a library instruction survey for transfer students: implications for library services

Sylvia G. TLibr

WashingtBellin

102 The Jou

A Library Instruction Survey for TransferStudents: Implications for Library Services

by Sylvia G. Tag

Transfer students represent anincreasingly important group infour-year schools. To date, only

limited information on theresearch abilities and libraryneeds of this group has been

reported. A survey ofinformation needs and skills of

incoming transfer students atWestern Washington University

(WWU) showed that whilemany reported some familiaritywith standard library resources,over half requested some form

of library instruction.

ag is Reference and Instructionarian, Wilson Library, Westernon University, 518 High Street,gham, WA, 98225-9103, USA

<[email protected]>.

rnal of Academic Librarianship, Volume

BACKGROUND: WHO SERVES OUR

TRANSFER STUDENTS?

The composition of the transfer studentpopulation at four-year institutions ischanging due to the quality and quantityof course work completed by transfersbefore entering four-year institutions andby the increased competition in the appli-cation process. At Western WashingtonUniversity (WWU), more than 50 percentof students who earn an undergraduatedegree enter as transfers. Our universityenrolls approximately 1250 new transferstudents each year out of a total under-graduate population of 12,000. One of thestrategic goals of the Office of Admissionsis to focus on academically prepared trans-fer students.1 The Western WashingtonUniversity admissions policy gives prior-ity to transfer students who have takenpremajor courses or have an associatedegree before applying to our university.While still a formidable number, the ad-mission slots for transfer applicants havediminished over the last several years dueto a concerted effort to increase the reten-tion of first and second year students.Concurrently, Western Washington Uni-versity has raised their GPA admissionstandards. The result has been fewer trans-fer students, but those who are admittedhave increasingly competitive academicabilities. Graham and Hughes observe thisas a higher education trend and state that‘‘as financial aid availability decreases andadmission criteria increases at four yearinstitutions, it is likely that communitycolleges will assume greater responsibilityfor at least a portion of undergraduateeducation. Community colleges also pro-vide an important avenue of access forspecial populations such as minorities andadult students.’’2

Our library has a solid and variedinstruction program that includes tours,

30, Number 2, pages 102–108

general orientations, course-integratedbibliographic instruction, course-linkedcredit instruction, and library creditcourses. Librarians have been involvedin the university first-year program andcampus-wide information literacy initia-tives. Similar to most universities, somedepartments on campus have excellentgateway courses that introduce newmajors to discipline concepts and re-search paradigms. We have departmentsthat link bibliographic instruction withdiscipline courses as a means of teachingresearch strategies and optimizing therelevancy of the content. However, trans-fer students who enter at the upper divi-sion level of course study in somedepartments must truly fend for them-selves. These students must independent-ly adjust to a new campus as well ascompensate for the disparity in academicacculturation between their academicexperiences and the experiences of stu-dents who have been on campus for theirfirst two years.

As a group, transfer students raisemany questions for the library. Do theymake a smooth transition into their cho-sen discipline? Are they in need of spe-cialized library services? Certainly, thelibrary can provide practical support forstudents who find themselves having tonavigate a new learning environment.However, in thinking about increasedlibrary services for transfer students, wefound that our discussion was based pri-marily on anecdotal information gatheredthrough conversations with transfer stu-dents, university staff in the admissionsand new student programs office, andcolleagues from our area community col-leges. The library has no local data on thelibrary behavior or needs of transfer stu-dents. Therefore, the primary purpose ofadministering a survey was to gatherinformation on the research experiences

of incoming transfer students with an eyeon justifying the intentional expansion ofour library instruction services to transferstudents.

LITERATURE REVIEW: WHAT ROLE

FOR LIBRARIES?

Within the literature of higher education,there is substantial research on the char-acteristics of transfer students. In 2001,Eggleston and Laanan conducted a re-view of current practices concluding thatfour-year institutions continue to fallshort of providing adequate services totransfer students. ‘‘New student orienta-tion programs should be developed spe-cifically to help transfer students navigateinstitutional structures and the campuscommunity. These orientation programsshould not be intertwined with first-yearorientations but be exclusive to transferstudents. Although transfer students en-counter similar issues in adjusting to theacademic and social milieu of the collegeor university their needs are often quitedifferent.’’3 Library services for transferstudents reflect established university sys-tems that put these students towards theend of the service line. Libraries mayassume that transfer students will findresearch assistance on their own or throughexisting academic advising services. How-ever, there is a significant difference be-tween assistance and guided instruction.Considering the large number of libraryservices for traditional first-year students,it is hard to deny that there is a doublestandard operating in regard to transferstudents.

