institutions has been faster, however. In 1970, 129,898 students or thirty—three percent of those enrolled were in community/junior colleges, as contrasted to the nation- al figure of twenty-six percent.10 First-time enrollees in Michigan colleges and universities in the Fall of 1970 totaled 92,582 students.11 Fifty—two percent or 48,554 students en— 2 rolled in two year institutions.1 To further indicate the significance of this trend, fifty-nine percent or 46,889 first— time students began their academic pursuits in public two year 3 The total number of students en— (or community) colleges.1 rolled in all Michigan institutions and the numbers and percent- age of students enrolled in Michigan community/junior colleges exceeded the figures projected for 1970 by the State Board of L. Education.1 Projections for 1975 vary from 407,000 to 540,700 students depending on which criteria are used.15 8Michigan Department of Education, State Plan for Higher Education in Michigan, Revised February 1970, Chapter II, p. 19. 9Opening Fall Enrollments in Higher Education 1970, p. 11. ‘°;p;g,, p. 13. 111bid., p. 20. lzIbid., p. 22. 13Ibid., p. 25. ll’State Plan for Higher Education in Michigan, Chapter II, p. 19. 15Michigan, Department of Education, Financial Reguire- fights of Public Baccalaureate Institutions and Public Commun— 1ty Colleges, Statistical Bulletin 4052, 1971, pp. 3-26. The abc gafs citize T25 is dire :stituticns six in 1970, Erration ti munity cc citizens. The Sta Of the service all are munity Of furt ‘9V‘ The above figures demonstrate that many more of Michi- gan's citizens are seeking education beyond high school. This is directly related to the increased number of two year institutions in the state from twenty-three in 1964 to thirty— six in 1970, and also to the desire of the State Board of Education that the entire State be divided into independent community college districts within commuting distance of its citizens. The State Board of Education believes every reSident of the state should have access to community college services. It is therefore the policy of the Board that all areas of the state be included in independent com- munity college districts.16 Of further significance is Goal #29 of the State Plan for Higher Education in Michigan. It is the policy of the State Board of Education that no community college should be transformed into a baccalaureate institution. If and when it is deter- mined that an upper division or four-year institution is needed in an area, it should be established in its own right; rather than as an outgrowth of an existing college.1 The natural outcome of the implementation of goals such as the above is that increasing numbers of community college students will be transferring to four year institutions. Recognizing the existing situation and anticipating an even greater demand for access to four year institutions, the 16State Plan for Higher Edgcation in Michigan, Chapter III, p. 40. 17Ibid., p. 41. State B031" In on reate their will 1 speCia cornur essent of tra Cornur year instit sponse by t 3319 four ye Eastern Mic have gro‘fi’n During the C CO:Stituted Bent and 39I VJ . .lIChlgan Un] ThESe C State Board has set forth Goal #12. In order that community college transfers to baccalau- reate institutions may have the opportunity to achieve their educational goals, the State Board of Education will request baccalaureate institutions to accept the special reSponsibility to admit academically qualified community college transfers, and to provide them with essential counseling and assistance during the period of transition. Community college growth has had an impact on the four year institutions in the state with varying degrees of re- sponse by those institutions to the needs of transfer students. One four year institution which is experiencing this impact is Eastern Michigan University where undergraduate enrollments have grown from 6,746 in 1964 to 15,928 in the Fall of 1971. During the same period transfer enrollments steadily increased from 821 to 3,706 students at which point these students constituted 23.3 percent of the Fall 1971 undergraduate enroll- ment and 39.1 percent of the students enrolled at Eastern Michigan University for the first time.19 These changes in higher education enrollment patterns have important implications for philosophy, policy, practices, 1°Ibid., Chapter II, p. 26. 19Eastern Michigan University, Office of Admissions and Financial Aids, "Fall Student Enrollments 1964-1971"; "Michi- gan Junior College Enrollment, Fall Semester 1963-1971"; "Report of Applications Received and Admissions Granted for Fall 1964-1971 (MACRAO Standardized Form)." mg programs :rinarily fC their facult sufficientl) or new studs lege fresher fore, provis personnel St has been les similar sen Transfe tiOns_. the ca: and ace COurSe 0f the lty an: Where, Same 1. with E ThOUgh the experie QEStiOnS be and programs at senior institutions. Accustomed to planning primarily for freshmen, student personnel educators and their faculty and administrative colleagues have not been sufficiently cognizant of the changing complexion of incoming, or new students. It is quite universally recognized that col- lege freshmen typically face an adjustment period and, there- fore, provisions are made through orientation and other student personnel services to assist them with this transition. There has been less awareness of the needs of transfer students for similar services. As Wrenn states: Transfer students get short shrift in many institu- tions--they are perceived as juniors, or sophomores as the case may be and expected to be as institutionally and academically knowledgeable as native juniors. Of course they are not; they are freshmen in every sense of the word except for two more years of general matur- ity and some additional academic content--garnered else- where. Freshmen compete with each other, all at the same level of newness. Not so with transfers. They need more help than freshmen if they are to keep up with the campus-knowledgeable junior.2 Though some needs of transfer students seem obvious to the experienced student personnel educator, nonetheless it may be wise to solicit transfer students' opinions and sug— gestions before undertaking any programming for them. 20C. Gilbert Wrenn, "The Development of Student Personnel WOrk in the United States and Some Guidelines for the Future," in The Student and the System, ed. by M. John Minter (Boulder, Colorado: WICHE, 1968), reprinted with permission in College Student Personnel-éReadipgs and Bibliographies, ed. by Laurine E. Fitzgerald, Waiter F. Johnson, and Willa Norris (Boston: Houghton Mifflin Company, 1970), pp. 412-413. .4.— ‘a 'o. The pu cctztunity/ j captions of nel service compare the transfer st successive first semes in their ne adequacy o f Purpose The purpose of this study is two-fold: (1) to determine community/junior college transfer students' needs for and per- captions of the availability and adequacy of student person— nel services at Eastern Michigan University, and (2) to compare the responses of two groups of community/junior college transfer students, i.e., those who remained enrolled for two successive semesters and those who did not return after the first semester, to determine whether the two groups differed in their needs for and perceptions of the availability and adequacy of student personnel services. Definition of Terms Terms essential to an understanding of this study are defined below. 1. Student Personnel Services. These are agencies that may be needed on a particular campus in order to develop the total educative process of the students as a whole person in a democratic society.21 21John E. Yatros, "Construction and Application of Two Inventories for Use in College Student Personnel Work: I. Student Personnel Services Needs Inventory. II. Faculty Preference Inventory for Student Personnel Functions" (unpub- iished Ed.D. dissertation, Indiana University, 1966), pp. 3-14. 3 2. Student Perceived Needs for Student Personnel Services. Drives that a student perceives within himself which are related to student personnel services.22 3. Judgments by students of the availability and ade— guacy of student personnel services. Expressed opinions by students concerning the availability and adequacy of student personnel services.23 4. Community/Junior College. An institution that does not give a bachelor's degree but does give as much as two years of college work and possibly some vocational courses, e.g., a traditional junior college, a compre- hensive community college, a university extension center, or a technical institute. 5. Transfer Student. A student who has earned academic credit at a community/junior college prior to trans— ferring to Eastern Michigan University. Areas To Be Examined The first area to be examined will be that of community/ junior college transfer students' expressed needs for and Perceptions of the availability and adequacy of student 22Ibid., pp. 13-14. 23Ibid. my] Q‘L Vb. . iarsdesignati: The second ences between cu cannuty/junior fellowing quest; 1. (A) O wsonnel serv1c Is there student formerl; students IS there formerll Students adequac; institu: IS therg f0rmer1; I StUdEnt: 0f the . (Class 3 C“mulat. Univers_ Is theri formerl. StudEnt personnel services as indicated by the percent of these stu— dents designating services needed, available, and adequate. The second area of investigation will explore the differ— ences between currently enrolled and formerly enrolled community/junior college transfer students according to the following questions. 1. Is there a difference between the expressed needs for student personnel services of currently enrolled and formerly enrolled community/junior college transfer students? 2. Is there a difference between currently enrolled and formerly enrolled community/junior college transfer students in their perceptions of the availability and adequacy of student personnel services within the institution? 3. Is there a difference between currently enrolled and formerly enrolled community/junior college transfer students in their expressed needs for and perceptions of the availability and adequacy of student personnel services on the basis of selected characteristics (class rank, sex, age, marital status, working status, cumulative grade point average at Eastern Michigan University, and holding an A.A. or A.S. degree)? 4. Is there a difference between currently enrolled and formerly enrolled community/junior college transfer students in their use of student personnel services? 5. Is th forme stude nel s senio In Chapt munity/junior Vfll be revie: in Chapter II; PrOcedures us« suits of the : IIEPlications a ChaPter v, lO 5. Is there a difference between currently enrolled and formerly enrolled community/junior college transfer students in their recommendations for student person— nel services to facilitate their transition to the senior institution? Overview In Chapter II literature pertinent to understanding com- munity/junior college transfer students and their problems will be reviewed. The design of the study will be presented in Chapter III, including a description of the samples, and procedures used for collecting and analyzing data. The re- sults of the study will be given and analyzed in Chapter IV. Implications and recommendations will be considered in Chapter V. The lit needs will b1 (l) characte: fornance of ‘ experienced ] transfer Stu< CHAPTER II REVIEW OF LITERATURE The literature related to transfer students and their needs will be reviewed under the following headings: (1) characteristics of transfer students, (2) academic per— formance of transfer students, (3) articulation problems experienced by transfer students, and (4) studies related to transfer students' opinions about student personnel services. Characteristics of Transfer Students There have been a number of studies, e.g., Knoell and S Medsker,1 2 3 Newport,“ Shea, and Cross,6 profiling transfer 1Dorothy M. Knoell and Leland L. Medsker, Factors Affect— ing Performance of Transfer Students from Two to Four-Year Colleges: With Implications for Coordination and Articulation, Cooperative Research Project #1133 (Berkeley, California: University of California, Center for the Study of Higher Educa- tion, 1964): PP. 174-181. 2Dorothy M. Knoell and Leland M. Medsker, Articulation Be- tween Two-Year and Four-Year Colleges, Cooperative Research Project #2167 (Berkeley, California: University of California, Center for the Study of Higher Education, 1964), pp. 5-7, 91- 101. 3Dorothy M. Knoell and Leland L. Medsker, From Junior to Senior College: A National Study of the Transfer Student ll 'l‘ 1.". “ students. Sandeen pro from comm Genera fcrned less tests of ac, classes and Fears than I 3 junior co] graphical 1c were frequen the feur Yea slightly low sturjents ten 12 students. A recent summary of such studies by Goodale and Sandeen provides the following picture of transfer students from community/junior colleges.7 Generally, junior college transfer students have per- formed less well academically in high school; scored lower on tests of academic ability; come from lower socio—economic classes and, therefore, have worked more during junior college years than native students at four year institutions; selected a junior college because of ease of entry, low cost, geo- graphical location, and opportunity for a second chance. They were frequently apprehensive about their academic success at the four year institution and their grades were likely to be slightly lower than at the junior college. Junior college students tended to be less independent, self—confident, (Washington, D. C.: American Council on Education, 1965), pp. 18—23. I’Donald L. NeWport, "Ecological Analysis: Theory and Research via the College Transfer Student." (Paper read at American Personnel and Guidance Association Convention, Washington, D. C., April 1966.) Abstracted in College Student Personnel Abstracts, II (Fall, 1966), 117. 5Thomas H. Shea, "The Two Year College Transfer Student-- An Interim Report," Buffalo Studies, II, No. 1 (1966), 155- 171. Abstracted in College Student Personnel Abstracts, II (Summer, 1967), 525-526. 6K. Patricia Cross, The Junior College Student: A Re- search Description (Princeton, N. J.: Educational Testing Services, 1968), pp. 11-46. 7Thomas Goodale and Arthur Sandeen, "The Transfer Stu- dent: A Research Report," NASPA Journal, VIII (April, 1971), 248-263. C tolerant, re- ccnventional The tcpi junior colle; at the senior son of CL‘JCJlE college With Hills re in? COnclusic in grade poi, senior insti- RECOVery fr01 junior COlle natIVe Stude likely to s 13 tolerant, reflective and flexible in their thinking, and more conventional and practical than students at four year institu- tions. Academic Performance of Transfer Students The topic most often researched related to community/ junior college transfer students is their academic performance at the senior institution. This study is typically a compari- son of cumulative grade point average earned at the junior college with that earned at the four year institution. Hills reviewed over twenty such studies with the follow- ing conclusions. "Transfer shock," i.e., a noticeable loss in grade point average at the end of the first semester in the senior institution, was prevalent in almost every instance. Recovery from "transfer shock" was almost as prevalent though junior college students generally earned lower grades than native students. They took longer to graduate and were less likely to survive to graduation.“9 A summary of another twenty-four research studies at the Clearinghouse of Junior College Information substantiated the above findings and, as such, tended to corroborate Knoell and 8John R. Hills, "Evaluating Transfer Applications,“ College and University, XXXX (Spring, 1965), 241-248. 9John R. Hills, "Transfer Shock: The Academic Perform- ance of the Junior College Transfer Student," Journal of Experimental Education, XXXIII (Spring, 1965), 201-215. Medsker's w: Severa' at The Penn .lzea COITClUIl the Univers aowever, if found that transfers 1 not signif; Becau States see Hedsker st baccalaure l4 Medsker's work as well as earlier research done in 1928.10 Several recently reported studies at the Capitol Campus of The Pennsylvania State University in 1966,11 Harrisburg Area Community College in 1966,12 and the Columbia branch of 13 also support the above findings. the University of Missouri However, in another study at the University of Missouri, Mann found that differences in "transfer shock" experienced between transfers from junior colleges and four year institutions were not significant at the .05 1eve1.‘” Because colleges in the northeastern region of the United States seem to have been under—represented in the Knoell— Medsker study, Meskill undertook a study of over three hundred baccalaureate-conferring institutions in that section of the l°ERIC Clearinghouse for Junior College Information, Junior College Research Review, I (Los Angeles: University of California, February, 1967). 11Earl S. Elliott, "The Academic Achievement of Transfer Studentsanuithe College Comprehensive Tests," Journal of College Student Personnel, XIII (May, 1972), 266-269. 12Fred A. Snyder and Clyde E. Blocker, "1966 Transfer Student Performance-Research Report No. 4," ERIC Clearing- house for Junior College Information (Los Angeles: University of California, 1970). 13Ronald B. Britton, "The First Semester Academic Perform- ance of Urban Junior College Transfer Students to Columbia vs Two Urban Campuses of the University of Missouri," ERIC Clearinghouse for Junior College Information (Los Angeles: University of California, 1969). 