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Students that are academically-prepared have the motivation to persist in their studies linking their experiences to overall student success.

Students enrolled in short-term college programs are faced with similar challenges as those enrolled in traditional two or four-year programs. To truly ensure students are prepared for short-term programs, colleges must make the success of the student a top priority and focus on methods of institutional preparedness that fosters student attainment and self-regulation.

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Unprepared students in short-term college programs are

more likely to struggle in their academic studies (Pineteh, 2014)

disengage from campus socialization (Gerdes & Mallinckrodt, 1994)

or withdraw from the school early into their educational program (Anderson, 1975).

This problem is important to address because the success of a prepared student enrolled in a short-term college program impacts campus attainment and the achievement of the student’s career aspirations.

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Absence of Transitional College Programs

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Absence of Transitional College Programs

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Unprepared students should be provided stronger college-fundamentals through transitional programs. Such foundational assistance provides students with a stronger chance of college completion.

Through support services offered on campus such as the transitional program, students will gain knowledge to ensure their readiness for college. Conley (2008) notes that students need to learn certain skills of college-survival to prepare them for their academic studies.

However, programs should be established either at middle school-level, to promote motivation, engagement, and encouragement (Schaefer, 2014) or at high schools as part of an immersion program (Hoffman et al, 2008).

Establishing transitional programs at the high school-level could eliminate the need for a college-preparation program to be established at a college-level as the students will have already experienced college and are thus prepared for the expectations of the institution.

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Student Self-Efficacy, Self-Regulation, and Campus Identity

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Student Self-Efficacy, Self-Regulation, and Campus Identity

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A campus with a strong identity creates a solid environment that fosters the student’s self-regulation, impacting their academic achievements.

Students able to successfully self-regulate in academic settings are more likely to be involved with the campus, feeling connected and a part of the college (Porter, Hartman, & Johnson, 2011).

As most institutions that offer short-term programs are more likely to be for-profit and trade-schools, identity becomes a major indicator of whether a student decides to remain involved with the school and identify themselves as being a part of the college.

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Emotional and Social Adjustments to College

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Emotional and Social Adjustments to College

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Emotional and social adjustments impact the academic performance of a student transitioning to college (Gerdes & Mallinckrodt, 1994). Because students need to learn certain skills of college-survival that can prepare them for their academic studies, colleges should be recommended to follow comprehensive steps to ensure a college-eligible student is ready for higher education (Conley, 2008).

Unprepared students entering college will need assistance on how to regulate their emotions to be able to persist and succeed (Baker, McNeil, & Siryk, 1985). Through campus support services, where cognitive strategies and self-management skills can be developed, students are given the opportunity to gain knowledge to ensure preparedness. Students that are emotionally supported by their institution will actively engage and persist with their academic studies.

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Factors that Influence Unprepared Students 

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Factors that Influence Unprepared Students 

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1. Emotional and social adjustments to college

2. Student self-efficacy, self-regulation, and campus identity

3. Absence of transitional college programs

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The educational problem being addressed is the academic unpreparedness of students in short-term college programs. Academic unpreparedness of college students refers to the unawareness of academic expectations anticipated for college course-completion (MacLellan, 2001).

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Unprepared Students in Short-Term College Programs

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Unprepared Students in Short-Term College Programs