FACULTY BACKGROUND, INVOLVEMENT, AND KNOWLEDGE OF STUDENT TRANSFER AT AN URBAN COMMUNITY COLLEGE

Previous studies of community colleges have shown that instructors play a vital role in the plans and actions of students who transfer to 4-year colleges and universities (Britt & Hirt, 1999; Cejda & Kaylor, 2001; Cuseo, 1998; Gaskin, 1999; Tatum, 2001). The purpose of the current study was to obtain information from the faculty on the extent of their involvement in, and knowledge of, the transfer process at a large, urban community college. The study was conducted in 2 phases. The first phase involved sending a questionnaire to all instructors at the college. The questionnaire obtained data on the background, knowledge, and support activities of the faculty related to student transfers. The second phase involved focus groups composed of selected faculty and staff. The questionnaire was used to create a path model that showed the relationships between faculty background, involvement with transfer, and knowledge of transfer. This information, combined with the focus group results, was used to develop strategies for employing the faculty in efforts to improve the transfer culture and increase the transfer rate.