1'‘Bill Mann, "Student Achievement: Junior College Trans- fers vs University Transfers to the University of Missouri- Columbia," ERIC Clearinghouse for Junior College Information (Los Angeles: University of California, 1969). nation. W with Knoel much lower figure of fourth yea attributed study. Th their trar. less than confidence would imp; 15 nation. With several exceptions, his results generally agreed with Knoell and Medsker. Northeastern institutions reported a much lower attrition rate compared to the Knoell—Medsker figure of twenty-nine percent loss at the beginning of the fourth year after transfer. Attrition was less frequently attributed to financial difficulties than in the Knoell-Medsker study. These institutions indicated that seventy percent of their transfer students would graduate on time contrasted to less than half in the Knoell-Medsker study. There was less confidence that transfer students in the northeastern region would improve their grades in successive semesters.15 Articulation Problems Experienced by Transfer Students Following closely upon publication of the Knoell-Medsker research was the issuance in 1966 of the Guidelines for Im- proving Articulation Between Junior and Senior Colleges.16 Subsequently there have been several articles and research studies emphasizing the necessity for improving articulation between the two levels. 15Victor P. Meskill, "Transfer Student Performance and Admission Policies and Practices for Transfer Students," The National ACAC Journal, XVI (July, 1971), 23-24. 16Joint Committee on Junior and Senior Colleges, Guide- lines for Improving Articulation Between Junior and Senior Colleges (Washington, D. C.: American Council on Education, 1966), 17 pp. In a 19‘ veyed the mo] criteria aff‘ fer students transferring percent VS- policy of ac of eleven pe um West. 0 national mat only twenty- tation progr awarded a s: (fourteen pe Withese fix junior and 0f junior C( articulatio: AS bac 16 In a 1967 national study Willingham and Findikyan sur— veyed the mobility of transfer students and the admission criteria affecting them. They found that junior college trans- fer students were less likely to be rejected than students transferring from other four year institutions (twenty—four percent vs. thirty-five percent). On the negative side, the policy of accepting D grades varied substantially, from a low of eleven percent in the Northeast to eighty-six percent in the West. Only about one institution in six had Special infor- mational materials on transfer policies and procedures, and only twenty-nine percent of the institutions had special orien- tation programs for transfer students. Transfer students were awarded a smaller percentage of financial aid than freshmen 7 Commenting (fourteen percent \EL thirty-three percent).1 on these findings, Menacker urged closer c00peration between junior and senior institutions to promote more equal treatment of junior college transfers through such means as written articulation agreements.18 As background for a prOposed Illinois Master Plan for Higher Education, Darnes studied the Florida system of higher l7Warren W. Willingham and Nurhan Findikyan, "Transfer Students: Who's Moving from Where to Where, and What Deter- mines Who's Admitted?" College Board Review, No. 72 (Summer, 1969), 4-12. 18Julius Menacher, "Are Junior-College Transfers Second- Class Citizens?" Journal of National Association of College figmission Counselors, XIV (February, 1970), 4-9. " ti“!v s fiV‘ R f Q ..E L H- ‘5 the “V ‘v ‘¢ F4 5.1. 5.4 '1“ Vi. 17 education, including the two upper level institutions, i.e., Florida Atlantic University and the University of West Florida. He cited a Planning Commission Report for the former univer- sity indicating that another situation to be anticipated is the 'shock effect' that students will experience coming into this program. Even though they will have had the equivalent of two years of previous college experience, many of them still will not be prepared for the degree of independent responsi- bility they will be expected to assume. . . . It should be emphasized that it will be necessary to provide for thorough orientation and adequate counseling of entering students. . . .19 Schultz enunciated other contributing causes to the articulation crisis for junior college students in addition to those already described: (1) lack of information and/or prejudice by senior college faculty members and counselors who advise transfer students, (2) change of educational goals in mid-stream by junior college students, and (3) the maintenance of double standards for native students and transfer students by senior colleges. He made the following recommendations for improvement of this situation: (1) allow transfer credit for courses in which a grade of D is made, (2) develop compacts between junior and senior colleges within a state to govern liberal arts requirements, (3) establish common freshman and sophomore core requirements at senior colleges for undergrad- uate majors and professional programs, (4) hold periodic 19G. Robert Darnes, "The Articulation of Curricula Bev tween Two and Four Year C011eges and Universities" (Gaines- ville: University of Florida, Institute of Higher Education, September, 1970), 56 pp. V U '1'! all \ tn \d :c .40 a e E t §I< l r 0 O A» t AK l8 articulation conferences involving junior college and senior college representatives of various major areas and professional fields, (5) establish special internal arrangements, e.g., office for transfer student affairs, at senior institutions receiving a substantial number of transfer students. Given the tremendous increase in numbers of transfer students, Schultz considers it imperative that these recommen— dations be implemented, stating that When a large number of these students are required to enroll for an additional term or two, the cost involved is very large--to the state, to the individual, to private supporters of the institution, and to the senior institution in terms of the physical and human resources. He foresees the day when previous academic performance, and not particular courses, will be the only criterion for admission of junior college students to senior institutions.2° Kintzer's 1970 Nationwide Pilot Study on Articulation, the most comprehensive recent study, summarizes articulation efforts in the fifty states and concludes that they have—— improved little since 1964 when Knoell and Medsker re- ported in their comprehensive national study of the transfer student that 'The net effect of junior college development on the production of baccalaureate recip- ients has scarcely been considered in making master plans.’21 2°Raymond E. Schultz, "Articulation in Undergraduate High— er Education: Some Problems and Some Recommendations Related to the Junior College" in Perspectives on the Community-Junior Cgllege, Selected Readings, ed. by William K. Ogilvie and Max R. Raines (New York: Appleton-Century—Crofts, 1971), pp. 196-202. 21Frederick C. Kintzer, "Junior College-Senior College Articulation in the '70's," College and University, XLVI (Summer, 1971), 587-605. Richig in New Forum in var 19 More recently Willingham conducted a follow-up telephone survey of the forty-three institutions studied by Knoell and Medsker and concluded that their adherence to the Guidelines for Improving Articulation Between Junior and Senior Colleges was indifferent at best. These institutions, on the average, were following only about fifty percent of the recommended guidelines.22 Several articulation styles were identified by Kintzer. The "Articulation Conference Plan" which is characterized by negotiation and voluntary action is practiced in California, Michigan, by cluster institutions in New York, and is beginning in New Jersey and North Carolina. Florida exemplified "The Formula Plan" for which task force committees were organized in various disciplines in preparation for the drafting of legislation. This plan is also developing in the state col- leges of Washington and California. States using "The Core Curriculum Plan" include Georgia, Ohio, Oklahoma, Oregon, and Texas. Impediments to articulation by both junior and senior colleges are detailed and recommendations made for the removal of these. Kintzer sees articulation between junior and senior colleges as one of higher education's challenges for this 22Warren W. Willingham, The No. 2 Access Problem: Trans- fer to the Upper Division, Report No. 4 prepared—by the ERIC Clearinghouse on Higher Education (Washington, D.C.: American Association for Higher Education, July, 1972), p. 48. ate decr throughc seventie In AdriniS‘ authori pecifi institu that on transfe credit Special dents, SPecia] assistg Organi: T] ming r. SPeCif dents perSOn 20 decade. He predicts that the total acceptance of the associ~ ate degree or a course package will develop very rapidly throughout the nation and be commonplace by the end of the seventies.23 In 1971 the National Association of Student Personnel Administrators' Division of Research and Program Development authorized a study of student personnel services available specifically for transfer students in its four year member institutions. Responses from 624 of 822 schools indicated that only twenty percent had a special admissions officer for transfer students though a majority did provide Specialists in credit evaluation and academic advising. Less than half had special orientation and counseling programs for transfer stu— dents, student advisory boards for transfer student problems, special programs to meet transfer students' need for financial assistance, or reserved slots for transfer students in student organizations. This NASPA monograph concludes with research and proqram— ming recommendations on this topic and with suggestions for specific studies of minority transfer students, transfer stu— dents from four year institutions, and transfer students' personal needs and perceptions of the institution.2" 23Kintzer, "Junior-Senior College Articulation in the '70'3," 587-605. 2"Arthur Sandeen and Thomas Goodale, Student Personnel Programs and the Transfer Student. A Special Report of the NASPA Division of Research and Program DeveIOpment, Monograph No. 4, October 1971, 43+ pp. y .‘9 '6... Q '5'”- x... 'a; 21 Studies Related to Transfer Students' Opinions About Student Personnel Services The study that caused national attention to be focused on the transfer student was that done by Knoell and Medsker in the early 1960's. The primary subjects of their research were 7,243 junior college transfers from 345 two year institu- tions in forty-three states and the Canal Zone who transferred in the Fall of 1960 to forty-three four year colleges and uni— versities in ten states. Academic transcripts and biographical questionnaires were the two major types of data collection instruments, with the latter used to determine non-academic characteristics of transfer students in the areas of: (1) personal and family traits, (2) decision-making about col- lege and career, (3) evaluation of junior college experiences and transfer problems, and (4) participation in extra-curricu- lar activities. Their major findings related to student personnel services were as follows. (1) Though junior college transfers rated counseling and academic advising at their junior college much less favorably than they did the instructional program, their opinions of comparable services at four year institutions were even lower. Some students were unaware these services existed at the transfer school. Many reported unsatisfactory experiences with their faculty advisers who were often unfamiliar with the FIon .Or the S deric adv 22 junior college, disinterested in their advisees, and all too frequently not available for advising. (2) Among transfer students who dropped out of the four— year institution and who had sought some type of counseling, there appeared to be little help avail— able for ordinary problems of motivation, interest, and career decision-making. Counseling seemed to be limited to students in need of therapy who were frequently advised to withdraw in order to get it. (3) Orientation programs were largely unsuccessful be— cause transfer students were frequently grouped with freshmen and the programs were often held at times inconvenient for working transfer students. (4) Many transfer students, especially women, felt that their social adjustment at the four year institution was impeded because most extra-curricular programs were directed toward freshmen. An additional factor discouraging their participation was the need to devote all their time to study in an effort to earn passing grades in the first semester after transfer. (5) The transfer students rated the increased costs of their education at the senior institution their most serious problem following transfer. From these findings Knoell and Medsker drew implications for the senior institutions in the areas of admissions, aca— demic advising and counseling, financial aid, orientation, SOC IE: . l“. on 113 I‘ll l f”! 'd ’ 1'! fi.‘ I “rd (1) 23 social and extra-curricular activities. Generally, they found that these student personnel services did exist at senior colleges and universities but that faculty and staff were not cognizant of the special needs of transfer students and, therefore, did not reach out to assist them in the transition from junior to senior institutions. Instead, programs tended to follow the traditional pattern of focusing on new fresh: men.25'25'27 A study preceding the above was done by Tingey in 1957 in the State of Washington. Junior college transfer students reported that they had experienced a new social adjustment on entering the senior institution, that senior college courses assumed background they did not have, that advising and counsel- ing were inadequate, and that more coordination and cooperation between the junior and senior institutions would facilitate their transition.28 In 1963 Lambe surveyed transfer students at Western Michi— gan University to determine what adjustment problems they had 25Knoell and Medsker, Factors Affecting Performance of Transfer Students, pp. l76-l77. 26Knoell and Medsker, Articulation Between Two-Year and Four-Year Colleges, p. 109. 27Knoell and Medsker, From Junior to Senior College, pp. 64-72. 28Dale T. Tingey, "A Study of the Guidance Problems of Washington Junior College Students Transferring to the State Four-Year Institutions in Washington" (unpublished Ph.D. dis- sertation, State College of Washington, 1957), Dissertation Abstracts, XVIII, No. 1 (January, 1958), p. 125. cl \HU ‘Ili\ 24 experienced upon transferring. For this population, principal problems related to the increased costs at the four year insti— tution, difficulties in scheduling required courses, and loss of credits upon transfer.29 In a survey of alumni from the junior college honorary, Phi Theta Kappa, most of whom transferred to senior institu- tions, Schultz reported that they rated counseling and guidance services at the junior college slightly superior to those at the senior institution.30 Barger sought transfer students' perceptions of their experiences at the University of Florida through use of the workshop method. In April 1968 the University of Florida Mental Health Project sponsored two workshops which provided for dialogue among transfer students, community college coun- selors and university personnel and which resulted in a number of recommendations by and for each group for improving the adjustment of transfer students in senior institutions. Students recommended the following changes in student person— nel services: (1) that summer orientation be expanded so all transfer students can be invited to participate, (2) that 29Cameron W. Lambe, "Academic Success and Adjustment to University Life of Community College Students Transferring to Western Michigan University" (unpublished Ed.D. dissertation, Wayne State University, 1964), Dissertation Abstracts, XXV, No. 9 (March, 1965), p. 5061. 30Raymond E. Schultz, "A Follow-Up on Honor Students," in Perspectives on the Community-Junior College, Selected Readings, ed. by William K. Ogilvie and Max R. Raines (New York: Appleton-Century-Crofts, 1971). pp. 196-202. 