Advising and Progress in the Community College STEM Transfer Pathway
Advising and Progress in the Community College STEM Transfer Pathway
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社区大学 STEM 转学途径的建议和进展
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Kimberly C. Jeffers
中科院分区：
文献类型：
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作者：
B. Packard;Kimberly C. Jeffers
就读科学技术领域的社区学院学生在寻求转学途径以获得四年制学位时面临着许多挑战。尽管与学生的坚持有明确的联系，但促进或抑制转学进展的建议互动尚不清楚。在这项研究中，82 名从事科学技术转移学习项目的社区学院学生参加了现象学访谈。学生们描述了教授、主要顾问和转学办公室工作人员如何通过提供准确的信息或向他们推荐有用的资源来支持他们的进步；学生们学会了未提出的问题的答案，并保持在转学的轨道上。特别是当最初的顾问提供错误信息时，互动会阻碍进展，从而导致挫败感和代价高昂的延误。讨论了对未来研究和实践的影响。
Community college students enrolled in science and technology fields face many challenges as they pursue transfer pathways to earn a 4-year degree. Despite clear links to student persistence, advising interactions that facilitate or inhibit transfer progress are not clearly understood. In this study, 82 community college students pursuing science and technology transfer-based programs of study participated in phenomenological interviews. Students described how professors, major advisors, and transfer office staff supported their progress by providing accurate information or referring them to helpful resources; students learned answers to unasked questions and stayed on track to transfer. Interactions impeded progress when initial advisors, in particular, provided misinformation, leading to frustration and costly delays. Implications for future research and practice are discussed.