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• W2115711670 abstract "INTRODUCTION Community colleges have historically addressed the needs of a diverse population (Walker, 2001). A key goal for colleges is be a resource for all segments of the (Texas Higher Education Coordinating Board, 2000). Walker (2001) reinforced this directive by stating that the college purpose was to bring higher education in its various forms into the community (p. 9). Community colleges have concentrated much of their attention on several sub-populations within the community, such as students in vocational training or certificate programs and academically under-prepared students (Outcalt, 1999). As the numbers of students increase, colleges are becoming aware of other sub-populations and their needs. A sub-population found at colleges that is gaining more attention is academically well-prepared students (Skau, 1989). One way that colleges have addressed the special requirements of this sub-population is by offering honors classes or an honors program challenge these students and prepare them for transition four-year institutions (Outcalt, 1999). Outcalt (1999) maintains that a major function of colleges is prepare their students for four-year institutions. Even as colleges prepare their students for four-year institutions, however, 79% of the students experience a phenomenon termed transfer (Diaz, 1992). This phenomenon was first described by Hills (1965) and was defined as an appreciable drop in grade point average (GPA) upon a four-year university. Since Hills first coined the term transfer shock, numerous studies have examined the initial decline in the GPA of college students as they into four-year university settings (Baratta & Apodace, 1988; Britton, 1969; Diaz, 1992; Harrison, 1999; Keeley & House, 1993; Laanan, 2001; Nolan & Hall, 1978; Slark & Bateman, 1983; Sleight, 1990). While these studies and others have examined the phenomenon of shock on college students as a whole, this researcher found no studies that have investigated the sub-population of honors students at the college in relation shock. Laanan (2001) claimed that the transfer function [of colleges] is of paramount importance (p. 5). If Laanan's claim is valid, then one unrecognized yet potentially profound benefit of honors programs could be the effect participation has upon the phenomenon of shock. The underlying hypothesis for this study is that students who participate in honors programs at colleges experience reduced shock as they four-year institutions, based on GPA. METHODOLOGY This study involved only those college students who transferred Sam Houston State University (SHSU) in Huntsville, Texas. This constraint is placed on the study for two reasons: (a) by focusing on one institution, the study removed the variation found between different universities, allowing the researcher more accurately determine the effect of the college programs on future academic success, and (b) by focusing on SHSU, the researcher was assured of having access the data that are needed answer the research questions. The sample included 77 college students who transferred 15 credit hours or more from a college SHSU, had an entering GPA of 3.3 or higher, and had been admitted within the past five years. McKeague (1984) stated that one of the entrance requirements of most honors programs is a GPA of 3.25 or higher. In this study a GPA of 3.3 was chosen select those students who represented the majority of honors students as well as a comparison group of non-honors students that was equally academically successful. The above data set was separated into two groups: (1) those students who had taken honors classes at a college, as determined by their transcripts and with the assistance of college honors directors; and (2) those students who did not take honors classes while attending a college. …" @default.
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• W2115711670 title "The Role of Community College Honors Programs in Reducing Transfer Shock" @default.
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