4 we . acaieni prefera range p tion ca vided f student their i L's transfe residen of Stud study i orienta Cerning relativ Employ HOWerr lance i activit 25 academic advising be a more personal, less hurried experience, preferably with the same adviser each time in which longer range planning can be accomplished and more accurate informa- tion can be communicated, (3) that more opportunities be pro— vided for transfer students to involve themselves in on—going student activities, and in student organizations to facilitate their identification with university life.31 Using a modification of Yatros' Student Personnel Serv— ices Needs Inventory, Fulco studied the needs of junior college transfer students living in University of Missouri—Columbia residence halls in 1968 and their perceptions of the adequacy of student personnel services on the campus. Results of this study indicated lack of transfer student satisfaction with orientation programs, academic advising, and procedures con— cerning student conduct. Both males and females expressed relatively low needs for counseling and financial aids and employment, in contradiction to Knoell and Medsker's findings. However, females expressed more needs than males for assis— tance in the areas of admissions and orientation, student activities, and discipline and conduct.32 31Ben Barger and Others, "Transfer Students Speak Out," ERIC Reports, sponsored by National Institute of Mental Health (Gainesville: University of Florida, 1968), 31 pp. 32Jean Fulco, "Junior College Transfer Students' Needs and Evaluation of Student Personnel Services," ERIC Reports (Columbia, Missouri: University of Missouri, 196877 15 pp. cludin; 1y, se: transfe plan f: were I]: versit colleg tutiOr factic ment : the g; trans digs Ceix rinc 5 i “\3 26 Transfer students from community colleges in Oregon to state system institutions were studied by McDermott. He found that transfer students encountered many problems, in- cluding inadequate and inaccurate advising, and that, general- ly, senior institutions had given insufficient support to the transfer programs of community colleges in the Oregon state plan for higher education. Services for transfer students were not sufficiently coordinated and lacked staff.33 Pierce studied transfer students at Florida State Uni— versity from twenty-one Florida junior colleges, their junior college counselors and academic deans, and their senior insti- tution counterparts to determine sources of student dissatis- faction and impediments to successful articulation. Improve- ment in communication between the two levels was found to be the greatest need. There was also a desire for a special transfer student orientation program. Upper division counsel- ing and advisement was rated slightly superior to lower di— vision counseling, but still inadequate. Financial aid pro— grams were administered equitably to native students and transfer students.3“ 33Milton M. McDermott, "Guidance Problems of Students Transferring from Oregon Public Community Colleges to Oregon State System.Colleges and Universities" (unpublished Ed.D. dissertation, University of Oregon, 1969), Dissertation Ab- stracts International, XXXI (September, 1970), p. 934-A. 3“David J. Pierce, "An Investigation of Problems Per- ceived in Conjunction with Junior College Students Transfer- ring to a Senior Institution" (unpublished Ph.D. disserta— tion, The Florida State University, 1970), Dissertation Abstracts International, XXXII, No. 1 (July, 1971), p. 205-A. All threu graduate ccunseli the Univ éeficien The in Appen A 5 transfer 0f acade which r< that (,0. institu As lege tr average natiVe 27 As part of a study of transfer students at the University of Iowa, Langton gathered information on the feelings of these students about selected aspects of their college education. All three groups of transfer students, i.e., still enrolled, graduated, and withdrawn, expressed most dissatisfaction with counseling and advice received at the two—year colleges and the University of Iowa, though the latter was rated more deficient than the two year colleges.35 The major findings from the above studies are summarized in Appendix A, Table 1. Summary A survey of the literature on community/junior college transfer students indicates a plethora of studies in the areas of academic progress and articulation problems, but very few which report transfer students' expressed needs for services that would facilitate their transition from junior to senior institutions. As described in the literature, the typical junior col- lege transfer student earned a lower high school grade point average and scored lower on tests of academic ability than his native counterpart at a four-year institution. His origins 35Russell G. Langton, "Iowa Two-Year College Transfer Stu- dents at the University of Iowa: Academic Success and Satis- faction" (unpublished Ph.D. dissertation, the University of Iowa, 1971), Dissertation Abstracts International, XXXII, No. 9 (March, 1972), p. 4955-A. 28 are largely lower socio-economic which account for his orig- inal selection of the junior college and his need to work. He usually experiences "transfer shock" his first semester at the four year institution, earns a lower grade point average than the native student, and takes longer to graduate. Resolving the problems of articulation between two and four-year institutions is seen as one of the higher education challenges of the seventies. Though some states have begun in various ways to smooth this transition, for the most part no substantial progress has been made since the Knoell-Medsker study reported the need for such improvement. Studies soliciting transfer students' reactions are few compared to those on academic progress and articulation, yet there is substantial evidence that senior institutions have given insufficient attention to the articulation problems of these students. Just in terms of economy and efficiency in programming, it seems imperative that senior institutions study their transfer student populations, including their needs for various types of services and their perceptions of these services on the campus. These goals will be the focus of the research design to be presented in Chapter III. ’——~l (7} In *1 CHAPTER III DESIGN OF THE STUDY Sample The population for this study was community/junior col— lege transfer students who enrolled at Eastern Michigan University for the first time for the 1971 Fall semester. Two samples were selected: (1) one composed of students who enrolled in the 1971 Fall semester and were still enrolled in the 1972 Winter semester, and (2) the other composed of stu— dents who enrolled for the 1971 Fall semester and did not re-enroll for the 1972 Winter semester. A twenty percent systematic random sample of the above groups was selected on the basis of assigned student number. Student numbers at Eastern Michigan University are assigned sequentially according to the date of a student's paid enroll- ment validation deposit. The sampling started with the second student number of each list. This was determined by random selection of the numbers one through five. Description of the final sample is shown in Table 3.1. Demographic data and chi squares for the samples are pre— sented in Table 3.2. 29 9“... .v‘. —a In a ("3 30 Table 3.1. Distribution of Samples and Elimination of ResPondents Transfer Students Enrolled Fall 1971 and Winter 1972 Transfer Students Enrolled Fall 1971 Only Total Populations 20% Random Sample Ineligible for Sample: Withdrew Fall 1971 Withdrew Winter 1972 Adjusted Sample Total Inventories Returned Returned Inventory but not enrolled Fall 1971 Returned Inventory but withdrew Fall 1971 Returned Inventory but withdrew Winter 1972 Returned Inventory but did not earn jr. c. crs. Incompletely answered Unanswered Defaced Total Usable Inventories 978 195 mlb.w 167(88% response)* \HFJBJBJPJ 7 160 (84.7%)* 207 40 (one discarded) 24 (60% response)# 1 1'3 (47.5%)# * Refers to Adjusted Sample: # Refers to Random Sample: N=189 N=4O ll table 3.2. \\ 2. Attend sexiest ful par not U1 0 3.5 '1) (D 17— 20- 23- 26— 30~ 6~ Marita 7- Workir No par It}; nOt lsnifi, 31 Table 3.2. Demographic Data Transfer Students Transfer Students Chi Enrolled Fall 1971 Enrolled Fall 1971 Square and Winter 1972 Only Number Percent Number Percent 2. Attending classes this semester (Winter 1972) full-time 139 86.8 part-time 21 13.1 not enrolled 19 100.0 179.0 3. Classification freshman 8 5.0 2 10.5 sophomore 48 30.0 6 31.5 2.61 junior 90 56.2 11 57.8 senior 14 8.7 4. Sex male 89 55.6 8 42.1 0 77 female 71 44.3 11 57.8 ° 5. Age 17-19 17 10.6 4 21.0 20-22 91 56.8 11 57.8 23-25 28 17.5 2 10.5 2.30 26-29 12 7.5 l 5.2 30- 12 7.5 1 5.2 6. Marital Status No Response 1 0.6 Single 110 68.7 13 68.4 Married 47 29.3 5 26.3 1.68 Divorced, Separated, Widowed 2 1.2 l 5.2 7. Working Status No Response 2 1.2 part-time 46 28.7 6 31.5 full-time 25 15.6 11 57.8 21.49* not working 87 54.3 2 10.5 8. EMU cumulative g.p.a. 3.00-4.00 44 27.5 5 26.3 2.00-2.99 81 50.6 5 26.3 6.59** -1.50-l.99 35 21.9 9 47.4 9. Earned A.A. or A.S. yes 49 30.6 2 10.5 2 45 no 111 69.3 17 89.4 ° *Significant at 0.0001 level of probability. **Significant at .05 level of probability. continued Table 3. H 32 Table 3.2-—continued Transfer Students Enrolled Fall 1971 Transfer Students Enrolled Fall 1971 and Winter 1972 Only Number Percent Number Percent 10. Community/junior college from which students transferred: Henry Ford Community College 30 18.7 3 15.8 Oakland Community College 25 15.6 2 10.5 Washtenaw Community College 19 11.8 4 21.1 Macomb County Community College 18 11.2 Schoolcraft Community College 17 10.6 3 15.8 Wayne County Community College 2 10 5 Subtotal 109 67.9 i? 73.7 Others: 51* 32.1 5** 26.3 TOTALS 160 100.0 19 100.0 *includes 13 different colleges **inc1udes 5 different colleges 11. Academic major at EMU:* Arts and Sciences 54 33.8 6 31.6 Business 39 24.0 3 15.8 Education 56 35.0 8 42.1 Applied Sciences 8 5 0 1 5.3 Subtotal 157 97.8 is" 94.8 Undecided 3 2.2 1 5.2 TOTALS 160 100.0 19 100.0 *responses categorized by colleges for Arts and Sciences, Business, and Education 12. Presently attending a college or university* Yes No *asked only of formerly enrolled transfer students 15.8 84.2 '11 locate easter for tt tion, Easter on? instit its cu arts 5 0f fou the Gr AbOut teachi increa Servic. taster; ‘r «om t] has Sel CCMai 33 Eastern Michigan University Eastern Michigan University is a multi—purpose university located in Ypsilanti, a community of about 50,000 in south— eastern Michigan. It was founded in 1849 to educate teachers for the public schools. More than half of Michigan's popula— tion, about four million people, lives Within fifty miles of Eastern Michigan University. Though teacher preparation was the primary purpose of the institution for the first one hundred years of its existence, its curriculum has always included a wide spectrum of liberal arts subjects. Eastern Michigan University is now comprised of four colleges: Arts and Sciences, Education, Business, and the Graduate School, plus several applied science departments. About thirty-five percent of the student body is in non— teaching curricula. Total enrollment is approximately 20,000, with substantial increases having occurred during the last decade. The primary service area for Eastern Michigan University has been south- eastern Michigan, though increasingly students are enrolling from throughout the state, other states, and foreign countries. Measure The Student Personnel Services Needs Inventory (SPSNI) was selected to measure the needs and perceptions of the community/junior college transfer students at Eastern Michigan \ .Qr 34 University. The SPSNI was developed by Yatros for his doc— toral study of students at the Southeastern Campus of Indiana University when he found that reported research had no instru— ment which dealt specifically with the perceived needs for student personnel services as expressed by students themselves. This instrument was designed to determine students' (1) Per— _. _ -.-q E sonal Basic Needs for eight areas of student personnel serv— ices, (2) perceptions of the availability and adequacy of student personnel services on the campus, and (3) perceptions In... u _ ‘ of the availability and adequacy of student personnel services in the immediate environment/community. Yatros' Inventory is comprised of eight scales (Admissions and Orientation, Coun— seling, Curriculum and Referral, Discipline and Conduct, Financial Aids and Student Employment, Health Service, Housing, and Student Activities) of five items each for a total of forty items. Concerning the development of the items in his instrument, Yatros stated that: Items were constructed that met the Operational defini— tion of student personnel functions expressed by well- known authorities in the field. By using as guidelines the prior knowledge of the well-known principles, ob— jectives, and assessment devices advocated by authorities in the student personnel field, validity was assumed. . . .1 Reliability of the SPSNI was determined by the Test/ Retest Method. It was administered to twenty students in an Introduction to Teaching class and retaken by seventeen of lYatros, "Construction and Application of Two Inventories for Use in College Student Personnel Work," p. 35. mu: Va: {:1 *E 35 these students at a later date. The reliability of reSponses was analyzed by "Percent of Agreement," a simple reliability measure which assesses the amount of changed responses between respondents who have taken the same instrument within a cer— tain period. Yatros chose seventy percent as the reliability criterion. In analyzing these responses the Percent of Agree— E_+ ment was first applied to the individual forty items, then to the eight scales of student personnel services, and finally ' Lnutm- 1...—‘ to each of the three categories referred to above. Categories I and II were judged to be fairly reliable with means of 75.29 1 £4 percent and 73.97 percent, respectively, while Category III produced only 64.24 percent reliability.2 With modifications Fulco used the SPSNI to study junior college transfer students living in residence halls at the University of Missouri-Columbia. A random sample of fifty men and fifty women was selected with a ninety percent response from each group. Results of this study have been reported previously in Chapter II: Review of the Literature. The changes Fulco made in the SPSNI consisted of eliminating Cate— gory III, Perceptions of the Availability and Adequacy of Student Personnel Services in the Immediate Environment/Com— munity, and altering the wording of items and format in minor ways.3 21bid., pp. 36-41. 3Jean Fulco, "Junior College Transfer Students' Needs and Evaluation of Student Personnel Services," ERIC Reports (Columbia, Missouri: University of Missouri, 1968), 15 pp. 36 This study of Eastern Michigan University community/ junior college transfer students used five of the eight scales of the SPSNI in the format prepared by Fulco with additional minor changes in the face sheet and in the wording and cate- gorization of certain items. The five scales used were: (1) Admissions and Orientation, (2) Counseling, (3) Curriculum EAL and Referral, (4) Financial Aids and Student Employment, and (5) Student Activities. There was a total of twenty-five items in these five scales, each yielding two responses. i Students were asked to indicate whether they had a personal ;w need for the service presented in the item. Additionally, whether or not they needed the service, they were to indicate whether they thought it was available on campus, and, if avail— able, to rate its adequacy. The three scales eliminated were Housing, Health Service, and Discipline and Conduct. Housing was eliminated based on an administrative report that one percent or less of Eastern Michigan University transfer students lived in university hous- ing. Two of the three items in the Health SerVice scale seemed inadequate. The third relating to psychiatric assis— tance was placed in the Counseling scale because at Eastern Michigan University psychiatric services are administered through the Counseling Center. The Discipline and Conduct scale was eliminated because the items were not pertinent to the Eastern Michigan University campus. ____. ‘ 37 Two sections were added for the purpose of this study. The first entitled "Have You Used Any of the Following Serv- ices at EMU?" listed eight possibilities, and also asked stu— dents if they had been helped if they had used the service and how they had learned about it. The second section con- sisted of a list of items students could check to indicate which services they thought would be helpful to transfer students at Eastern Michigan University. The revised form of the SPSNI used in the present study, then, consisted of a total of thirty-nine items. This re- vision was pre-checked with several Eastern Michigan Univer- sity students before it was sent to the samples. Suggestions made for clarification and the inclusion of examples were incorporated in the final version (see Appendix B). Reliability of Eastern Michigan University Transfer Students' Responses to SPSNI Six currently-enrolled community/junior college students were randomly chosen to be interviewed using the SPSNI. Four of the six in the original sample responded and were inter- viewed. An additional three currently-enrolled students were also interviewed. The final sample consisted of three females and four males. Of the final sample, five students had com- ‘pleted and returned the SPSNI prior to the taped interview. The responses on that inventory were compared with those given during the taped interview and provided the data for this reliability analysis. t W7 a . 7 DIE’. . with were to t} was n f011c Teen 38 The "Percent of Agreement" used by Yatros, and described previously in this chapter under "Measure," was chosen to assess the reliability of the Eastern Michigan University sample. Seventy percent was also selected as the reliability criterion. On Category I (Needs for Student Personnel Serv— ices), reliability ranged from sixty—eight percent to eighty— eight percent with a mean of 78.4 percent. The range for Category II (Availability and Adequacy of Student Personnel Services), was from sixty-four percent to ninety—six percent with a mean of 81.6 percent. Design This study used a descriptive as well as a comparative approach to studying the two samples of transfer students. Currently-enrolled community/junior college transfer students were mailed the SPSNI with an appropriate cover letter on March 13 and 14, 1972 (see Appendix C). Students who had not responded by March 23, 1972 were sent a second Inventory. Between April 6-10, 1972 the remaining non-respondents were contacted by telephone. Non-enrolled community/junior college transfer students were similarly mailed the SPSNI with a cover letter appropriate to their non-enrolled status on March 16, 1972. Another copy 'was mailed to non-respondents on April 1, 1972. A second follow-up, a postcard, was sent on April 14, 1972 (see Appendix C). StUS' tran Raw”? Lv'..