Date of Award
Master of Science (MS)
Higher Education Policy and Student Affairs
Orkideh Mohajeri, Ph.D.
Dana Morrison, Ph.D.
Jacqueline Hodes, Ed.D.
John Elmore, Ph.D.
Spring admission students, who are often transfer and non-traditional students, struggle with academic and social integration to their institution because they often miss fall semester programming and/or do not have programs and support services in place specifically for this population. Today’s population of college students is less likely to comprise of 18 year-olds fresh out of high school. Yet, our programming does not reflect this changing population. To better understand this concern, I explore Schlossberg, Waters, and Goodman’s Theory of Transition, Tinto’s Theory of Departure, and Schlossberg’s Theory of Marginality and Mattering. To address the struggle of academically and socially integrating, I propose a program that utilizes current transfer and/or non-traditional students in one-on-one peer coaching sessions with spring admission students. They will create goals with the student, address their student’s specific concerns about the transition to college, and help their student grow more independent. The program uses a pre and post interview format to assess how effective the program is and what changes can be made to improve the program for the future.
Matukas, Kelsey, "Spring Admission Students: Surviving and Thriving Through Peer Advising" (2019). West Chester University Master’s Theses. 51.