College of Education
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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
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Item Factors Affecting University GPA of Maryland Community College Transfer Students Who Persist to Graduation(2005-05-27) Hall, Sarah Elizabeth; Clement, Linda; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined Maryland community college transfer students who persist to graduation. Personal characteristics, academic qualifications, and major were examined to determine if any of these factors were predictors of university GPA. These characteristics were: age, race, gender, community college, transfer GPA, first semester GPA, accepted transfer credits, completion of freshmen fundamental studies, Associates degree completion, and college of major. The sample consisted of 530 subjects. The data analysis revealed significant results. Age, race, gender, transfer GPA, first semester GPA, and college of major were all significant predictors of variance in cumulative GPA for community college transfer students. Women, White subjects, and College of Education graduates were significantly more likely to earn higher cumulative GPAs than other subjects within each of these variables. University GPA was significantly correlated with age, transfer GPA, and first semester GPA. These findings have practical implications for admissions and student support services at four-year institutions.Item VOCATIONAL IDENTITY AMONG TRANSFER STUDENTS: A DESCRIPTIVE STUDY USING THE MY VOCATIONAL SITUATION INSTRUMENT(2004-08-18) McCoy, Thadtisha Andrea; Gast, Linda K; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This thesis sought to determine if any differences in vocational identity (VI), as measured by the My Vocational Situation (MVS) (Holland et al., 1980) instrument, existed among transfer students entering the University of Kansas. This study measured VI of transfer students by several variables: academic classification, gender, age, ethnicity, credits earned, transferring institution, and number of times transferred. Lastly, this study developed local normative data for the transfer student population, and tested for differences between the local norms and the MVS sample norms. Data for this study was collected during a one-day orientation program attended by admitted transfer students. Responses from 253 completed surveys were used to test eight hypotheses. Statistical analyses revealed: a) female transfer students had higher VI mean scores than the MVS female college sample; b) female transfer students had higher Barriers (B) mean scores; and c) male transfer student had lower occupational information (OI) mean scores. The content of this study is important to understanding the transfer student and career development. Based on these findings, implications for practice and future research are discussed.