Faculty and administrators who writefrom the community college perspectivecall for increased collaboration betweentwo- and four-year institutions. BarbaraTownsend, professor of higher educationin the Department of Educational Leader-ship and Policy Analysis at the Universityof Missouri-Columbia, has published ex-tensively on transfer students. Her find-ings conclude that most transfer studentsperceive the academic standards of four-year institutions as higher or more diffi-cult than those of the community college.Townsend states that ‘‘four-year institu-tions require more writing and criticalthinking, there is more competitivenessbetween students, and the faculty perceivethat it is the student’s responsibility tocorrect any deficiencies in academic prep-aration.’’4 There is a real and perceiveddivide between two-year and four-yearinstitutions and the adjustment for transfer

‘‘There is a real andperceived divide between

two-year and four-yearinstitutions...’’

students is intellectual and emotional.Transfer shock,5 a drop in grade pointaverage during the first or secondsemester at a four-year institution, hasbeen established as a common experiencefor transfer students. A study by Beck-enstein on the graduation rate of transferstudents clearly showed that the studentswho eventually graduated had an aca-demically good first semester, whereasthose who did not matriculate tended tohave a poor first semester.6 A later meta-analysis of the research on transfer shockby Diaz showed that the majority oftransfer students recover their GPA in thesecond semester.7 The affective side oftransferring is articulated by Dungythrough her observation that ‘‘studentswho in many cases develop self-esteembecause of their success at the commun-ity college may have their confidenceeroded by finding themselves outsidersand marginalized students when theytransfer from one sector to another,ostensibly in the same system of highereducation.’’8

The diversity of the transfer studentpopulation can create practical challengesin terms of library resources and services.The group is diverse in age and educa-tional experience, with subgroups of inter-national students, traditional-aged com-munity college students, first-generation,and older adult reentry students. There is ageneral assumption that international stu-dents seek an overseas experience andwhile grades are important, the culturalexchange is forefront in their priorities.And yet, according to the internationalstudent services at our university, thereis a significant percentage of internationalstudents who intend on applying to grad-uate programs or on finding employmentin the United States. These internationalstudents face the challenges of languageand cultural barriers as well as adjustingto a new academic setting. Suarez, in herstudy on Latino students who transferfrom two-year institutions to four-yearinstitutions, found that ‘‘institutional com-mitment to transfer makes a significantdifference in promoting the forward trans-

fer of Latino community college stu-dents.’’ Many of the students who wereinterviewed in this study reported thatthey did not believe they had been aca-demically prepared by their communitycollege studies and attributed their successto personal drive.9

Adult reentry students are characteris-tically practical and focused on the goalsof their education. There is a mutual re-spect between these students and theirinstructors that is based on maturity, lifeexperiences, and a desire for collaborativelearning.10 The technical advancements inonline research can be an obstacle foradult learners. Their time is also rigorouslyand intentionally portioned as they attemptto juggle school, family, and work. Somefindings suggest that community collegetransfer students who are most successfulare the most self-reliant and are able tonavigate through the transfer process withminimal institutional help.11 Graham andHughes conducted a two-year longitudinalstudy on the academic performance ofcommunity college transfer students. Aswith most of the research in higher educa-tion journals, they do not specificallymention libraries. However, their findingsassert that workshops, discussions withsuccessful transfer students, and carefullydesigned study skills programs may helpstudents to succeed.12

In reviewing library literature, there aremany instances of collaboration betweenuniversities and community colleges inthe area of proprietary resources throughconsortia agreements. There are, however,very few examples of communication andcollaboration for instruction needs andservices to transfer students. Notable ex-ceptions are innovations in adult studentservices by Vakili,13 examples of a trans-fer student library program by Cox andJohnson,14 and more recently the colloca-tion of the University of Washington,Bothell, and Cascadia Community Col-lege campuses in Washington State. Theestablishing state legislation for a jointcampus mandated that physical space beshared as well as selected student serv-ices, including the library. The planningcommittee consisted of administrators andlibrarians from four-year and two-yearinstitutions. While the planners werepleased to discover that they shared sim-ilar philosophies of service and pedagogy,the fiscal realities were challenging toovercome. ‘‘The funding ratios for librar-ies in community colleges and universi-ties are radically different, with commu-nity colleges providing inexpensive

