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WITH SUPPORT FROM THE W. K. KELLOGG FOUNDATION AND THE SID W. RICHARDSON FOUNDATION

 

The High School-to-College Transition

Community college instructors, developmental
specialists and educational psychologists are becoming
increasingly interested in the nature of the transition
between high school and college. Most students enter
postsecondary educational settings shortly after they
complete their high school studies. Some come to
college years after they have graduated from high
school. The educational reference points for both of
these groups are often still grounded in their secondary
school experiences. This experiential reference point
can create problems for students because of the differ-
ences between the environments and demands of high
school and college learning settings. If we are commit-
ted to helping students succeed academically, then it is
part of our responsibility as educators to help students
successfully make the transition from high school (or
high school-based expectations) to college.

Using questionnaires and an interview schedule, a
study of the differences between secondary and
postsecondary educational climates and requirements
was conducted as part of the Cognitive Learning
Strategies Project located at The University of Texas at
Austin. Data were obtained from instructors, students,
student affairs specialists, and Icarning assistance
specialists. The results of this study have been pooled
with other research findings to identify six categories of
differences: (1) Academic Environment; (2) Grading; (3)
Knowledge Acquisition; (4) Support; (5) Stress; and (6)
Responsibility.

The following is an edited list highlighting some of
the major differences between high schools and col-
loges.

1. The Academic Environment category includes
differences in operational, or logistical, variables.

Instruction is mainly by lecture.

Reading assignments complement but do not
necessarily duplicate lectures.

There are usually more students on campus.

There are more social distractions.

Classes mect less frequently and for fewer
hours per week.

There is less “busywork.”

The tasks often are less structured and less con-
crete.

Instructors usually are not trained to teach.

Using the library effectively is more important.

Students are held responsible for what they
were supposed to have learned in high
school and other courses.

Class discussions often are aimed at raising
questions with no clear right or wrong
answer.

There is much more emphasis on understand-
ing theory.

2. The Grading category includes differences about
how grades are earned.

Harder work is required for earning a grade of
A or B.

The simple completion of an assignment often
earns a grade of C or lower.

Many semester grades are based on just two or
three test scores.

Student progress usually is not monitored
closely by instructors.

Exam questions often are more difficult to
predict.

There are more major writing assignments.

Essay exams are more common.

3. The Knowledge Acquisition category includes
differences about how students study and acquire
new knowledge and expertise.

Instructors rarely suggest ways students can
learn the material.

Effective reading comprehension skills are
more important.

Taking good notes is more important.

Few visual and study aids are provided.

Identifying the main ideas is more important.

Effective communication skills are more
important.

Students must independently seek additional
and supplementary sources of information.

Students usually must recognize the need for

 

  

EDB 348, Austin, Texas 78712

», THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
N) Community College Leadership Program, The University of Texas at Austin