‘.u1 tion: SOn ( will 39 As mentioned previously, a three percent sample (six students) of the currently-enrolled community/junior college transfer students was to be interviewed individually to verify responses to the SPSNI. This was done during the period of March 29, 1972 through April 11, 1972. These interviews were recorded on tape for the analysis which was discussed in the preceding section. Areas To Be Examined The needs for student personnel services expressed by community/junior college transfer students and their percep- tions of the availability and adequacy of these services will be the first area to be examined. The second area, a compari- son of the responses of the two samples of transfer students, will be examined according to the following null hypotheses. 1. No differences will be found between the expressed needs for student personnel services of currently enrolled and formerly enrolled community/junior col- lege transfer students. 2. No differences will be found between currently en- rolled and formerly enrolled community/junior college transfer students in their perceptions of the avail- ability and adequacy of student personnel services within the institution. 3. No differences will be found between currently en- rolled and formerly enrolled community/junior w-w Be: or abil trend 5 40 college transfer students in their expressed needs and perceptions of the availability and adequacy of student personnel services on the basis of selected characteristics (class rank, sex, age, marital status, working status, cumulative grade point average at Eastern Michigan University, and holding an A.A. or A. S. degree). 4. No differences will be found between currently en- rolled and formerly enrolled community/junior college transfer students in their use of student personnel services. 5. No differences will be found between currently en- rolled and formerly enrolled community/junior college transfer students in their recommendations for stu- dent personnel services to facilitate their transition to the senior institution. Analysis Responses to the SPSNI will be reported in frequency and percentage tables. Chi square will be used to analyze differ- ences between groups on Column A (Needs) and Column B (Avail- ability and Adequacy) as well as Use of Services and Recom— mendations.“ Results will be considered significant when their 1‘The formula for Chi square to be utilized will be: 2 (O-E)2 x =2[ E ] where Z = summation, O = observed values (data .Mlea'n.ml.‘x '-t‘ J! PP‘FP'H-fiur repor 3V 1' a result occule is de ing t accn hasi 41 probability of occurrence is .05 or less. The Sign Test will be used to determine whether students reported their Eastern Michigan University grade point averages with any consistent bias.5’6 Limitations of the Study This study of community/junior college transfer students is limited because it is a local study done at only one public campus in the State of Michigan. However, it is expected that results will be generalizable to similar campuses with like populations of community/junior college transfer students. With use of the questionnaire method validity of responses is dependent on each individual's honesty, interest in answer- ing the SPSNI, and interpretation of the items. Response accuracy, therefore, can be claimed only on an individual basis. Summary As background for Chapter IV: Analysis of Results, demographic information has been presented about community/ obtained from inventories), E = expected values (internal compu- tation) and where df = (r-l)(c-1). (See Richard P. Runyon and .Audrey Haber, Fundamentals of Behavioral Statistics (Reading, Mass.: Addison-Wesley Publishing Company, 1967), pp. 206-211. 5Ibid., pp. 218-219. 6Eastern Michigan University records of the student's grade point average were used as demographic data rather the student's report of his grade point average. The latter report was used as data for the Sign Test. is 11581“ 42 junior college transfer students at Eastern Michigan Univer— sity. The SPSNI was chosen as the instrument for this study. Its development by Yatros and subsequent modification by other users was reviewed. Procedures used to contact the samples, as well as data analysis methods, were presented. CHAPTER IV ANALYSIS OF THE DATA Introduction Comparative data will be presented first to determine areas where currently enrolled and formerly enrolled com- EF""‘A_“‘—. — -— A‘- 'k munity/junior college transfer students may differ. Descriptive profiles of each group's expressed needs for and perceptions of the availability and adequacy of student per- sonnel services will then be presented. The analysis of the comparative data will be organized to correspond to the five questions to be examined as described in Chapter I. Data from questions one, two, and three, which are based on the Student Personnel Services Needs Inventory (SPSNI) will be examined by scales, for example, Admissions—Orientation and Counseling. There are two responses for each item of the SPSNI: (1) Needs, and (2) Availability and Adequacy, and these will be examined within the framework of the five scales. The last two questions concern Use of Services and Recommenda— tions for Student Personnel Services. Chi square analyses are reported for each item within a scale, the total scale, Use of Services and Recommendations 43 44 for Student Personnel Services. In addition, the interrela- tionships of the demographic variables as well as the rela- tionships with the inventory items will be reported. Areas To Be Examined Question 1: Is there a difference between the ex- I pressed needs for student personnel services of currently enrolled and formerly enrolled community/junior college transfer students? . ".J.""‘1r AdmissionSHOrientation Table 4.1 indicates there were no significant differ- ences between the two groups of transfer students in their needs for services related to Admissions—Orientation. Analysis of the data failed to reject the null hypothesis. Though there were no significant differences between the groups on their needs for Admissions—Orientation services, over eighty percent of each group indicated that having ade- quate information about the institution prior to attending was important to them. Formerly enrolled transfer students also expressed a greater need for a social/cultural orienta- tion program than did currently enrolled transfer students who gave more emphasis to an academic orientation program. 45 Table 4.1. Admissions-Orientation: Item and Scale Percentages and Chi Squares NEED FOR SERVICES Enrollele'7l Enrolled Chi and W'72 F'7l Only Square 3 Item No. percent percent YES NO YES NO 1. feeling a part of this institution 56.8 41.2 52.6 47.3 0.04 4. adequate information before deciding to attend 84.3 15.0 89.4 10.5 0.04 5. academic orientation program 55.0 40.6 42.1 42.1 0.10 14. social and cultural orientation program 49.3 45.0 73.6 26.3 2.31 Scale: Admissions-Orientation 61.4 35.5 64.5 31.6 0.00 lN=160 2 .N=l9 3 The sum of the percentages does not always equal 100% because the No Response and Uncertain categories were not included. it si 46 Counseling No significant difference was observed between groups for the Counseling scale. However, as shown in Table 4.2, a significant difference was found between the two groups of transfer students in their indications of need for help with minor emotional problems. Formerly enrolled transfer students reported a greater need for this assistance. For all other items, analysis of the data failed to reject the null hypothe- sis. ‘5 5.. Neither group of transfer students perceived themselves as needing psychiatric help for serious personality disorders (Item No. 13). In fact, both groups of transfer students (11.2 percent of the currently enrolled transfer students and 15.7 percent of the formerly enrolled transfer students) expressed fewer needs for this service than for any other item in the SPSNI. However, a small, but consistently greater, proportion of the formerly enrolled transfer students reported need for Counseling than did the currently enrolled group. Their non-enrolled status may be related to this need. Ta 47 Table 4.2. Counseling: Item and Scale Percentages and Chi Squares NEED FOR SERVICES Enrolled F'7l Enrolled and W'72l F'71 Only 3 Item No. percent percent3 Chi YES NO YES NO Square 7. assistance for occupational planning 56.8 39.3 63.1 31.5 0.13 10. help for minor emotional problems 22.5 68.7 52.6 42.1 6.13* 13. psychiatric help for serious personality problem 11.2 80.0 15.7 73.6 0.06 23. confidential discussion with professional person 46.2 48.7 47.3 42.1 0.01 24. help to become self-direct- ing and self-disciplined 34.3 57.5 52.6 42.1 1.52 Scale: Counseling 34.3 58.9 46.3 46.3 0.67 tum . *significant at .01 level of probability lN=l60 2N=19 3The sum of the percentages does not always equal 100% because the No Response and Uncertain categories were not included. 48 CurriculumaReferral As reported in Table 4.3, there were no significant dif- ferences between the two groups of transfer students in their needs for Curriculum-Referral services. Analysis of the data failed to reject the null hypothesis. Four of the six items (Nos. 6, ll, 15, 17) in this scale were designated as needs by two-thirds or more of each group of transfer students with the result that this scale ranked first in the order of needs for these students. Formerly en- rolled transfer students indicated a greater need for assis- tance in selecting a suitable college major. It can be speculated that indecision in this aspect of their lives may have contributed to their non-enrolled status. Table 4.3. Curriculum-Referral: Squares 49 Item and Scale Percentages and Chi NEED FOR SERVICES Enrolled F'7l Enrolled and W'721 F'71 Only2 3 Item No. percent3 percent Chi YES NO YES NO Square 2. tutorial/remedial help 48.7 48.7 52.6 47.3 0.00 6. academic advising 87.5 11.8 84.2 15.7 0.01 11. adequate academic facilities 93.1 5.6 94.7 5.2 0.20 15. broad curriculum 85.6 12.5 89.4 5.2 0.26 17. help to choose suitable college major 66.2 33.1 84.2 10.5 2.76 20. reading/study skills 29.3 65.6 26.3 68.4 0.00 Scale: Curriculum-Referral 68.4 29.6 71.9 25.4 0.01 lN=160 2N=19 3 The sum of the percentages does not always equal 100% because the No Response and Uncertain categories were not included. 50 Financial Aids¢Student EmplOyment No significant difference was observed between groups for the Financial AidsaStudent Employment needs scale. As shown in Table 4.4, analysis of the data failed to reject the null hypothesis. Both groups indicated greatest need for placement after college. 51 Table 4.4. Financial Aids-Student Employment: Item and Scale Percentages and Chi Squares NEED FOR SERVICES Enrollele'7l Enrolled and W'72 F'7l Only 3 Item No. percent3 percent Chi YES NO YES NO Square 9. placement after college 70.6 18.7 73.6 21.0 0.03 12. assistance in planning budget 36.8 58.7 36.8 52.6 0.00 16. assistance in determining best means of meeting college expenses 56.8 40.6 36.8 52.6 1.21 19. part-time job while attend- ing college full-time 45.0 50.0 52.6 42.1 0.17 Scale: Financial Aids-Student Employment 52.3 42.0 50.0 42.1 0.03 1N=160 2N=19 3The sum of the percentages does not always equal 100% because the No Response and Uncertain categories were not included. 52 Student Activities No significant differences were found between the two groups of transfer students in their needs for Student Activ' ities as reported in Table 4.5. Analysis of the data failed to reject the null hypothesis. While none of the individual items differed signifi— cantly, there was a trend for formerly enrolled transfer students to express a greater need for adequate college hang— outs. 53 Table 4.5. Student Activities: Item and Scale Percentages and Chi Squares NEED FOR SERVICES Enrollele'7l Enrolled and W'72 F'7l Only 3 Item No. percent percent Chi YES NO YES NO Square 3. facilities that provide adequate space for student activities 49.3 43.7 57.8 31.5 0.43 8. student concerns represented by student government 42.5 46.2 42.1 42.1 0.01 18. outlets for enhancing stu— dents' personal and social development 51.8 42.5 42.1 52.6 0.36 21. adequate college hangout 43.1 53.7 68.4 31.5 2.98 22. intellectual activities to complement the academic classroom 48.1 47.5 57.8 36.8 0.38 25. intramural sports and recreation 42.5 52.5 47.3 42.1 0.15 Scale: Student Activities 46.3 47.7 52.6 39.5 0.14 1N=l60 2N=19 3 The sum of the percentages does not always equal 100% because the No Response and Uncertain categories were not included. 54 Summary of Needs for Services In general, then, it was found that the needs for student personnel services of formerly enrolled transfer students did not differ significantly from those of currently enrolled transfer students. Curriculum-Referral services were ranked as priority needs by both groups with Admissions-Orientation following very closely. Enrolled students ranked Financial Aids—Student Employment third and Student Activities fourth while formerly enrolled students reversed this order. Counseling was ranked fifth as an area of need by both groups. Question 2: Is there a difference between currently enrolled and formerly enrolled community/ junior college transfer students in their perceptions of the availability and ade— quacy of student personnel services within the institution? Admissions-Orientation Table 4.6 indicates no significant differences between the two groups of transfer students concerning their percep- tions of the availability and adequacy of services related to Admissions-Orientation programs. Analysis of the data failed to reject the null hypothesis. Over seventy-five percent of each group of transfer stu- dents perceived that Admissions-Orientation services were available. Approximately fifty percent of the students rated these services “Average" or "Above Average." Roughly twenty percent rated the services "Below Average" and a similar per- centage were not aware of the existence of such services. 55 .momsqopd ommuo>¢ o>on< u m no» can homnvop¢ ommuo>¢ n N no» .oHQnHHm>m Hosuosz .momnwofid ommuo>¢ o>0Q¢ n m no» can .aom96opfi omnuo>¢ n N .o xwpcommd .m can H moanma mom 5 "mocflnsooo cfimuuooca u m can mannawm>¢ uoz n v “mocwnEOUm no» .womsvope oomum>¢ soaom u H mm» "mocflnsouv .popnaocw uoc was >Homoumo oncommom oz can omsmoon mooa Hmnvo mamzam no: moOU mommucoonom on» mo Sam open “mHMZN «omanzH No.0 m.om m.m~ v.~m H.mm No.0 v.ma m.m> n.ma h.mh coaumucoHHOImCOHmmHEp¢ "onom mo.o m.mm o.am o.mv m.nH n~.o «.mm m.mn H.mm m.om Emumoum coaumucowuo amusuaso can HMAUOm .va ma.o m.mm n.ma >.mv H.mm v0.0 o.H~ «.mm 0.0m m.Hb Emumoum cowumucofluo oesopmom .m mo.o w.m> o.am m.oo o.mm oa.o N.m o.vm m.m m.Hm vacuum 0» mcwpwoop whomon . GOHUMEHomcfl mumsvoum .v No.0 m.nv m.Hm N.Hm m.o~ No.0 o.HN m.mn o.mm o.mh :ofluauwuncw menu «0 puma m mcflaomm .H mumsvm o.m><.>fld .m>¢ w.m>¢.>n¢ .m>¢ mumswm moz vmmw moz vmm» H30 w .m>¢ soaom w .m>¢ soaom «no unmoumm unwound 7 m .02 EouH unmouwm unwouom mango Ha.a Hmn.3 can Nadao Ha.m Hme.3 pat pmaflouam Ha.m poaaouqmlfi paaaoucm Ha.m pmHHouam N....#m_UH>~nmm mo woeoomQWL: N.meUHSmHE ho wquHm¢AH¢>¢ moumsvm “no can mommucoouom onom can souH “coaumucowuoumcowmmflapd .o.v manna "It ‘1 ' - . 56 Of the few students (ten currently enrolled, one formerly enrolled, and five interviewed students) who commented on items related to Admissions-Orientation, most stated they had not attended the orientation program. Dissatisfaction with information about academic aspects of the university was expressed in remarks such as "I don't think adequate informa- tion is offered at all," "they tell you all about the univer- sity but they are not telling you what problems you might have being a transfer student, e.g., credit equivalency," "I re- ceived the best information from students who had attended Eastern Michigan University, not from booklets." On the positive side, one enrolled transfer student stated: "Eastern Michigan University has a poor reputation . . . I learned on my own Eastern is good." Counseling There were no significant differences in the assessments of the two groups of transfer students concerning the avail- ability and adequacy of Counseling services (see Table 4.7); Analysis of the data failed to reject the null hypothesis. More formerly enrolled transfer students, however, seemed to perceive that Counseling services were available (Items Nos. 10, 23, 24). While half of each transfer student group thought that general Counseling services were available, only about twenty- five percent of each group thought psychiatric assistance was obtainable on campus. 57 .womsvopm ommwo>¢ o>on¢um mow .homsvopfi ommuo>¢ 3oHomuH mo» .MUMDUood ommno>¢ o>on¢um mm» was moaswoom ommuo>¢ Honuonz :Hmuuoocsum can oHQmHflm>¢ uozuv .a xapammma .N pat H awards mum "mocwnsoo “mosansoo V‘Lnkot‘ "mocflnsou .popsaocfl uoc mos whomoumo oncommom oz on» omsmoon wooa fiasco mwmsam uoc moon mommucoouom on» no Bum onem “manzN «omHqu no.0 p.mm a.aa m.am ~.5H mo.o a.ma p.Hm o.am «.ma acaammaaoo "mamom oo.o m.am m.mm n.mm m.oH mm.a o.mv m.nm H.0m m.mm pocflamwomfln nmaom can pouoouflp Imaom oEoomn on mac: .vm Ho.o o.mv o.H~ m.av o.ma Ho.o w.om o.mo o.ov v.nm downom HocOHmmomoum saws scammsomflp amaucmpflwcoo .mm 00.0 m.om N.m H.mH H.m Ho.o m.mw H.0N m.mo m.om soaaonm mufiHMGOmuom mnOAHom Mom mam: oauumwnommm .mH ma.o m.aa m.oa a.am H.m oa.o o.ma m.am H.mm o.ma maoanoum apnea» loam HOGHE Mom mam: .oH am.m A.Sm a.ma p.om H.mm mH.o m.av a.mm o.mm a.mm acaaamHm ”macaw Immaooo Mom oocmumfimmm .h ounmwm .m>«.>n¢ .m>¢ nm><.>n< .m>¢ mummmm oz vmm» oz vmmw o . . m m .02 EouH wsu w m>¢ 3oHom w m>¢ 30Hom Hnu unmouom unmouom uncouuml ucoouom m m «Sago Ha.p Hma.z pap msflao Ha.m Hme.s ppm poaaoucm an.m pmaaoucm voaaoucm H>.m Umaaoncm hmmUH>mmm mo MU4 moumsvm H50 can nommucoouom oamom can swuH “mcHHomcsou .n.