March 2004 103

Table 1Library Survey—Transitions Students: Questions 1–9

1. I am transferring from

Community college,

83.4%

Four-year university

or college, 14.3%

Other, 1.6%

2. I have received instruction on how to use a college library

Yes, 73.3% No, 26.7%

3. I have used resources from a library to prepare a research paper

Never, 3.3% Once, 4.9% 3–5 Times, 35.5% More than five

times, 56.4%

education to a broad variety of students.Putting these principles into practicemeant that Cascadia was required tospend more of its budget on library andmedia services than other community col-leges. In the first year of operation, theoverall budget that Cascadia devoted tolibrary and media services was twice theaverage expended by other communitycolleges in the state.’’15

In a two-phase study on the percep-tions of transfer students relating to bib-liographic instruction, Staines found thatinstructional design gaps exist betweenlibraries at community colleges and four-year institutions. The findings revealedthat community college librarians perceiveincoming students as largely unskilled inconducting research. As a result, theirprograms focus on the short-term goalsof providing students with self-confidenceand alleviating library anxiety by teachingstudents to successfully locate materials inthe hopes of enabling students to becomeself-reliant library users. Librarians fromfour-year institutions indicated that theybase their bibliographic instruction pro-grams on long-term goals. They teachstudents the in-depth skills of searchingfor, locating, and critically analyzing in-formation in terms of research questions.This takes the form of course-integratedinstruction and credit courses. These dif-fering approaches are not necessarily dueto institutional elitism but from librariananalysis of student needs. However, thegap in design may slow the transition fortransfer students. For example, communi-ty college respondents indicated they fre-quently observe transfer students returningto community college libraries to conductresearch.16

4. I have used a computerized database (Proquest/Ebsco/Infotrac) to find information for a class

assignment


times, 54.1%

5. I have received instruction on how to use the Internet for research

Yes, 86.6% No, 12.7%

6. I have used resources from the Internet to prepare a research paper


times, 72.6%

7. I have used the Internet to transfer files or download information


times, 63.8%

8. I have created a bibliography (list of sources used) for a research paper


times, 74.9%

9. I have received instruction on plagiarism

Yes, 90.6% No, 8.8%

SURVEY METHODOLOGY: KEEPING

IT SIMPLE

Each summer, the Western WashingtonUniversity Office of New Student Pro-grams organizes several transitions fairsfor incoming transfer students. In thesummer of 2002, the registrar anticipatedthat out of the 900–1000 transfer studentsthat would begin attending Western Wash-ington University in the fall, approximate-ly half would attend any one of thetransitions fairs. These fairs provide anideal setting for surveying transfer stu-dents. The organizers agreed to give thelibrary a table space at the beginning ofthe day when students first arrive to pickup their materials. This was a very shortslot of time, but it was guaranteed to catch

104 The Journal of Academic Librarianship

most of the attendees. Keeping the num-ber of questions to a minimum was im-portant to have the surveys completed onthe spot. The question design was morechallenging than anticipated. The familiaradage ‘‘good questions contain theanswers’’ was more intimidating thaninspiring. Question selection focused oninformation that related to previous re-search experiences and anticipated use ofthe library. It is worth noting that thehigher level information literacy and crit-ical thinking abilities of entering transferstudents were not measured in this sur-vey. However, an open-ended questionwas included to allow for personalexpressions of previous and anticipatedlibrary use.

The transitions fair began at 8:00 inthe morning. Bleary eyed students madetheir way down a series of tables collect-ing pamphlets, registration materials, andagendas for the day ahead. The surveyswere at the end of the line and there wasonly a moment to state the request. It wasat this point that the benefits of keepingthe survey topic straightforward and sim-

ple were evident. ‘‘The library is trying toimprove our services to transfer students.Would you help us out by completing thissurvey? Place the finished survey in thebox. Thanks.’’ These simple sentenceswere repeated over 100 times each of thethree mornings. An unexpected benefitwas the opportunity to serve as a campusambassador by handing out bags with theuniversity logo, directing students to thecomplimentary coffee and donuts, andchatting with the new students programstaff. This was campus networking at themost basic level, the kind of bonding thatonly occurs in very brisk, damp, earlymorning air, and not only was it mutuallyadvantageous, we had fun.

