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Enhancing College Students’ Eaccessibility In Higher Education: Transfer Students And Transfer Admissions Counselors' Perspectives, Sevinj Iskandarova, Margaret F. Sloan
Enhancing College Students’ Eaccessibility In Higher Education: Transfer Students And Transfer Admissions Counselors' Perspectives, Sevinj Iskandarova, Margaret F. Sloan
Georgia Journal of College Student Affairs
There is a paucity of research on institutional e-accessibility and transfer-credit-software adoption. This paucity poses a challenge in understanding how these technologies impact college students and professionals. Drawing on connectivism theory and Karp and Fletcher's (2014) and Kezar's (2013) three-way approaches (changing-in-advice, institutions, and students' willingness to use technology tools) investigate how technology product adoption affects students' and transfer admission counselors' experiences during the transfer process. This study, conducted at a public institution in the mid-east Atlantic region, utilized a convergent-parallel mixed-methods design to assess students' and professionals' perceptions of transfer credit evaluation products. Results indicate that an e-transfer system …
Understanding The Role Of Cultural Competence In Peer Mentorship Programs For International Students: A Student Development Theory Perspective, Nikheal Patel, Daniel Calhoun, Steven Tolman
Understanding The Role Of Cultural Competence In Peer Mentorship Programs For International Students: A Student Development Theory Perspective, Nikheal Patel, Daniel Calhoun, Steven Tolman
Georgia Journal of College Student Affairs
International students often face challenges while pursuing higher education in a foreign country. These challenges can negatively impact their sense of belonging and community, resulting in social disconnection. Examining the role of culturally competent peer mentoring programs for international students can foster a sense of belonging among international students. Peer mentorship may provide international students with a supportive environment and community, helping them navigate university life. In contrast, student development theory can inform the design of programs and services that support international students in their transition to American higher education. These strategies can create a more inclusive and welcoming environment …