¢ manna 58 However the groups differed in their adequacy ratings of several individual items. Thirty-eight percent of the enrolled group thought assistance for occupational planning was "Below Average" as contrasted to sixteen percent of the formerly enrolled students. Thirty-seven percent of the latter rated it "Above Average" as contrasted to twenty—one percent of the enrolled group. Help in becoming self-direct- ing and self-disciplined was rated "Average" or "Above Average" by thirty—one percent of the formerly enrolled students and "Below Average" by twenty-six percent of this group, as com- pared to twenty-four percent and sixteen percent respectively of the enrolled group. There were comments about Counseling from twelve current- ly enrolled, three formerly enrolled transfer students, and three of the interviewed students. These covered a wide range of reactions--from several students who said they were unaware of the services to those who stated, in response to Item No. 24, "I don't feel this is an area of school concern-- one develops through interaction of peers, (and) educators; no control can or should be placed upon this." Another stu- dent asked with regard to the same item "Is that why dorm living is mandatory?" One student commented "three dorm counselors are one of the rare innovative and much needed service Eastern Michigan University has provided. . . ." Other comments indicated that the "faculty (and) counseling center (were) most helpful" and "There was definitely not 59 personal assistance in this area--the attitude was to decide for yourself." The ambiguity of the word "professional" in Item No. 23 was mentioned by three of the interviewed students and may have similarly troubled other reSpondents. Curriculum—Referral Currently enrolled and formerly enrolled transfer students did not differ significantly in their perceptions of the avail- ability and adequacy of services in the Curriculum—Referral scale (see Table 4.8). Analysis of the data failed to reject the null hypothesis. Both groups were much more certain about the availability of tutorial help, academic advising, adequate academic facili- ties, and a broad curriculum than they were about help in choosing a suitable college major or reading and study skills. Student ratings of the adequacy of the items in the Curriculum-Referral scale were similar for tutorial/remedial help, adequate academic facilities and a broad curriculum, all of which received positive ratings. However, over half of the enrolled students and more than forty percent of the formerly enrolled rated Academic Advising "Below Average," though half of the latter group also rated it "Average" or above. This scale drew comments from more students than any other. Twenty-one enrolled students, three formerly enrolled, and six c I v IIgr' 60 .zomsqmpm mmmuo>¢ o>onéum now can .momsvopm ommuo>¢u~ mow .zomswmp< omnuo>¢ soaomua no» .zomsqopm ommuo>4 o>0Q< umaumnz camoumuapnm pat manaaam>a uozua .a xapcmmmm .m paw H madame mam "mocflneoo "mocflnfiou "mocwneou V'lnmh .popsaocw uoc mmz muououmo oncommom oz may omsmoon wooa fiasco mmm3am uoc meow mommucwuumm mzu mo sum ozam “mauzN “omanH mo.o v.am m.mm H.em o.H~ no.0 m.ma H.vm o.mH m.wn Hmuuomomlssasofluusu "mamom om.H m.om m.mm N.Hv m.HH ha.o m.mm a.mm o.mv o.mm maaflxm zusumhzfipmou .om Hm.o m.nv o.am m.mm H.wm No.0 v.Hm m.mm m.mm v.no uoflms omoaaoo manm luflsm omoono on macs .hH Hm.m m.mw m.am m.am m.mH mm.o m.m m.vm o.mH e.Hm Edasowunso pmoua .ma mm.o m.vm N.m m.vm N.HH 00.0 0.0 m.mm m.v m.mm mowuflawomw oasmpmom mumswopm .HH ma.H o.mm H.mv o.mm N.Hm om.o m.m h.vm h.ma m.vm mcflmfl>©n oasocmom .m oa.o o.m5 m.oH n.mh N.HH oo.o h.mH H.vm v.mH m.vm mam: Hafiposmu\amwuousu .N onmmmm m.m>¢.>n¢ .m>¢ .m>¢.>n< .m>¢ oumamm oz vmm» oz vmmw ecu a .m>< 3oHom w .m>< Sodom gnu m usoouom m unmouom .oz EouH ucoouom unwouom m mango Ha.p Hme.z ppm «Sago an.m Han.z paw poaaoucm ah.m poaaoucm voaaoucm ah.h poaaouqm N.mmofiémm mo au¢amma¢ bmmUH>mmm ho MBHAHm¢ monmzwm Hso can nommucoouom oamom can souH "amuuwquIEsHsowuusu .m.v manna 61 interviewed students reacted. Item No. 6 on academic advising evoked the greatest number of critical comments. To quote directly: "Advisors are incompetent"; "terrible, unorganized, ineffective"; "My adviser and head of the department couldn't help"; ". . . advised me to take an unnecessary course"; "very poor--they really screwed me"; "they give you the run around . . .": "I had a lot of questions but they never seemed to be answered about curriculum for my major." Other comments mentioned lack of help for evening stu- dents, insufficient sections of required classes for particular majors, inadequacies with library services, and desires for majors not offered at Eastern Michigan University. Financial Aids—Student Employment As indicated in Table 4.9, there were no significant dif- ferences between the two groups of transfer students in their perceptions of the availability and adequacy of services related to Financial Aids—Student Employment. Analysis of the data failed to reject the null hypothesis. Both groups of transfer students thought assistance in planning a budget was less available than other services in this scale. For the rest of the items students were quite evenly divided in Opinions about the availability of the service. The currently enrolled transfer students tended to rate the adequacy of the services lower than the formerly enrolled 62 .momsqopm ommuo>< o>on¢um mow .zomswop< ommuo>4 BoHomuH no» .zomsvop4 ommuo>< o>on¢nm no» .mHamHap>a honours camuumoapum pat aHanaa>¢ pozua .0 prcomm< .N pom H onnma mom "mocHnsoo “mocHnfioo “moCHnfiou V'lnle‘ .popoHocH uoc mos zuomoumo oncommom oz can omomoon wOOH Hmovo mhmsHm uoc mooo mommucoouom osu mo Eon onam “mHHZN momHqu Hv.o n.ov m.n n.mm H.mH oo.o m.Hm >.mv Nyov m.mv ucosonmam ucopsum ImpHd HMHocmch "onom mo.H m.mm m.m m.mm o.mH No.0 o.mv >.nm m.Hv o.vm oEHuiHHom mmoHHoo mchcouum wants now psauupnmm .aH om.o H.Nv m.0H H.mm m.mH oo.o m.nv o.mm H.mv «.mm noncomxo wmoHHoo mcHuooE mo mcmos umon mchHE luouoo cH mocmumwmmm .oH mm.H m.Hm N.m m.Hm m.mH mo.o H.mo n.0m m.vm H.Hv poopsn mGHGCMHm CH oocmumwmmm .OH no.0 n.0m m.0H o.ov o.OH v0.0 o.mm N.nv o.mv 0.0m omoH IHoo Houmm ucosoomHm .m oumnwm um>¢.>n¢ .m>¢ .m>¢.>n< nmwr oumnmm oz emu» oz vmmw Haw m w .92h 3oHom w o>< soHom Hsu m ucoonom m usoouom .oz EopH ucoonom usoouom mcho Ha.m HNR.3 pap mcho Ha.m Hma.3 pea poHHoucm H>.m ooHHoucm coHHoucm H>.m poHHowcm N.mmofifimm mo Mucoamnd N.mmnonzfi..w mo >BHHHm¢ ii") moumsvm Hno can mommucoowom onom can EouH uuGoEMOHmEm unopsumsmpHd HMHosmcHz .m.v mHnma 63 students, except for Item NO. 9, placement after college, which ten percent of both groups rated "Below Average." Only nine currently enrolled, one formerly enrolled, and one interviewed transfer student(s) expressed Opinions about items in this scale. These remarks generally indicated lack of knowledge about the existence Of the services. One student commented that the number of scholarships and loans available was greater than he had seen in some schools. Student Activities The two groups of transfer students did not differ sig- nificantly in their judgments of the availability and adequacy of Student Activities as reported in Table 4.10. Analysis of the data failed to reject the null hypothesis. For almost every item in the Student Activities scale, two—thirds or more of each group of transfer students per- ceived the services as being available. The notable exception is representation by student government which only half the formerly enrolled students saw as being available. Item NO. 3 (facilities that provide adequate space for student activities) was rated highly by both groups of trans- fer students. The combined "Average" and "Above Average" ratings were sixty-eight percent for the enrolled group and eighty-four percent for the formerly enrolled group. The latter group also rated the hangouts more favorably. Item NO. 18 (outlets for enhancing students' personal and social de- velopment), while perceived as available by ninety-nine percent 64 .o xHOcomm4 .N van H mOHnma mom .zomsvmpm ommuo>< w>on¢um mow ppm zomsvopm ommuo>¢ Honuonz cwmuuoocoum fizz» OHanHm>< uoznv "mocHnEoom .momovopd mmmuo>< o>ondnm mo» .zomsqopfi ommuo>4 soHomuH no» "nocwnfiouv .OOODHOGH uoc mmz anomoumo oncommmm oz can omsmomn wOOH Hmsvo m>m3Hm uoc moop mommucooumm may no 85m onem “mHuzN “OOHHZH mH.o n.mm m.mH N.mm v.- 00.0 v.mm m.v> m.mm n.vn mOHuH>Huo¢ unopopm "mHmom no.0 o.mm m.oH m.mm H.MH vm.o o.om H.mo H.mm «.mn coHumouoou pcm munomm HMHSEMHHGH .mm mo.o H.mv m.o~ o.om o.mm No.0 ¢.Hm o.oo m.vm m.Ho EooummMHo OHsocmom ucosmHmEoo on mOHuH>Huom HmsuOOHHmucH .Nm no.0 «.mp m.0H H.ma m.aH am.o o.Hm a.me m.am p.mp uaomapn ammHHoo mumawmpa .Hm mm.o m.nm H.Nv H.mv m.Hm lull o.oo o.oo o.oo o.oo ucoemon>mO HMHOOm can Hmcomuom .mucop Isum mcwocmnco you muOHuso .mH vm.o m.nv m.m o.mm m.0H mm.H m.nv m.mm H.mm m.mo ucos .Icuo>om unopsum ma pmucom nmumou mcuoocoo unopsum .m vm.H H.vm o.o H.mm o.OH Ho.o n.mH H.vm m.mm n.m> mOHpH>Huom ucopsum mom oommm mumsvopm OOH>OHQ was» mOHuHHwomm .m mummmm .m>¢.>n« umwm .m>¢.>n< .m>« mumnmw, oz vmm» oz va> H30 w .m>¢ onom w .m>¢ onom Hnu m unwouom m usouuom .oz EouH usoonom, ucoouom, m m maHao Ha.m ma.z paw mcho Ha.m Hma.3 pat OOHHoucm Hb.m OOHHoucm OOHHoucm H~.m OoHHoncm N.mu..fiuH>_mm_m mo wocaawo< nmmUH>mmm mo waHHHm< mounsvm Hnu can mommucoouom OHmom 0cm EmuH “mOHuH>Huo< ucoooum .oH.v OHnt 65 of each group, was rated "Below Average“ by fifty—two percent of the currently enrolled group and forty—two percent of the formerly enrolled group. One fourth of each group also rated Item 23 (intellectual activities to complement the classroom) as "Below Average." Comments for this scale were expressed by twelve current— ly enrolled, three formerly enrolled, and two interviewed students. Reactions were mixed to Item No. 8 dealing with student government, ranging from judging student interest as being "fair" to stating the university officialdom is not responsive to student needs. Students felt that there were not enough hangouts available, especially for commuters; that the hangouts were not Open long enough; and that there were too few activities on weekends. Both facilities and programs for intramural sports were compared unfavorably with those at community colleges. One young woman stated there were "very little (intramural sports) activities for women—~mainly for men." Summary Currently enrolled and formerly enrolled transfer stu— dents did not differ significantly in their perceptions of the availability Of student personnel services at Eastern Michigan University. Each group ranked Curriculum-Referral services as most available, followed by Admissions—Orienta— tion, and then, Student Activities. While enrolled students 66 ranked Financial Aids—Student Employment fourth and Counsel- ing fifth in availability, formerly enrolled students re- versed this ranking. Almost half of each group indicated that they thought Financial Aids—Student Employment and Counseling were not available. The two groups did not differ significantly in their ideas about the adequacy of student personnel services. Again Curriculum—Referral were ranked first in adequacy by both groups. Admissions—Orientation followed for the cur- rently enrolled group while formerly enrolled students placed Student Activities second. This ranking was reversed for third position. The Financial Aidertudent Employment scale and the Counseling scale were ranked fourth and fifth in adequacy by both groups. Question 3. Is there a difference between currently enrolled and formerly enrolled community/ junior college transfer students in their expressed needs for and perceptions of the availability and adequacy of student person- nel services on the basis of selected characteristics (classification, sex, age, marital status, working status, cumulative grade point average at Eastern Michigan University, and holding an A.A. or A.S. degree)? After tables were constructed on the above—mentioned characteristics for the formerly enrolled transfer students, it became apparent that it would not be possible to compare the two groups on these characteristics. The low frequency of response from the formerly enrolled group, a factor which 67 could not be predicted in advance, made it statistically impossible to examine this question. The data did not meet the Chi Square criterion that the expected frequency in eighty percent of the cells should equal or exceed five when df > 1.1 Therefore, analysis was done on currently enrolled students only. Analysis of Demographic Variables Significant differences among the currently enrolled transfer students were found on all seven demographic varia- bles as shown in Table 4.11. A significant difference was Observed between sex_and Eastern Michigan University grade point average, with females earning a higher grade point average than males. Attendance, classification, marital status, working status, and holding an A. A. degree differed significantly with age (see Table 4.11). Older students (26 and over) were more likely to be married, working full-time, attending college part-time, and holding an A. A. degree. Significant differences were found between marital status and attendance, classification, age, working status, grade point average, and holding an A. A. degree. More married stu— dents tended to be juniors, part-time students, employed full- time, have earned a higher grade point average and an A. A. degree. 1Runyon and Haber, Fundamentals of Behavioral Statistics, p. 212. It 68 is . Uri-ii... It: .zuHHHnmnoum mo Ho>oH mo. on» Occuon no no ucmOHchmHm mums moumsvm H30 pouuomou HH<« Hm.mm II COHDMOHMHmmMHU II .¢.m.0 32m II oEHuIHHsm no puma "mocmpcouum mn.mm II msumum mcwxuoz mm.HH no.mH mw.m Nv.nH om.mm II msumum HmuHumz mo.vH mm.mm no.mm v~.mm mm.mo II 00¢ mo.mH xom moumop GOHumo .<.m.0 moan msumum msumum .4 i IH mammmHo ozm Ioamuuc 650303 Hmuwumz m2 «moHdeuw> Ownmmumosoo no nowamOOHumHounoucH mumsvm H30 .HH.v OHnme 69 WOrkipg status was associated with significant differ- ences in attendance, age, and marital status. Students working full—time typically tended to be Older, married, and part-time students. There were significant differences between full or part- time attendance and age, marital status, and working status. Part-time students tended to be Older, married, and employed full-time. Grade point average differed significantly as related to sex and marital status with females and married students earning higher grade point averages. Age, marital status, and holding an A. A. degree dif- fered significantly with respect to classification. More juniors and seniors were Older, married, and held an A. A. degree. It seems evident that many of these demographic varia— bles are interrelated-—particular1y with age. As might be expected, older students were more likely to be married, married students were more likely to be juniors or seniors, who in turn were more likely to hold the A. A. degree. The results, then, are in accord with what one would predict with regard to these variables. Needs and Availability as Related to Demographic Variables Currently enrolled transfer students differed significant- ly in their expressed needs for and perceptions Of the 70 availability of student personnel services as related to various demographic variables (see Table 4.12). Admissions-Orientation Significant differences related to needs were Observed on only two demographic variables for the AdmissionSHOrienta- tion scale. Married students and students working full-time expressed fewer needs to feel a part of the institution. L.‘ 'C No significant differences were noted related to students' 1 perceptions of the availability of student personnel services. Irm” These findings of less interest in feeling a part of the institutions by married students and those working full-time are in conformity with expectations for these variables. Counseling Students employed full—time expressed more needs for help with serious personality problems. Married students expressed fewer needs for assistance with occupational planning while help for minor emotional problems was seen as more available by females than males. Curriculum—Referral Students who were not employed and students with higher Eastern Michigan University grade point averages expressed fewer needs for tutorial/remedial help, though students with the A. A. degree saw these services as most available. Unemployed students expressed fewer needs for a broad 71 z z z z z OEHUIHHDM omoHHOO ocHocwuum OHan nOn oEHuuwumm .mH z noncomxm OOOHHOO mcHuoos mo manofi umon ochHsumuop cH oocmumwmmn .mH z pompsn OCHGGMHQ GH oocmumflmmm .NH 2 z omOHHoo nouns ucosoomHm .m Bzmzwoamzm BzmaDBmImoH< Hpm OHEOOMOM .w a z 2 mac: Hoaoosou\Hmwuooau .m HmmmmmmmIzonDUHmMDU ooawaoaomao Imem can ocHuomquIMHom ofiooon ou mHos .em :omuom HmCOHmmomoum puHs cOHmmsomHO HMHuGOOHmcoo .mm 2 eanoum zuHHmcomuom msoHnom How mH0£ OHHUMHnozmm .MH r mEoHnoum HmcoHuoao HOGHB Mom mHon .0H 2 mGH:CMHm HMGOHummsooo Mom oocmumwmmm .5 OZHHmmZDOO Emumoum cOHumucowuo Hmuzano can HMHOom .vH Emumoum :owumuGOHuo OHEOOMOM .m ocouuo Op UGHOHOOO ouomon QOHHMEH0mcH cumsvopm .v z z cowuauwumnw mflnu mo puma m mcHHoom .H ZOHB¢BzmHmemZOHmmHSQ¢ omnmoo cOHumo .<.m.0 mnumuw msumum .a .« IamwmmoHO ozm xom oaaxuoz Hmuwuoz mag mucopsum Hommcmua Mom moosouomuwo ofldmwumosoa ucmowuwcmww mums ounce nownz co msouH Hzmmm «moow>uom Hoccomuom unopzum mo muHHHanHM>¢ ago no maoaumoouoo can you moooz names on poumHom maaH wanna: pom HamH HHom poHHoucm .NH.