Abstract
Purpose. This phenomenological study explored whether the writing strategies learned prior to college impacted first-year college students' anticipated levels of engagement and success in meeting the challenges and expectations of college and college faculty.Theoretical Framework. The theoretical framework of this study was based on Chickering's (1969) seven vectors, which delineate the tasks first-year college students must accomplish while developing their identity, and Knowles' (1970) theory of andragogy, which details the six basic principles of adult learning. These two theories were used to explore first-year college students' experiences, their expectations about college, and their levels of academic and social commitment to the institution.Methodology. A qualitative approach was used to gather data for this study. This phenomenological research explored first-year college students' personal experiences while attempting to meet the expectations of their college and the college faculty in writing across the curriculum. The study was conducted in a community college located in Southern California. Purposeful sampling was utilized to identify 10 interview participants for this study.Findings and Conclusion. Results from this study showed that first-year college students' assumptions of readiness for college, which were formed based on their high school experiences, did not transfer to the expectations of the college and college faculty in writing across the curriculum. Six themes emerged from the data. The researcher demonstrated there was a clear need for further study on why first-year college students are not prepared for the expectations of college and college faculty in regard to writing and using effective writing conventions.Recommendations. Based on the findings of this study, more than 10 recommendations were made for future research. The expectations of colleges and college faculty are not clear. More studies need to be completed to identify the inconsistencies between what high schools and colleges think preparedness for college looks likes. High school writing curriculum, in particular, needs to align with college writing requirements. Writing strategies and skills need to be taught prior to college, and academic preparedness needs to be more effectively measured by standardized tests. Future research could address all of these issues.