Engagement in High-Impact Practices and Its Influence on Community College Transfers’ STEM Degree Attainment

Abstract

ABSTRACT Guided by the student engagement frameworks, this study sought to identify high-impact practices that show significant relationship with the baccalaureate degree attainment in STEM among vertical transfer students. Our study employed data drawn from the Educational Longitudinal Study of 2002 (or ELS, 2002). The sample includes 681 students who intended to study STEM and began post-secondary education at a two-year public institution before subsequently enrolling in a four-year institution. We first employed descriptive statistics to provide an overall portrait of the sample. Then, a logistic regression model was used to identify factors associated with students’ completion of STEM credential at the bachelor’s level or above. The study findings highlight the importance of some high-impact practices in affecting transfer students’ successful attainment of STEM degree. Specifically, we found that participation in community-based project, mentoring and internship programs, and having culminating senior experience increased the odds that transfer students obtained a STEM degree at the baccalaureate level or above. Based on the results, this study offers meaningful implications for policy, practice, and future research to facilitate the success of transfer students in STEM disciplines.