¢ OHQMB 72 I va ' zuHHHanHm>< co OOGOMOMMHQ mumsqm H£0um 0002 so OOCOHOMMHQ mumsvm HS0NZa ¢\z d\z OOHumonoou new muuomm HMHSEmuucH EooummMHO OHEOOMOM usoEmHmEoo ou mmHuH>Huom HMOUOOHHOHCH usomcmn ommHHoo mumsqopm ucoEmOHo>op Hmwoom can Hocomumm .mDOOOsum mcwocmncm you nuOHuso ucmscuo>om usoosum an pouc0moumou mcuoocoo acousum mOHuH>Huom ucoosum mom mommw mumsvopm opw>oum was» mOHuHHHomm .NN .HN .mH .m .m mMHBH>H904 BzmoDBm 73 curriculum. Perhaps this difference, as well as their lesser needs for tutorial/remedial help, can be explained by their presumed greater flexibility in scheduling classes and in taking advantage of tutorial services during hours available. This may also explain the finding that students age 23-25 expressed more needs for Reading/Study Skills help while Single students saw these services as more available than married students. ‘ Financial Aids-Student Employment As related to student needs, working status differen~ tiated responses to all four items on the Financial Aids— Student Employment scale. Students employed full-time ex- pressed fewer needs for placement after college, assistance in planning a budget, determining the best means of financing their education, or finding a part-time job. Help in finding a part-time job was not an expressed need for Older students, married students, or those with a higher grade point average, though it was for sophomores. Age also distinguished among students in that older students expressed fewer needs for help in placement after college. These responses suggest that financial aid and student employment Opportunities are not critical needs for students who are Older, married, or employed full-time, but may be for younger students. There were no significant differences related to availability. 74 Student Activities The Student Activities scale produced the largest number of significant differences related to students' needs for and perceptions Of the availability of student personnel services and, for that reason, is presented in Table 4.13. Significant differences in needs were Observed on five items related to working status. Those students who worked full-time, as well as Older students and those with an A. A. degree, expressed fewer needs for adequate college facilities for student activities. Personal/social outlets were also less important to students working full—time and those who were older or married. Married students and those employed full-time expressed fewer needs for adequate college hangouts. Again, those working full—time, as well as females and Older students, were less interested in intramural sports and recreation programs. However, SOphomores were most interested in having their views represented by student government though this was not a significant concern to Older students. Lastly, students with a high grade point average expressed more needs for intellectual activities to complement the academic class— room. Needs for Student Activities, then, are very much a function of age, working status, and marital status; conse— quently these results are not surprising. On three of the six items in this scale, significant differences were found on the variables Of age, marital status, and working status concerning availability of student personnel 75 IF .1 111;. FIE. muHHHQnHHm>¢ How munswm HSUat 0002 How mumsvw H301 «amm.o Emumoum coHu .ma.m .ma.aa .mH.mH Iaouoou poo apnoea Hmuoaouuaa .mm «0H.OH EooummnHo OHEOOMOM ucoEOHmEoo Op mmHuH>Huom HMOOOOHHODCH .mm «agm.m . usomcms .mm.a .aa.a omoHHoo oooooopm .Hm .Hm.a .om.0H .ma.a oaoamoHo>oo Hoaoom poo Hoaomuom .mucoosum mcHOcmscm Mom mpOHuso .mH «.mv.~H .«ao.v ..oa.mH oaosauo>om uaoooom so «mm.m «oo.h Omucomoummu mammocoo ucmnsum .m mOHuH>Huom ucoosuw How oommm «no.m «Ho.o «mo.mH mumsvopm OOH>OHQ ups» mOHuHHHomm .m omumoo coHumo .«.m.0 msumum mnumum .4 .a -Hmammmau ozm xom oaaxuoz Hmoaumz ova .oz souH mOOH>Hom Hocc0muom pompoum mo zuHHHnnHHm>¢ 0:0 00 chHpmoouom new mom mpooz Ommmmnmxm .mucmosum nommcmue QOHHoucm mHucouun0 now mOHMOOm Hn0 "mOHuH>Hu0< unopsum .MH.v mHnma 76 services. Students who were Older, married, and working full- time perceived representation by student government as less available than their counterparts. Married students also perceived intramural Sports and recreation programs as less available. Students who worked part-time perceived adequate college hangouts as more available than those working full- time or not employed. Though all these services are avail- able at Eastern Michigan University, perceptions of their I availability seem related tO need. Since older students, married students, and those working full-time indicated a lack It» of need for student activities generally, it follows that they probably have no reason to note whether they are avail- able. Examination of currently enrolled transfer students' responses based on demographic variables provided further information concerning their expressed needs for and perception of the availability Of student personnel services. Several Of the variables, i.e., age, working status, and marital status, produced Significant differences among the transfer students which Should be taken into account in any attempt to provide services for them. Academic Performance of Transfer Students Though the primary purpose of this study was to assess community/junior college transfer students' needs for student personnel services rather than their academic performance, 77 data on the latter is included as another facet of these stu- dents. AS shown in Table 4.14, three-fourths Of the currently enrolled transfer students had a C average or better at the end of the Fall 1971 semester as compared to approximately fifty percent of the formerly enrolled students. Both groups I were Similar, however, in their standings relative to grade point averages transferred from community/junior colleges. Sixty—nine of the currently enrolled transfer students ! earned a grade point average higher than that transferred from the community/junior college. Their increases ranged from .04 to 2.50 honor points. The mean gain was .58 honor points. Eighty-nine currently enrolled students earned a grade point average lower than that transferred from the community/junior college. They incurred a deficit ranging from .01 to 2.04 honor points with a mean loss of .63. In the group of formerly enrolled transfer students, seven students earned a grade point average higher than that transferred from the community/junior college and eleven stu- dents earned a lower grade point average. The increases for those who raised their grade point average ranged from .32 to 2.43 with a mean gain of 1.06. Losses for students who incurred a deficit ranged from .33 to 2.22 with a mean decrease of 1.23 honor points. Details on the academic performance of the currently en- rolled transfer students at the end Of Winter semester 1972 are presented in Table 3, Appendix D. 78 Table 4.14. Academic Performance of Transfer Students Enrolled F'71 Enrolled and W'72 F'7l Only number percent number percent Grade Point Average at end of Fall 1971 semester at Eastern Michigan University: - 2.00 and above 125 78 10 52.6 — below 2.00 35 22 9 47.4 160 100.0 19 100.0 - same as transfer g.p.a. 2 1.3 l 5.3 — higher than transfer g.p.a. 69 43.1 7 36.8 - lower than transfer g.p.a. 89 55.6 11 57.9 160 100.0 19 100.0 79 Consistency of Grade Point Averages Reported by Transfer Students Question eight of the demographic section Of the SPSNI asked respondents to circle one Of the six intervals which most closely corresponded to their Eastern Michigan University grade point average. These responses were then compared with Eastern Michigan University Official records to determine whether there were any consistent biases. Of the currently enrolled transfer students (N=l60), 121 accurately reported their grade point averages. Eleven stu- dents reported a higher grade point average and twenty-eight reported a lower grade point average than shown in official Eastern Michigan University records. These differences were analyzed using the Sign Test and produced a z score of 2.56 (p-.Ol). Of the thirty—nine currently-enrolled transfer stu- dents who inaccurately estimated their grade point averages, more tended to underestimate rather than overestimate. Among the formerly enrolled transfer students (N=l9), accurate grade point averages were reported by ten students. Three reported a higher grade point average and Six a lower grade point average than shown in Official Eastern Michigan University records. This difference was not significant. Question 4: Is there a difference between currently enrolled and formerly enrolled community/ junior college transfer students in their use of student personnel services? .I W mmfi—fi-uflfiflj 80 Use of Services As indicated in Table 4.15, there were no significant differences in the Use of Services as reported by the two groups of transfer students. Analysis Of the data failed to reject the null hypothesis. That such a small percentage of transfer students had IF“ used student personnel services is the most noteworthy ob— servation about this table. Except for Academic Advising and Admissions and Financial Aid, the other services were used by less than one-third of the students in each group. Of those i. students who did use the services, more than half indicated they were helped (see Tables 2 and 3, Appendix C). Those using Academic Advising indicated the highest percentage of non-assistance, ranging from 17.5 percent for the enrolled students to 31.5 percent for the formerly enrolled students. Students listed eleven ways through which they learned of these student personnel services. The various Eastern Michigan University publications ranked first, followed next by instructors, friends, orientation, and advisers. 81 Table 4.15. Use of Student Personnel Services: Percentages and Chi Aquares Enrollele'7l Enrolled and W'72 F'7l Only Service percent3 percent3 Chi YES4 NO YES4 NO Square Academic Advising 81.2 15.6 94.5 5.2 0.83 Admissions and Financial Aid 51.1 43.7 68.3 31.5 0.91 Counseling Center 20.5 71.8 26.1 68.4 0.05 Orientation Program 29.8 72.5 10.5 89.4 0.69 Placement Center 24.8 69.3 26.2 73.6 0.07 Reading/Study Skills 3.0 89.3 5.2 94.7 0.06 Student Activities 30.5 59.3 15.7 84.2 2.30 Tutoring 19.2 73.1 20.9 78.9 0.08 Other 6.1 16.8 00.0 26.3 0.60 1N=160 2N=19 3 The sum of the percentages does not always equal 100% because the No Response category was not included. 4YES combines: (1) Used service and helped, (2) Used service but not helped, and (3) Used service but uncertain whether helped. 82 Question 5: IS there a difference between currently enrolled and formerly enrolled community/ junior college transfer students in their recommendations for student personnel services to facilitate their transition to the senior institution? Recommendations for Student Personnel ServiEes As Shown in Table 4.16, there was a Significant differ- om~zmu§3 ‘. o a"- a a 5' ence between the two groups of transfer students concerning publications, with currently enrolled transfer students strongly suggesting that publications be prepared specifically for the prOSpective Eastern Michigan University transfer stu- dent. While there are no other significant differences in their recommendations, both groups recommended quite strongly the establishment of a newsletter and an office for transfer students. Generally, a higher percentage of currently enrolled transfer students responded positively to these recommenda- tions. Table 4.16. Recommendations ” Chi Squares 83 from Transfer Students: Percentages and Enrollele'7l Enrolled and W'72 F'7l Only Recommendations percent percent Chi YES NO YES NO Square Publications for prospective transfer students 80.6 19.3 57.9 42.1 3.90* More Eastern Michigan Uni- versity information at community/junior college 61.8 38.1 52.6 47.3 0.28 Orientation program for transfer students 51.8 48.1 52.6 47.3 0.03 Newsletter for transfer students 76.2 23.7 63.1 36.8 0.93 Office to handle problems Of transfer students 66.2 33.7 63.1 36.8 0.00 More Opportunities for extra— curricular activities 36.2 63.7 42.1 57.8 0.06 Other 23.1 76.8 26.3 73.6 0.00 *Significant at the .05 level of probability. 1 N=l60 2 N=l9 84 General Comments Students were given the Opportunity in the Student Person- nel Services Needs Inventory to make any general comments they wished. Sixty-Six enrolled, fifteen formerly enrolled, and the seven interviewed students responded, some at great length. 5 Again the students were most concerned about and critical of the quality of academic advising at Eastern Michigan Uni- g versity. They thought advisers were uninformed, unavailable, and disinterested. Their remarks reinforced data already presented on this same topic under Availability and Adequacy of Services. The second topic Of greatest concern related to requests for improvements in communication about services and activities already available on campus. Completing the SPSNI made some students aware for the first time of the services mentioned. As might be expected, transfer of credits was a problem for many students. It was evidenced by anecdotes such as "When I transferred from Macomb (CCC) I had a Home Ec advisor to tell what classes I needed. As it turned out I didn't need three out of the five classes . . . so I wasted nine credit hours that I could've used in my major and minor fields." "It would help if one was informed Of all that transferred and what they transferred for, a hassle trying to get it all settled!" ". . . also when I first transferred no one told me anything about applications for the College Of Education, or 85 pre-student teaching—-I had to run around finding out what was what." "I was told mine would transfer and when I came I had to struggle to get my credits." A number of students compared Eastern Michigan University faculty unfavorably with their community college instructors charging them with "archaic" teaching methods, lack of enthu- {mi siasm, impersonal relationships with students, and, in one instance, a condescending attitude toward transfer students. 3 Other comments related to parking and orientation. One 6 young man's plea was for "encouragement." ;-- Several students in each group, however, were satisfied with their experiences at Eastern Michigan University and a number of others voiced their appreciation to Eastern Michigan University for the Opportunity it gave them to express their Opinions via the SPSNI. It was interpreted as interest in their welfare and seemed to modify their image of the univer— sity as a cold, impersonal institution. Overview of Transfer Students' Expressed Needs for and Perceptions of the Availabilipy and Adeguacy of Student Personnel Services TO provide a clearer picture Of the needs expressed by the two groups of transfer students and their perceptions of the availability and adequacy of student personnel services at Eastern Michigan University, a profile was prepared for each of the samples studied. These descriptive profiles are pre- sented in Table 4.17. 86 When needs expressed by currently enrolled transfer stu« dents for student personnel services are ranked from most to least needed, adequate academic facilities are ranked as the number one need, followed in order by academic advising, a broad curriculum, adequate information before deciding to attend, placement after college, and help to choose a suitable college major. At the other end of the ranking are student concerns represented by student government, intramural sports and recreation, assistance in planning a budget, help to 18"???“ " become self—directing and self-disciplined, reading/study skills help, help for minor emotional problems, and psychiatric help for a serious personality problem (last). Currently enrolled transfer students ranked the following as the most available student personnel services: outlets for enhancing students' personal/social development (no. 1), ade— quate academic facilities, adequate information before deciding to attend, tutorial/remedial help, academic advising, and a broad curriculum. Perceived as least available by this same group were: reading/study Skills help (no. 19), assistance in determining the best means of meeting college expenses, place- ment after college, help for minor emotional problems, assis— tance in planning a budget, help to become self—directing and self-disciplined, and psychiatric help for a serious person— ality problem (last). 87 N fl v mlw h m.OH m.NH WQHUH>HUUM ucmflsum HON momma OHMDU loco OOH>OHQ was» mOHuHHHomm OH NH oH mH m.o m.mH :oHumu IcmHHO HousuHso 0cm HmHOOm o m.OH H H OH HH uaoamoHo>mp HMHOOm Hchmuom .mucousum mcHocmnco How mHOHuso 0H m m.mH oH om oH Emumoum coHHMUSOHHo OHsoomom m.OH om om om m.m~ m noncomxo omOHHoo msHuooa mo momma anon mchHEuouop CH oocnumHmmm Hm vm mm 0H m m OSHGGMHQ HmcoHummsooo How mocmumHmmm mH m m m vH m cOHpsuHumCH mHnu mo puma m mcHHmom mH m.OH m.mH NH m.v o nons mmeHoo OHQMUHnm omoono on mHon om mH mm Hm m.@ m OUOHHOO “ovum ucoaoomHm m.m m o m m.m v vacuum 0» mcHOHomo muomon SOHumEhomcH mumsvopm mm m m o m.m m ESHDOHHHOO pmoun m.n Hm m m m.v m mchH>©m OHEOOMOM H H m N H H mOHpHHHomm OHsmomom mumswopm HHao HH.o NH.3 pom SHco Ha.m NH.3 pom Hao HH.o NH.3 one OOHHoucm Hh.m OOHHoucm OoHHoucm Hh.m OOHHoucm OoHHoucm Hh.m OOHHoucm o.omoaommom mo moneamomma QNBHHHm¢HH<>¢ ho mZOHBmmommm mmmUH>mmm mom Qmmz 0:» mo mcoHumoouom can you momoz .mucoosum amumcoua omoHHo0 HOHc5b\>uHcosEo0 mo umpuo zoom mOOH>nom Hoccomuom vampsum mo zomswoom new zuHHHQMHHM>¢ .bH.¢ OHQMB ...I..... .. a. .. 