RESULTS: REQUESTING INSTRUCTION

SERVICES

A total of 526 students attended the threetransitions program days and 307 (58percent) completed surveys. The surveycaptured 31 percent of the 981 transferstudents who entered Western in fall 2002(Table 1).

Table 2Library Survey—Transitions Students: Question 10

10. I would like additional instruction in (check all that apply)

Using the library, 50.8% Research on the Internet, 27.0% Computers, 28.3 %

156 Responses out of 307 83 Responses out of 307 87 Responses out of 307

DISCUSSION—A CASE FOR

INCREASED SERVICES

Questions 2–4 indicate that transfer stu-dents have used the library to prepareresearch papers and are arriving at Westernwith significant and relevant library expe-rience. General-subject databases such as

‘‘...transfer students haveused the library to prepare

research papers and arearriving at Western withsignificant and relevant

library experience.’’

Proquest, EbscoHost, or Infotrac were

used by 27 percent of transfer students

three to five times and by 54.1 percent

more than five times. Questions 5–7 con-

firm that most students are using the

Internet for research. Students are com-

fortable with technology, with 92.5 per-

cent indicating that they have transferred

or downloaded computer files. It is

noteworthy that 86.6 percent of students

indicate that they have received instruc-

tion on using the Internet for research.

Questions 8 and 9 support the assertion by

Graham and Hughes that community

colleges will be increasingly responsible

for aportionof theundergraduate education

of transfer students.17 The 74.0 percent of

the respondents have prepared bibliogra-

phies for research papers and 90.6 percent

have received instruction on plagiarism.

The results of Questions 1–9 indicate that

our entering transfer students are well

situated for using the library independently

and will require minimal orientation serv-

ices (Table 2).However, the responses to Question 10

belie this conclusion. Out of the 307 re-spondents, 208 (68 percent) requested ad-ditional instruction; 25 percent requestedinstruction in two or more areas. With allthe expressed background in library use,as evidenced in Questions 1–9, whywould these students request additionallibrary instruction at such a high rate? Isubmit that it is because these studentsare library users that they appreciate theneed for library instruction. They have anaccurate appreciation for the challengesof navigating a large academic library.The research of Tomaiuolo18 and Town-send19 mention the academic capabilities

and of transfer students. These requestsfor library instruction are in line with theestablished profile of transfers as highachievers who are mature and practical.

Even more compelling are the com-ments from Question 11 where 93 of the307 respondents wrote comments (Appen-dix A). Some of the incoming transferstudents indicated that they would like toknow more about the organization of anacademic library, ‘‘I have been instructedon how to use the library at the communitycollege level which is much smaller. Iwould like instruction on using a libraryat the university level.’’ Many of the com-ments expressed the need for assistancewith research strategies, databases, disci-pline-specific resources, and Internet sear-ching. Students want to learn how to‘‘conduct effective and efficient search-ing,’’ ‘‘validate findings,’’ and ‘‘identifyand use scholarly search tools.’’ These areall components of information literacy.Students want to know about ‘‘subjectdatabases,’’ ‘‘how to utilize discipline-spe-cific resources,’’ and ‘‘how to search theInternet more effectively.’’ This vocabu-lary reflects a familiarity with researchskills and strategies. The evidence is nolonger anecdotal; transfer students atWWU are seeking assistance in navigatingand utilizing the resources at the library.

RECOMMENDATIONS: OPPORTUNITIES

FOR CONVERSATIONS

This survey describes a population ofstudents that are eager to use the librarynot for remediation but for continuingeducation. The implications for library

‘‘This survey describes apopulation of students thatare eager to use the librarynot for remediation but for

continuing education.’’

instruction are clear. After reviewing the

results of the survey, our library has taken

a number of actions. The New Student

Programs Office publishes a quarterly

newsletter for transfer students. The library

has a space in this newsletter to advertise

library services. Student Affairs and Aca-

demic Support Services publish a brochure

of ‘‘tips’’ and the library has a box of text to

alert students about our services. Connect-

ing transfer students directly with subject

librarians is important because they are

usually enrolled in specific majors and

programs. The library newsletter, pro-

duced in-house on an annual basis, is in-

cluded in the packets that transfer students

pick up at orientations. This publication

includes contact information for librarians.

