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A t a gathering of community college counselors several years ago hosted by the University of California, the mood turned testy when I led a discussion about how the University of California could recruit more transfer students to apply to its campuses. “If you would allow our students to attend your campuses part-time, you wouldn’t need special recruitment programs,” said one counselor, with evident disdain. The vigorous applause from her colleagues made clear their collective feelings.
The counselor’s annoyance and the audience’s support did not surprise me. When representatives from community colleges and selective four-year institutions gather, there is no greater flashpoint than the topic of part-time enrollment. This issue—that students coming from an institution comprising mostly part-time students should be enabled to transfer to selective four-year institutions in which full-time enrollment is the norm—reflects a fundamental difference between the academic cultures of these two institutional types. While community colleges and selective institutions differ on a variety of other dimensions such as mission, funding, and facilities, this subject generates the most heat.
Of course there are other matters that are important to the well-being of transfer students, such as the availability of financial aid, the quality of academic preparation, and the articulation of course work. However, the part-time/full-time schism encompasses a myriad of concerns lying just below the polite, careful conversation that occurs among community college and university professionals. Indeed, it serves as a proxy for the many reasons transfer policies have failed students.
Stephen J. Handel is senior director of higher education relationship development and community college initiatives for the College Board. He wishes to thank David Dumble, Daryl Hatano, James Montoya, Ronald Williams, Marc Zafferano, and the presidents who comprise the College Board’s National Community College Advisory Panel (www.collegeboard.com/communitycolleges) for their advice and counsel on earlier drafts of this paper. Any errors, however, are the responsibility of the author.
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