SENIOR THAW: CLOSING THE GAP BETWEEN APPLICATION AND MATRICULATION AMONG STUDENTS IN A RURAL COMMUNITY COLLEGE SETTING

Abstract

The study of Senior Thaw expands on the phenomenon of "summer melt" among high school seniors, where students accepted to college experience doubts or lack motivation, often resulting in failure to matriculate. Rather than just the summer, it begins at the time of application during the fall of a student's senior year of high school and is referred to in this study as Senior Thaw. This mixed methods study aimed to understand the factors influencing college matriculation at Lenoir Community College (LCC) and develop a communication plan to support students between acceptance and enrollment. The goal was to close the gap between students who apply and those who matriculate. The study utilized Schlossberg’s transition theory, which focuses on four elements: situation, self, support, and strategies. These factors helped with identifying resources and barriers that influence students' transitions from high school to college. The study sought to improve communication and support to increase matriculation. The first research question examined aspects of the admissions process that affect matriculation. Financial factors, such as affordability and proximity to home, were key motivators, along with a straightforward application process. Survey results showed that most students found LCC’s admissions clear, though some needed more help with applications and deadlines. The second question explored how interactions with LCC impacted students’ matriculation decisions. Support from high school counselors and LCC staff was vital, especially for first-generation students. Students preferred text messages over emails, finding them timelier and engaging, especially when linked to deadlines. The third question assessed the effect of a yearlong communication plan on matriculation. A series of text messages offering reminders and support was effective in fostering a sense of belonging, prompting actions on incomplete tasks, and encouraging follow-ups. These messages helped students feel more prepared for enrollment. The findings underscore the importance of personalized, interactive communication in increasing matriculation. Ongoing support improved students' preparedness and retention, emphasizing the need for proactive communication in the admissions process to address obstacles and support smooth transitions.