A Web page for transfer students is now

part of our library Web site and this page is

linked from the Admissions, Academic

Support, and New Student Programs/

Family Outreach Web pages. The Web

page content is grouped, shaped, and

customized for transfers. Just as first-year

students are looking for a place within the

university, so are transfer students. Actu-

ally seeing the words ‘‘Transfer Student’’

within the library Web site communicates

genuine interest. One library that currently

does this very well is The University of

California Davis20 Unfortunately, this

seems to be the exception. Too often, the

library is one item in a long list of

‘‘resources’’ on the admissions page with

the link leading to the top level library

homepage instead of a customized instruc-

tion site for transfer students. University

contact points from within and without of

the library are key.Getting outside the library, physically

and conceptually, can lead to a wealth ofinsight and a gold mine of continuingresearch on the transition to four-yearinstitutions. Our new student program of-fice independently subscribes to a numberof journals and newsletters that addressissues surrounding transfer students, forexample, the Journal of College StudentDevelopment, College and University, andThe Journal of College Orientation andTransition. The expertise of the directorand staff was invaluable in shaping this

March 2004 105

project. Last year, our library took ad-vantage of a position opening on theAdmissions and Inter-College RelationsCommittee. The membership consists offaculty, administrators, staff, and studentswho are interested in the admissionissues and policies. In the context of thisgroup, the library transfer student surveyprovided quantitative and qualitative in-formation that informed conversationswith university colleagues. Possible cam-pus assessment opportunities include fin-ding out if students who participate inlibrary services are part of the transferstudent population who successfully com-plete a degree program at WWU. Town-send notes that ‘‘if administrators andfaculty at senior-level institutions wishnot only to attract but retain communitycollege students, they must pay attentionto the academic system and provide ateaching– learning environment condu-cive to community college transfer stu-dents’ success.’’21

Glass and Harrington compared grad-uation rates between community collegetransfers and ‘‘native’’ students at a largestate university. ‘‘Since transfer studentsseem to experience transfer shock duringtheir first semester, four-year institutionsshould continue to seek effective ways ofreaching out to these students, perhapsthrough counseling, tutoring, and mentor-ing, in an effort to help then adjust moreeffectively to the academic and social lifeof the school.’’22 Typical of the majorityof articles on transfer students, there isno specific mention of the library. Ournonpresence will continue until librariestake up the challenge and effectivelyadvertise our instruction services fortransfer students.

If transfer students are requesting re-search instruction, there is an opportunityfor librarians to propose course-integrat-ed instruction with department faculty.Survey results can be shared with depart-ments on campus to articulate the needfor library instruction at the upper divi-sion course level. For example, the li-brary used the survey data results tosupport the design of a comprehensive,discipline-specific library instruction planfor upper division and graduate students.It should be noted that this survey didnot measure critical thinking or the qual-ity of library research that transfers haveconducted or anticipate doing at WWU.Future research might involve a morerigorous survey that measures the infor-mation literacy skills of transfer students,perhaps designed and administered in


collaboration with department facultyand programs.

The information gathered in this surveyreflects positively on the library instruc-tion that is taking place at Washingtonstate community colleges. Communica-tion between WWU and the communitycolleges that send students here is an areathat is ready for increased attention. Astatement prepared by the Council forHigher Education Accreditation (CHEA)addressed to institutions, accreditors, andnational higher education associationsstated that nationwide, many studentsnow attend more than one institution ata time.23 This presents students andinstitutions with new challenges that arecertainly best met through intercollegecooperation and collaboration. Monroeand Richtig identified location as oneof the primary factors affecting transferdecisions.24 Basically, the students weneed to reach are often in our own back-yard. WWU has an annual regional com-munity college counselor workshop inwhich the library will participate. ‘‘Com-munity college counselors are likely tohave contact with students in the earliestphase of choosing whether to transfer atall. Well-informed, trained communitycollege counselor can help students eval-uate options.’’25 Counselors can also soft-en the first contact for transfer students byproviding a link to the library.

Community college students whoknow that they will eventually transferto four-year institutions can benefit fromimproved collaboration between institu-tions. The program-to-program approach,which looks holistically at majors andprograms rather than course by courseequivalencies, is an interesting modelthat could be modified for informationliteracy objectives.26 Libraries could usethe ACRL information literacy standardsas the basis for intercollege communica-tion and support for transfers. The col-located campus of the University ofWashington and Cascadia CommunityCollege, mentioned earlier in this article,established an information literacy pro-gram that provides quality library serviceto all students.27 It would be interestingto find out if community college stu-dents who have consistent access to theresources of a four-year university havea more successful transition as transferstudents.