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HmauooHHaoaH m.m m m.o a SH SH mHoa HoHoosou\HmHuouoo 89 Transfer students rated the adequacy of those student personnel services they perceived as available on the follow— ing scale: 1="Below Average," 2="Average," and 3="Above Average." For Table 4.17, categories two and three were com- bined for ranking Perceptions Of Availability. On this basis currently enrolled transfer students rated the following six services as most adequate: adequate academic facilities (no. 1), tutorial/remedial help, broad curriculum, facilities that provide adequate Space for student activities, adequate information before deciding to attend, and intramural Sports and recreation. Rated least adequate were: help for minor emotional problems (no. 19), assistance in determining the best means of meeting college expenses, academic advising, help to become self-directing and self-disciplined, assis- tance in planning a budget, assistance for occupational plan- ning, and psychiatric help for a serious personality problem (last). Though ranking them Slightly differently, formerly en- rolled transfer students expressed priority needs for the same Six student personnel services as did the currently en- rolled students: adequate academic facilities (no. l), a broad curriculum, adequate information before deciding to attend, academic advising and help to choose a suitable college major (tied), placement after college and social/cultural orientation (tied). Least needed by this group are: an aca- demic orientation program, outlets for enhancing students' 90 personal/social development, student concerns represented by student government, assistance in determining the best means of meeting college expenses, assistance in planning a budget, reading/study skills help, and psychiatric help for a serious personality problem (last). Formerly enrolled transfer students' perceptions of the availability of student personnel services are similar to those of currently enrolled transfer students. Perceived as most available by them are: outlets for enhancing students' personal/social development (no. 1), adequate academic facili- ties, academic advising, adequate information before deciding tO attend, a broad curriculum, tutorial/remedial help, and facilities that provide adequate space for student activities. Services least available in their estimation are: help in finding a part-time job while attending college full—time (no. 19), assistance in determining the best means of meeting college expenses, student concerns represented by student government, assistance for occupational planning, placement after college, assistance in planning a budget, and psychi— atric help for a serious personality problem (last). Formerly enrolled transfer students perceived the follow— ing services as most adequate: adequate academic facilities (no. 1), facilities that provide adequate Space for student activities, adequate information before deciding to attend, tutorial/remedial help, adequate college hangout, and outlets for enhancing students' personal/social development. 91 Rated least adequate by them were: reading/study skills help (no. 19), placement after college, assistance for occupational planning, a broad curriculum, assistance in planning a budget, help to become self-directing and self-disciplined, and psy- chiatric help for a serious personality problem (last). In summary, currently enrolled and formerly enrolled community/junior college transfer students were similar in many of their expressed needs for and perceptions of the avail— ability and adequacy of student personnel services. However, each group also expressed unique concerns which are, perhaps, a function of their enrollment status. Summary Analyses of the data were presented under each of the five areas to be examined as described in Chapter I. Results indicated that, with two exceptions, there were no significant differences between currently enrolled and formerly enrolled community/junior college students concerning their expressed needs for student personnel services, their perceptions of the availability and adequacy Of these serv- ices, their use of student personnel services, or their recommendations for services tO facilitate their adjustment at Eastern Michigan University. The exceptions were (1) formerly enrolled transfer stu- dents' expression of a significantly greater need for help 92 with minor emotional problems, and (2) currently enrolled transfer students' significantly stronger recommendation that specific publications be prepared for prospective transfer students at Eastern Michigan University. The Curriculum-Referral and Admissions-Orientation scales were ranked first and second respectively, by each group of transfer students as related to Needs, Availability of Services, and Adequacy of Services. The demographic variables which most frequently differ- entiated currently enrolled transfer students and their needs for and perceptions Of the availability Of student personnel services were: (1) working status, (2) marital status, and (3) age. CHAPTER V SUMMARY AND CONCLUSIONS The purpose Of this study was to determine the needs expressed by community/junior college transfer students for student personnel services and their perceptions of the avail— ability and adequacy of these services at Eastern Michigan University. The urgency of the question stems from develop— ments in higher education over the past decade during which time student enrollments more than doubled and the number of colleges and universities, especially community colleges, increased substantially. The community colleges also experi- enced the greatest increase in enrollments. As a consequence, senior or four year institutions, such as Eastern Michigan University, have had a sudden growth in numbers of students transferring from community/junior colleges. This trend is likely to continue as more new college students begin their programs at community colleges. The literature related to characteristics of community/ junior college students, their academic performance, articu— lation problems experienced by them, and their opinions about student personnel services was reviewed as background for this study. The typical junior college transfer student is 93 94 described as having earned a lower high school grade point average and lower scores on standardized tests of academic ability. He tends to come from a lower socio-economic back- ground which accounts for his original selection of the junior college and his need to work. He usually experiences "transfer Shock“ during his first semester at the four year institution, earns a lower grade point average, and takes longer to gradu— ate. Compared tO studies Of their academic performance, studies of transfer student reactions to their adjustment at senior institutions are few in number, but there is suffi— cient evidence to indicate that articulation between two and four year institutions is one of the major challenges facing higher educational institutions during the nineteen seventies. Evidence of substantial progress in this area is still lack- ing although Knoell and Medsker reported the need for such in their studies in the early Sixties. The present study examined five questions dealing with transfer students' (1) expressed needs for student personnel services, (2) perceptions of the availability and adequacy of student personnel services, (3) needs and perceptions related to demographic variables, (4) use of student personnel serv- ices, and (5) recommendations for student personnel services. A modified version of Yatros' Student Personnel Services Needs Inventory (SPSNI) was used to survey two twenty percent randomly selected samples Of community/junior college transfer 95 students at Eastern Michigan University: (1) those who en- rolled for the first time in Fall 1971 and remained enrolled for Winter 1972 (N=l60), and (2) those who enrolled for the first time Fall 1971 and did not return for Winter 1972 (N=l9). Data was Obtained by means Of mailed questionnaires. The study was designed to profile each group Of transfer students related to their expressed needs for and perceptions of the availability and adequacy Of student personnel serv- ices, as well as determine whether there were any significant differences between these two groups of transfer students. Data was analyzed by percent and chi square. Results were organized according to the five scales of the SPSNI: (l) Admissions-Orientation, (2) Counseling, (3) Curriculum- Referral, (4) Financial Aids-Student Employment, and (5) Stu— dent Activities. Responses for the two sections added to the original SPSNI, i.e., Use of Services and Recommendations, were also presented. A summary of the findings corresponding to each Of the five questions examined follows. Findings I. Question I dealt with the needs of the transfer stu- dents for various student personnel services. The two groups of transfer students did not differ significantly on any of the scales in their needs for student personnel services. Curriculum—Referral Services were ranked as priority needs by both groups with 96 Admissions-Orientation following very closely. Both groups ranked Counseling fifth. Within the Counseling scale, however, a significant difference was found in the need for help with minor emotional problems with formerly enrolled transfer students reporting a greater need for such assistance. II. Question II concerned transfer students' perceptions Of the availability and adequacy of student personnel services. A. There was no significant difference between the two groups concerning their perceptions of the avail- ability Of student personnel services, either by scale or individual item. Curriculum-Referral services were perceived as most available. About half of each group thought Financial Aids-Student Employment and Counsel- ing were not available. NO significant differences were found between cur- rently enrolled and formerly enrolled transfer students concerning their perceptions of the adequacy of student personnel services. The Curriculum-Referral scale ranked first in adequacy while Financial Aids-Student Employment and Counseling were ranked fourth and fifth respectively. Though services in the latter two scales are, in fact, available at Eastern Michigan University, many students seemed unaware of their existence which may explain, to some degree, their low adequacy rating. 97 III. Because of the small number Of responses in the form“ erly enrolled group, data for Question III, assessing transfer students' needs for and perceptions of the availability of student personnel services related to demographic variables, was analyzed for the enrolled transfer students only. Age, marital status, and working status most frequently differen— tiated student responses. Significant findings are reported by scale. A. Admissions-Orientation Married students and students working full-time expressed fewer needs to feel a part of the institu- tion. B. Counseling Students employed full-time expressed more needs for help with serious personality problems. Married stu— dents expressed fewer needs for assistance with occu- pational planning. Females perceived help for minor emotional problems as more available than did males. C. Curriculum-Referral Unemployed students expressed fewer needs for a broad curriculum and tutorial/remedial help. Students with higher Eastern Michigan University grade point aver- ages also expressed fewer needs for the latter services. Tutorial/remedial help was perceived as most available by students holding the A. A. degree. While students 23—25 expressed more needs for reading/study skills 98 help, single students saw this service as more avail- able than did married students. Financial Aids-Student Employment Older students and students employed full-time ex- pressed fewer needs for placement after college. Students employed full-time also expressed fewer needs for assistance in planning a budget, determining the best means Of financing their education, or finding a part-time job. SOphomores expressed a need for help in finding a part-time job, although older students, married students, and those with a higher grade point average did not. Student Activities Older students and those employed full-time expressed fewer needs for adequate college facilities for stu- dent activities, personal/social outlets, adequate college hangouts, and intramural sports and recreation programs. Married students expressed few needs for personal/social outlets and adequate college hangouts. Those with an A. A. degree were also less interested in adequate college facilities for student activities. Intramural sports and recreation programs were of less interest to females. While sophomores were more interested in having their views represented by student government, students with a higher grade point average expressed more needs for intellectual activities to 99 complement the academic classroom. Representation by student government was per- ceived as less available by students who were older, married, and working full-time. Married students also perceived intramural sports and recreation pro- grams as less available. Students who worked part- time perceived adequate college hangouts as more available than those working full-time or not employed. IV. Question IV concerned transfer students' use of student personnel services. There were no Significant differences in the use of services as reported by the two groups of transfer stu- dents. Both groups used Academic Advising and Admissions and Financial Aids more frequently than any Of the other services at Eastern Michigan University. V. Question V focused on transfer students' recommenda— tions for student personnel services to facilitate their transition to the senior institution. Currently enrolled transfer students differed Signifi- cantly from formerly enrolled transfer students in strongly suggesting that publications be prepared speci- fically for the prospective Eastern Michigan University transfer student. The establishment of an office to handle transfer student problems and a periodic newsletter were strongly endorsed by both groups. 100 With the two exceptions previously reported, analysis of the data produced no significant differences between the two groups of transfer students in their expressed needs for student personnel services, their perceptions of the avail- ability and adequacy of these services, their use of student personnel services, or their recommendations to facilitate their adjustment at Eastern Michigan University. Nonetheless, it is informative to note those services for which a large number of transfer students indicated need as well as those services they considered unavailable or inadequate. At least sixty-five percent of the students expressed a need for the following services: adequate information before deciding to attend, and a social social/cultural orientation program (Admissions-Orientation); academic advising, adequate academic facilities, broad curriculum, and help to choose a suitable college major (Curriculum-Referral); placement after college (Financial Aids-Student Employment); and adequate college hangout (Student Activities). Both groups expressed fewest needs for psychiatric help for a serious personality problem (Counseling). The following student personnel services were perceived as unavailable by one-third or more of the transfer students: social/cultural orientation program (Admissions-Orientation); assistance for occupational planning, help for minor emotional problems, psychiatric help for serious personality problem, confidential discussion with professional person, and help to 101 become self-directing and self-disciplined (Counseling); Reading/Study Skills (Curriculum-Referral); placement after college, assistance in planning a budget, assistance in determining the best means Of meeting college expenses, and help in finding a part-time job while attending college full-time (Financial Aids-Student Employment); student con- cerns represented by student government, intellectual activi- ties to complement the academic classroom, and intramural Sports and recreation (Student Activities). Several services were rated "Below Average" in adequacy by at least one-third Of the respondents: assistance for occupational planning (Counseling); academic advising (Curric- ulum-Referral); outlets for enhancing students' personal and social develOpment (Student Activities). Finally, some services were expressed as needs for at least a majority of students but were perceived as unavailable. Assistance for occupational planning was an expressed need for 57.5 percent of all the students but only 58.1 percent thought this service was available. While 56.8 percent of the currently enrolled transfer students wanted assistance in determining the best means of meeting college expenses, only 52.4 percent perceived the service as available. Likewise, over half of the formerly enrolled students, 52.6 percent, expressed a need for a part-time job while attending college full-time, but only 41.8 percent thought such assistance was available. It Should be recalled that all of these services, 102 in some form, are in fact available to Eastern Michigan Uni- versity students. One additional finding in the data related to the aca- demic standing of the transfer students at the end of the Fall 1971 semester. At that time three-fourths of the currently enrolled transfer students had a C average or better compared to approximately fifty percent of the formerly enrolled stu- dents. Both groups were similar, however, in their standings relative to grade point averages transferred from community/ junior colleges. Discussion Results of this study support Fulco's findings that the services included in the Financial Aids-Student Employment and Counseling scales are not perceived as priority needs by trans- fer students from community/junior colleges. Transfer students at both Eastern Michigan University and the University of Missouri also tended to be unaware of the availability of these services, perhaps because of lack of need. Eastern Michigan University students expressed greatest need for Curriculum- Referral services as contrasted to Admissions-Orientation services for University of Missouri transfer students. The latter were ranked second at Eastern Michigan University. While significant differences were found by Fulco in males' and females' needs for Admissions—Orientation and Student 103 Activities, this sex differentiation was not evident at Eastern Michigan University. Though the Eastern Michigan University results contra- dict, as did Fulco's, those Of Knoell and Medsker reporting a strong need for counseling and financial aid, generally they are in accord with previous studies with a Similar focus (Barger,l McDermott,2 Langton,3 and Knoell and Medsker“'5'6) in that the main concerns of transfer students seem related to their academic adjustment at the senior institution. As such, items in the Curriculum-Referral and Admissions- Orientation scales are Of paramount importance to them and it is toward these areas that their most critical comments were directed. Limitations There are several limitations which should be noted con- cerning this study. One, it was a local study done at 1Barger, "Transfer Students Speak Out," 31 pp. 2McDermott, "Guidance Problems of Students Transferring from Oregon Public Community Colleges." 