Rondeau, Heather M2018-01-192018-01-192017-06https://hdl.handle.net/11299/192841Capstone Project Presented in Partial Fulfillment of the Requirements for the Master of Education Degree in the College of Education and Human Service Professions by Heather M Rondeau, University of Minnesota Duluth, June 2017. Advisor: Dr. Lynn Brice. 1 computer file (PDF); vi, 86 pages, appendices I-III. This item has been modified from the original to redact the signatures present.The purpose of this study was to describe the experiences of current students who have transferred from a community college over a two-year period of time. Three students were interviewed one-on-one for sixty minutes at a four-year, medium sized, regional, comprehensive, public university in the upper Mid-west region of the United States. Four themes emerged across the three participants' experiences at the four-year university which were: support, both academically and socially; financial aid which includes FAFSA and scholarships; transfer credits and the transfer credit policies that influence how credits transfer; and connections to faculty, students, and staff on the four-year university campus. The present study found that although Tinto's (1993, 2012) theories on student retention have similarities, there are differences between the experiences of first-year students at a university and students who have transferred. To ensure the retention of students who have transferred, different methods and techniques should be considered by practitioners and administrators when creating retention plans.enTransfer studentsStudent retentionCommunity college4-year public universityQualitative studyCollege of Education and Human Service ProfessionsDepartment of EducationMaster of EducationPlan Cs (coursework-based master's degrees)University of Minnesota DuluthScholarly Text or Essay