The survey results provided informa-tion and local data on our transfer students.Through the combination of participatingin campus events, making contact with the

new student programs office, improvingour library Web site, and contacting andcollaborating with faculty, the library isimproving our services to the transferstudent population at our institution.

Appendix A. LibrarySurvey—Transitions Students:

Question 11

11. What would you like to knowabout doing research at the college oruniversity level? (ninety-three responses:organized by topic)

Organization of the Libraryand Policies

� How to get around the WWU librarybecause each library is different

� My way around the library

� Familiarization with the library set upwould be useful

� More about campus library

� I’ve had a lot of library-specificinstruction, but would enjoy info aboutthe layout of WWU’s libraries

� Where do you start? The library ishuge! (and confusing)

� Want to know my way around thelibrary more

� What the library hours are and checkout policies. What search engine isused and how to use it to locatematerials within the library

� Orienting myself in a new library

� Where everything is

� How do I go about finding people whocan help

� More information on how the overallsystems work. I find it difficult tounderstand what resources find essays,research journals, instructions, etc.More library staff helps too! Yeah,Yeah, money is an issue I know.

� I would like to know how the booksare arranged (such as Dewey DecimalSystem) to be able to find books easier

� College or Library of Congress callnumber system

Research Strategies

� How to access information in the mostefficient way

� The most efficient way of going aboutdoing it

� How to find the best sources in anefficient manner

� How to find specific information easily

� I would like to learn how to be a moreeffective researcher

� Available resources and effective waysto access them for relevant tasks

� Effective searches

� What is the most effective route

� The best way to effectively research atopic

� I would like to know how to organizemy search. I always end up with toomany sources and not enough specificinfo

� What are the best sources to use

� What sources are readily available on/off campus

� Credible resources—How to find themand determine credibility

� Verifying the validity of the source ofinformation—especially on the Internet

� How to find relevant information fast

� How to be quick

� Easiest ways to do it

� How to find good, useful informationquicker

Databases

� Databases and microfiche

� How to use databases, reference sour-ces for journals

� More info on databases!!!

� I would like to know more about usingcomputer databases such as Proquest

� Which databases are used at WWU;best searches to use, etc.

� How easily other university resourcescan be accessed through a localdatabase

Discipline-Specific Research

� How to find very specific scholarlysources

� Find all resources I can on my research

� Scientific journals or formats insociology

� I dislike bibliographies and I need tolearn them front to back

� Where to start researching when youhave your topic and how to findspecific information

Internet Searching or Technology

� More information regarding searchingon the Internet

� Using the Internet for researchefficiently

� Technology is good, but books arebetter. I came from a school whoselibrary had none! (no I’m not kidding,G.R.C.C. has periodicals only)

� Good search engines for research

� More information on network connec-tions from dorm rooms

� What are the best search sites?

� I would like to know a little moreabout computer-based learning. Suchas Excel and surfing the Net andproper downloading techniques

� I’m pretty library-smart, but maybesome info on downloading

� Laptop computers (two responses)

Navigating a University Library

� I have been instructed on how to usethe library at the community collegelevel which is much smaller. I wouldlike instruction on using a library at theuniversity level

� What is available to me at thisuniversity?

� How to use a university library

� Is it the same as at a communitycollege?

� Being able to find things not oncomputer

� I would like to learn more aboutfinding information in the library

� I would like to know more about howto find information in the library andalso how to use the computers indifferent ways

� Where are the best places to go atWWU to research things?

� How to do it (two responses)

� Everything mentioned above, possiblyto remind myself how it works

� Yes (two responses)

� Where to find resources

� Everything

� How to make it easier!

� The newest stuff

� Stuff

General Assistance

� Just the main ‘‘how-to-get-started’’essentials

� Aside from finding all the books Ineed, I feel pretty comfortable withdoing research

� Just using the library

� Refresher

� More info on all three topics in #10 isalways helpful

No Help Requested

� Won’t know until I get here

� Not sure yet

� N/A (three responses)

� Nothing (eleven responses)

� I actually think I’ve got it covered

� I’m good, thanks

NOTES AND REFERENCES

1. Western Washington University CampusPolicies Notebook (Bellingham, WA: Uni-versity Report, Western Washington Uni-versity, February 1997), pp. 100–110.

