Open Rank Professor - Educator Workforce - Texas Tech University - Job Details

Job Details: The College of Education at Texas Tech University invites applications from innovative and thoughtful colleagu

Educational Leadership Policy Ph.D. | Graduate Program | College of Education | Texas Tech

Educational Leadership academic program at the Texas Tech University College of Education

TTU Post Doctoral Research Associate | Texas Tech University

Job Details: Performs specialized Post Doctoral work in the planning, conducting and/or supervision of original research. R

Wiseman Elected to Research Journal Editorial Team | July 2024 |College of Education News | College of Education | TTU

Welcome! You are invited to join a meeting: ExpandED 2023-2024 | Jennifer Freeman, PhD Candidate. After registering, you will receive a confirmation email about joining the meeting.

More Than an Email: The Effects of Transfer Student-Faculty Interactions at a Four-Year University Community colleges serve as a vital pathway for upward mobility, enrolling a disproportionate number of first-generation, racially minoritized, and low-income students and facilitating their transfer to four-year institutions. Despite the opportunities transfer pathways offer, the retention and graduation rates of transfer students remain pressing concerns. Numerous studies have highlighted that faculty-student relationships are among the most influential factors shaping the success of transfer students. Indeed, a substantial body of research links student engagement with faculty to a range of positive psychosocial and academic outcomes; however, this literature primarily focuses on students who begin college at four-year institutions. Given the well-documented challenges transfer students encounter when adapting to new university environments, a detailed understanding of their interactions with faculty is crucial for fostering student success. In this presentation, I will share insights from a survey of transfer students at a single University of California campus, which asked about their experiences throughout the transfer process and their perceptions of academic and social integration at the receiving institution. Specifically, I will present findings from a study investigating the nature and frequency of faculty-student interactions, both inside and outside the classroom, and how these interactions relate to students’ academic achievement and progress toward graduation.