|Institution:||George Mason University|
|Keywords:||student transition; college knowledge; higher education; high school to college|
|Full text PDF:||http://hdl.handle.net/1920/9124|
This thesis describes a case study conducted at selected northern Virginia high schools and at George Mason University (Mason). Through interviews with high school counselors and Mason transition program staff, student surveys, and observations at University events, the student researcher examined the college knowledge that students acquire during their transition from high school to college, where students obtain this type of knowledge, and how high schools and higher education institutions help students gain this knowledge. The findings from this study demonstrated that there are missing links and gaps in students’ preparation and transition experiences. This thesis offers recommendations on how educators both at high schools and higher education institutions can improve the preparation of students for their transition from high school to college.