2. Steve W. Graham & Julie Caplow Hughes,‘‘Moving Down the Road: CommunityCollege Students’ Academic Performanceat the University,’’ Community CollegeJournal of Research and Practices 18(1994): 449.

3. Latrice E. Eggleston & Frankie San-tos Laanan, ‘‘Making the Transition tothe Senior Institution,’’ New Directionsfor Community Colleges 114 (2001):90.

4. Barbara K. Townsend, ‘‘Community Col-lege Transfer Students: A Case Study ofSurviva,’’ The Review of Higher Education18 (1995): 175–193.

5. John R. Hills, ‘‘Transfer Shock: The Aca-demic Performance of the Junior College

March 2004 107

Transfer,’’ Journal of Experimental Edu-cation 33 (1965): 201–216.

6. Lewis Beckenstein, ‘‘Success Rate ofTransfer Students Enrolled in a Programfor the Underprepared at a Senior Col-lege,’’ Journal of College Student Devel-opment 33 (1992): 58.

7. Patricia E. Diaz, ‘‘The Effects of Transferon Academic Performance of CommunityCollege Students at the Four-Year Institu-tion,’’ Community/Junior College Quar-terly 16 (1992): 279–291.

8. Gwen Dungy, ‘‘The Community CollegeRole in Higher Education,’’ Liberal Edu-cation 81 (1995): 51.

9. Angelica L. Suarez, ‘‘Forward Transfer:Strengthening the Educational Pipelinefor Latino Community College Students,’’Community College Journal of Researchand Practice 27 (2003): 110.

10. Nicholas Tomaiuolo, ‘‘Reconsidering Bib-liographic Instruction for Adult ReentryStudents: Emphasizing The Practical,’’Reference Services Review 18 (1990):49–54.

11. Townsend, Community College TransferStudents: A Case Study of Survival, p. 188.

12. Graham & Hughes, Moving Down theRoad: Community College Students’


Academic Performance at the University,p. 462.

13. Mary Jane Vakili, ‘‘Revamping a RequiredBI Course for Adult Students,’’ ResearchStrategies 11 (1993): 24–32.

14. Jennifer Cox & Ralph Johnson, ‘‘TransferStudents in the Library: The Forgotten Pop-ulation,’’ Research Strategies 10 (1992):88–91.

15. Cynthia Fugate, ‘‘Common Ground: Mak-ing Library Services Work at a CollocatedCampus,’’ Resource Sharing and Informa-tion Networks 15 (2001): 62.

16. Gail Staines, ‘‘Moving Beyond Institution-al Boundaries: Perceptions Toward BI forTransfer Students,’’ Research Strategies14 (1996): 93–107.

17. Graham & Hughes, Moving Down theRoad: Community College Students’Academic Performance at the University,p. 449.

18. Nicholas Tomaiuolo, Reconsidering Bib-liographic Instruction for Adult ReentryStudents: Emphasizing the Practical,pp. 49–54.

19. Barbara K. Townsend, Community Col-lege Transfer Students: A Case Study ofSurvival, pp. 175–193.

20. University of California Davis, UCDA-

VIS the Transfer Guide: The General Li-brary (2003, February 27) , ht tp: / /transferstudents.ucdavis.edu/Library.htm(March 29, 2003).

21. Townsend, Community College Trans-fer Students: A Case Study of Survival,p. 176.

22. Conrad J. Glass & Anthony R. Harrington,‘‘Academic Performance of CommunityCollege Transfer Students and ‘Native’Students at a Large State University,’’Community College Journal of Researchand Practice 26 (2002): 427.

23. A Statement to the Community: Transferand the Public Interest (Washington, DC:Council for Higher Education Accredita-tion, 2000 November), ERIC, ED448812.

24. AnneM.Monroe & Rena E. Richtig, ‘‘Fac-tors Affecting Transfer Decisions,’’ Com-munity College Enterprise, CCE 8 (2002):19–40.

25. Ibid., p. 35.26. Elaine Weinman & Julia To Dutka,

‘‘Transfer Articulation: Using a Team Ap-proach,’’ College and University 69(1993): 38–42.

27. Cynthia Fugate, Common Ground: Mak-ing Library Services Work at a CollocatedCampus, pp. 55–64.

http:\\transferstudents.ucdavis.edu\Library.htm

http:\\transferstudents.ucdavis.edu\Library.htm

a library instruction survey for transfer students: implications for library services

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