Date of Award
Ed.D. in Education
University of Mississippi
Community college transfer students experience unique pressures and challenges and studies have revealed the need to critically investigate the transfer receptivity of resources and services available at four year receiving institutions. Studies have also shown that blending social and academic integrative techniques in programs and services targeting transfers students are more effective for increasing retention and persistence than exclusively social or academic efforts. The overall purpose of this qualitative case study was to examine writing center consultations at two regional campuses serving community college transfer at a large university in relationship to socioacademic integration. The results of this study revealed further evidence of the phenomena of transfer shock and transfer stigma among the participants and the facilitation of socioacademic integrative experiences for peer mentors and students through writing center consultations. Limitations of the study and recommendations for improved practice and research are also discussed.
Johnson, Rachel E., ""Am I in the right place?": writing center consultations as socioacademic integrative experiences for community college transfer students" (2019). Electronic Theses and Dissertations. 1778.