TRANSFER SHOCK - THE ACADEMIC-PERFORMANCE OF THE JUNIOR-COLLEGE TRANSFER
TRANSFER SHOCK - THE ACADEMIC-PERFORMANCE OF THE JUNIOR-COLLEGE TRANSFER
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DOI：
10.1080/00220973.1965.11010875
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发表时间：
1965-01-01
影响因子：
2.2
通讯作者：
HILLS, JR
中科院分区：
文献类型：
--
作者：
HILLS, JR
随着大专在美国如雨后春笋般涌现，某些问题变得比过去更重要。当交通困难，大专离高级学院很远时，对于学生或辅导员来说，在转到学士学位院校之前是否上过大专可能并不重要。学生往往没有真正的选择。现在，当交通很简单时，通勤30或40英里去大学并不是不寻常的事情，当大专经常在高级学院的呼喊距离内时，个人没有必要因为他决定进入哪所大学而受到不利的影响。对于辅导员来说，重要的是让学生注意这样一个决定的潜在重要性，并尽可能合理地建议他这一决定的后果。有些人会争辩说，对于一个学生来说，从大专开始他的大学教育会更好。这样，他可能会逐渐过渡到严酷的大学生活；他可能会找到专注于茶道而不是其他学术追求的教员；他可能会发现，在较小的学生群体中可以获得更好的指导；他可能不会那么依赖于仅仅由研究生授课。另一方面，有些人会争辩说，从四年制学院或大学开始，学生可以避免转学的问题，而且他可能会获得更好的转学机会。独立的教职员工--那些帮助得足够好的教职员工，他们可以全身心地投入到学术工作中去。他更有可能找到一个得到良好支持、受过专业培训的全职指导人员，以及一位活跃的学者，在m0领域，想法和研究使教员的能力不断磨练到微妙的边缘。在这样的氛围中，进步是核心；每个人都在努力为自己的专业做出贡献；而才华平平的人很少能在教职期间存活下来，让学生忍受，或者作为学生来压低教员提供的教学水平。有了这样合理但截然相反的论点，深思熟虑的辅导员不能仅仅用逻辑来帮助孩子在初中和高中之间做出明智的选择。他需要一些关于转学到高级学院的专科生的学习经历的数据。他们是否比本国学生表现得更好，比如循序渐进的过渡、良好的辅导、以教学为导向的教师等等？或者，他们在大专期间在高中的表现不如天真的学生，也不如他们自己吗？在接下来的材料中，将检验关于这个问题的二十多项研究的结果。
AS JUNIOR colleges spring up in profusion over the United States, certain questions ass urn e far more importance than they deserved in the pas t. When transportation was difficult and w hen junior colleges were located far from senior colleges, it may not have mattered much to the student or to the counselor whether the student attended a junior college before transferring to his baccalaureate institution. The student often had no real choice. Now when transportation is simple, commuting 30 or 40 miles each way to college is not un com m 0 n, and when junior colleges are often within shouting distance of senior colleges, it is not necessary for the individual to suffer a disadvantage as a consequence of his decision of which to enter. It is important for a counselor to call a student's attention to the potential importance of such a decision and to advise him as soundly as possible on its ramifications. There are those who would argue that it would be preferable for a student to start his college education in a junior college. In that way he might make a gradual transition to the rigors of college life; he might find faculty who were devoted to tea chi ng rather than to other academic pursuits; he mig ht find that better guidance was obtainable in a smaller student body; and he might be less subject to being taught by mere graduate students. On the other hand, there are those who would argue that by starting in a four-year college or university the student avoids the problem of transfer, and he may obtain better-tra. ined faculty-faculty who are p aid well enough so that they can a. fford to devote the i r full time to academic endeavors. He is more likely to find a well-supported, professionally-trained, fulltime guidance staff, and a lively academic at m 0 sphere in which ideas and research keepfaculty competence continuously honed to a fine edge. In such an atmosphere, progress is central; each person is attempting to contribute to his professional speciality; and few persons of mediocre talent survive long as faculty to be endured by students, or as students to hold down the level of instruction offered by the faculty. With such reasonable but diametrically-opposed arguments available, the thoughtful counselor cannot use mere logic to help a child choose wisely between junior and senior college. He ne eds some data on the academic experiences of junior college students who transfer to senior colleges. Do they perform better than native students as are sui t of having a gradual transition, good counseling, teachers oriented toward teaching, etc.? Or do they perform in senior colleges less well than the nat ive students and less well than they themselves, performed during junior college? In the material following, the findings from more than a score of studies of this question will be examined.