3Langton, "Iowa Two-Year College Transfer Students." I'Knoell and Medsker, Factors Affecting Performance of Transfer Students, pp. 176-177. sKnoell and Medsker, Articulation Between Two-Year and Four-Year Colleges, p. 109. 6Knoell and Medsker, From Junioryto Senior College, pp. 64-72. 104 Eastern Michigan University, and thus Should be generalized with caution to other campuses. Second, the limitations inherent in questionnaire data, such as the tendency of sub— jects to reSpond in socially desirable ways, may have influ— enced student responses.7 Third, the rather small number of reSponses in the group of formerly enrolled transfer students may not be representative Of that group as a whole. This small sample also weakened the interpretation of some of the statistical comparisons and made those related to Question III impossible. Implications Findings from this study highlight several areas which Eastern Michigan University might examine concerning its pro- grams and services for community/junior college transfer stu— dents. One of the most Obvious needs seems to be improved communications with transfer students about the many student personnel services actually available on the campus, especially those related to the Counseling and Financial Aids—Student Employment scales which such a high percentage of students perceived as unavailable. The SPSNI items identified as Of greatest need, as well as those rated "Below Average," can serve as guidelines in 7Allen L. Edwards, The Social Desirability Variable in Personality Assessment and ResearEh (New York: Dryden Press, 1957), pp. 17-18. 105 improving existing services or implementing new ones. The following suggestions are given for consideration concerning services in each of the five scales. Admissions-Orientation 1) Prepare publications designed Specifically for pro- 2) 30 4) spective community/junior college transfer students including information about the various student personnel services available. Emphasize to prospective community/junior college transfer students the benefits to be gained from their participating in the orientation program designed especially for them. Schedule orientation programs for community/junior college transfer students at times in addition to summer session, perhaps spring session, so more stu- dents could participate. Use community/junior college transfer students in on- campus orientation programs and Off-campus visits to the community/junior colleges. Curriculum-Referral 1) In the Academic Advising office and the academic departmentsidentify advisers who are, or are willing to become, knowledgeable about and interested in community/junior colleges and their students. Supply these advisers with background information on their advisees, such as transcripts, test scores, and credits accepted at EaStern Michigan University. 106 2) Assign community/junior college transfer students to advisers in their majors, not some unrelated depart- ment. 3) Assign community/junior college transfer students who have not decided their academic major to a special adviser in the Academic Advising Office. 4) All academic departments should be informed of cur- rent credit equivalency agreements between Eastern Michigan University and the community/junior colleges. 5) Transfer students should be informed as soon as pos- Sible which of the credits they are submitting for transfer satisfy graduation requirements at the senior institution. 6) Academic departments could facilitate the transfer process by holding orientation meetings for transfer students to help them catch up with native students on academic requirements and extra-curricular intel- lectual activities Of that particular department. Counseling and Financial Aids-Student Employment Services in the Curriculum-Referral and Admissions- Orientation scales are highly visible to students because, by the very nature of the university structure, every student encounters them. Such is not the case with services in the Counseling and Financial Aids-Student Employment scales. Referral by another university office or by a faculty member 107 is frequently the means through which students learn about these services. If faculty and staff are not well informed, there may be a breakdown in the communications links for assisting transfer students. Additionally, it is possible that transfer students are sometimes confused about the vary— ing functions of personnel at Eastern Michigan University with the title of counselor or academic adviser, Since at many community colleges, counselors perform the academic advising function. Implementation of the following suggestions could improve communications with transfer students about Counseling and Financial Aids—Student Employment services. 1) Publish a monthly newsletter for first semester trans— fer students focusing on the information they need to assure their successful transition, including feature articles about services of the Counseling Center, the Admissions and Financial Aids Office, and the Place— ment Center. 2) Counseling Center and Placement Center professional staff should consider joining members of the Admission and Financial Aids staff on visits to community/junior colleges for the purposes of improving communications about their services with the community college staff and students. 3) Involve professional staff from the Counseling Center and the Placement Center in orientation programs for transfer students. 108 4) The Counseling Center Should highlight its services in the area of occupational and vocational planning which was a greater expressed need than personal counseling or therapy for community/junior college transfer students. 5) Send each new transfer student a COpy of the "Student Guidebook" prior to the Opening of classes. This Guidebook contains detailed descriptions Of student personnel services at Eastern Michigan University. 6) Incorporate information about student personnel services, as well as academic regulations, into the class schedule published each semester. Student Activities Analysis of the data on demographic variables for cur- rently enrolled transfer students indicated that interest in student activities was a function of age, working status, and marital status with young students, single students, and those not employed full-time evidencing more interest in such activi- ties. l) Attempts Should be made through personal contacts, as well as publications, to inform transfer students, eSpecially those identified above, of the many oppor- tunities and activities available for them at Eastern Michigan University. , “Tim ién‘ :2’. nx~ ‘ :_. g} 109 2) Transfer students who were student leaders at their community/junior colleges should be identified and contacted while there, if possible, and encouraged to continue such leadership roles at Eastern Michigan University. 3) Student leaders at Eastern Michigan University could ‘ assist professional staff of the Division of Student Affairs in encouraging transfer students who were leaders at the community/junior colleges to actively Fro a. participate in student activities at Eastern Michigan University. 4) At least one Office or position on the executive board of each student organization should be reserved for community/junior college transfer students and these students Should be informed of this Opening. Finally, it is recommended that Eastern Michigan Univer- sity consider the establishment of an Office to handle transfer student affairs such as is being done increasingly at other senior colleges and universities, for example, Florida State University,8 University of Iowa,9 and the University of °Marshall Hamilton, "The Role of the Division Of Commun- ity College Affairs at Florida State University" (Tallahassee, Florida: The Florida State University. Not dated but the Division of CCA was established in 1970). 9Duane D. Anderson, "Transfer Problems of the Two Year College Students from the Viewpoint of the Four Year Institu- tion." (Paper read at American-Personnel and Guidance Associ- ation Convention, Las Vegas, 1969.) Abstracted in College Student Personnel Abstracts, V (Winter, 1970), 232. 110 ° Such an Office could serve as (l) the Massachusetts.1 liaison between the community/junior colleges and the univer- sity, (2) a coordinating agency within the institution for transfer student problems, (3) a resource to transfer stu- dents in solving their problems, and (4) the university's representative to state planning meetings dealing with articulation problems between the community/junior colleges and the four year institutions. Thus one central office i would have primary responsibility for integrating all pro- grams and services designed to assist the community/junior E college transfer student in the transition to Eastern Michigan University. Recommendations for Further Study To provide a more comprehensive picture of the student personnel needs of the Eastern Michigan University student body and thus assist professional staff in more appropriate pro- gramming, the following recommendations are offered for con- sideration. l) On-going studies should be conducted of the entire student body. Data should be collected routinely on all students admitted to, enrolled at, and graduated from Eastern Michigan University, as well as on those 10The Chronicle of Higher Education (Washington, D. C., February 14, 1972), p.75. 2) 3) 4) 111 students who withdraw voluntarily or are academically dismissed. Profiles could then be constructed for various sub-groups, e.g., community/junior college transfer students, native students, transfer students from four year institutions, minority students, within the student population. The study of the formerly enrolled community/junior college transfer students Should be replicated with a larger sample and include interviews with some of these former students. An attempt should be made to determine whether there is any relationship between formerly enrolled transfer students leaving Eastern Michigan University and their expression in this study of more needs for assistance with minor emotional problems, help in choosing a college major, social- cultural orientation, and adequate college hangouts. An analysis of institutional information, such as is available from admission application forms and tran- scripts, should be undertaken for new community/junior college transfer students to determine whether any of these students might experience academic difficulty at the senior institution. Supportive services could then be made available immediately to any students whose records indicate the possibility of such need. In-depth interviews, including the administration of an apprOpriate personality inventory, should be 5) 6) 7) 112 conducted with samples of community/junior college transfer students and native students to determine whether non-use of certain student personnel services by transfer students is a function Of their behavior or Of the institution's relationship to them. An investigation Should be conducted to determine the type of financial support used by community/junior college transfer students at Eastern Michigan Univer- sity. A majority Of the transfer students in this study indicated they were not working and did not need a part-time job. This finding seems in conflict with Knoell and Medsker's study. An investigation should be undertaken Of the reactions Of community/junior college transfer students about academic advising, contrasting the reactions of those advised in a central advising office staffed by pro- fessional advisers with those who were advised in academic departments by faculty members. Eastern Michigan University should join with other four year institutions in Michigan in a statewide study Of transfer students to and from community/junior colleges and four year institutions to determine the character- istics of transferring students and their academic and student personnel needs. \ n — 1.. BIBLIOGRAPHY BIBLIOGRAPHY Anderson, Duane D. "Transfer Problems of the Two Year College Student from the VieWpOint of the Four Year Institution." Paper read at American Personnel and Guidance Association H“ Convention, Las Vegas, 1969. Abstracted in College Stu- dent Personnel Abstracts, V (Winter, 1970), 232. Barger, Ben and Others. "Transfer Students Speak Out." Gainesville: University of Florida. Sponsored by National Institute Of Mental Health, 1968. (ERIC Reports) Britton, Ronald B. "The First Semester Academic Performance 'I of Urban Junior College Transfer Students to Columbia vs Two Urban Campuses of the University of Missouri." ERIC Clearing for Junior College Information. Los Angeles: University Of California, 1969. fi‘rT“ '— . Carnegie Commission on Higher Education. New Students and New Places. New York: McGraw-Hill Book Company, 1971. Cross, K. Patricia. The Junior College Student: AResearch Description. Princeton, N. J.: Educational Testing Services, 1968. Darnes, G. Robert. "The Articulation of Curricula Between Two and Four Year Colleges and Universities." Gainesville: University Of Florida Institute of Higher Education, September 1970. Eastern Michigan University. Office of Admissions and Finan- cial Aids. "Fall Student Enrollments 1964-1971." "Michigan Junior College Enrollment, Fall Semester 1963— 1971." "Report of Applications Received and Admissions Granted for Fall 1964-1971 (MACRAO Standardized Form)." Edwards, Allen L. The Social Desirability Variable in Personality Assessment and Research. New York: Dryden Press, 1957. Elliott, Earl S. "The Academic Achievement of Transfer Stu- dents and the College Comprehensive Tests." Journal of College Student Personnel, XIII (May, 1972), 266-269. 113 114 ERIC Clearinghouse for Junior College Information. Junior College Research Review. Los Angeles: Univer31ty of California, IITFebruary, 1967). Fulco, Jean. "Junior College Transfer Students' Needs and Evaluation of Student Personnel Services." Columbia, Missouri: University of Missouri, 1968. (ERIC Reports) Goodale, Thomas and Sandeen, Arthur. "The Transfer Student: A Research Report." NASPA Journal, VIII (April, 1971), 248-263. Hamilton, Marshall. "The Role of the Division of Community College Affairs at Florida State University." Tallahas- see, Florida: The Florida State University. (Not dated but the Division of CCA was established in 1970.) Hills, John R. "Evaluating Transfer Applications." College and University, XXXX (Spring, 1965), 241-248. Hills, John R. "Transfer Shock: The Academic Performance of the Junior College Transfer Student." Journal 9f Experi- mental Education, XXXIII (Spring, 1965), 201-215. Joint Committee on Junior and Senior Colleges. Guidelines for Improving Articulation Between Junior and Senior' Colle es. Washington, D. C.: American Council on Edu- cation, 1966. Kintzer, Frederick C. "Junior College-Senior College Articu- lation in the '70's." College and University, XLVI (Summer, 1971), 587-605. Knoell, Dorothy M. and Medsker, Leland M. Articulation Be- tween Two-Year and Four—Year Colleges.-_COOperative Research Project #2167. Berkeley, California: Univer- sity of California, Center for the Study of Higher Education, 1964. Knoell, Dorothy M. and Medsker, Leland L. 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C.: American Association for Higher Education, July, 1972. Willingham, Warren W. and Findikyan, Nurhan. "Transfer Students: Who's Moving from Where to Where, and What Determines Who's Admitted?" College Board Review, No. 72 (Summer, 1969), 4-12. Wilson, Gayle C. "The Impact of Transfer Admissions in the Next Decade." College and University, XXXXV (Spring, 1970), 266-272. Wrenn, C. Gilbert. "The Development of Student Personnel Work in the United States and Some Guidelines for the Future." The Student and the System. Edited by M. John Minter. Boulder, Colorado: WICHE, 1968. Reprinted with permis- sion in College Student Personnel-Readings and Bibliog- raphies. Edited by Laurine E. Fitzgerald, Walter F. Johnson, and Willa Norris. Boston: Houghton Mifflin Company, 1970. Yatros, John E. "Construction and Application of Two Inven- tories for Use in College Student Personnel Work: I. Student Personnel Services Needs Inventory. II. 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