From Private to Public: Lateral Transfer Student Experiences

Transfer students are a growing population for four-year institutions and on many campuses, a majority. While much research on transition practices exists, the focus has been on the two- to four-year transition or vertical transfers, which account for less than half of the transfer students at many four-year institutions, rather than on four- to four-year transition or lateral transfer. This study, using a qualitative research design, compares the pattern of engagement of lateral and vertical transfer students during their first semester at a public research university. The study results indicate that lateral transfer students have as many engagement challenges as vertical transfer students and suggest that previous institutional and personal experiences and expectations are critical variables in providing services for and developing theories about transfer students.

About half of recent computer and information science graduates attended community college at some point. Prior work on transfer students in general suggests that the transfer process can engage people from underrepresented communities, but can also be academically and socially shocking. However, we know little about the experiences of transfer students in computer science in particular. We used the Laanan-Transfer Student Questionnaire (L-TSQ) to survey 25 transfer students and 135 native (non-transfer) students and conducted follow-up interviews with 8 transfer students attending a large public 4-year university in a city with significant technology industry presence. We found that while transfer students were more diverse demographically, the support of the university for transfer student orientation tended to mitigate social shocks of transferring. This did not, however, eliminate gaps in academic performance. These findings suggest that there are other non-social factors that influence academic performance that CS programs must support to equitably engage students who transfer.

1. Introduction The U.S. higher education population is highly mobile. Tinto (1987) finds that roughly 35% of college graduates from the National Longitudinal Study of the High School Class of 1972 graduate from a different institution than the one they first attend. Recent evidence suggests that the percentage of college attendees choosing to transfer is on the rise. For instance, a U.S. Department of Education survey of 1992 college graduates finds that over half of the roughly 11,000 students interviewed had attended more than one institution during their college careers (National Center for Education Statistics 1996). Despite their obvious place in American higher education, very little is known about college transfer students. The economics of higher education literature has devoted much attention to the economic returns to college attendance and the causes and consequences of college dropouts. Within the vast literature, however, the transfer student has largely been neglected. This is particularly regrettable, as transfer students present the researcher with additional, potentially valuable information that nontransfers do not. In particular, transfer students will have taken courses at more than one quality institution. This fact can possibly be exploited to provide insight into the role of human capital accumulation in determining a student's postgraduation earnings. A common problem in the economics of higher education literature is that the well-known positive return to the quality of university from which a student graduates is predicted by both human capital and screening theories (for a more detailed discussion, see Weiss 1995). Much of this confusion may be based on the fact that previous studies have focused only on graduation quality. While such an approach is accurate for nontransfers, it is not accurate for transfer students. Transfer students clearly complete courses at institutions that are of different qualities. The human capital theory has implications for the predicted returns to initial quality and tenure for transfer students, while the screening theory does not. Thus, the returns to initial quality and tenure may be used to generate some idea which model more accurately describes the role of educational attainment in determining a student's entry-level earnings. This study is one of the first to separately examine the economic returns to college attendance for transfer students. In particular, I focus on the returns to quality and educational tenure at institutions other than the one from which a transfer student graduates and ask what implications such values have for human capital theory. A theoretical discussion describes how the educational experiences of college transfer students can be used to address the role of human capital accumulation in determining a college graduate's entry-level earnings. Specifically, to be consistent with human capital theory, the quality of all institutions attended should have positive effects on future earnings, while the length of time spent at each institution is uncertain. The longitudinal nature of the data set analyzed allows me to improve the efficiency of my estimates by employing panel data techniques. Using random effects generalized least squares (GLS), I find significant, positive, and statistically similar returns to both initial and graduation quality and insignificant effects for both initial and graduation tenure. In other words, by finding that both initial and graduation quality have significant positive effects on future earnings, the results can be considered consistent with the predictions of the human capital theory. 2. Theory To frame the empirical work here, I start by developing a simple model of college choice. In choosing a college, the prospective student has thousands of options to consider. This choice set will differ for each student as it is limited to only those colleges to which he or she is able to gain admission. …

Transfer students are a growing cohort in higher education, with most of them aspiring to earn a bachelors degree. However, only about 25% of all these students successfully transfer from a community college and receive a baccalaureate degree. The high attrition that takes place between the points of community college, the transfer process and through the baccalaureate completion is compelling since salary earning and job proficiency are linked to degree attainment. This study applied interpretative phenomenological analysis (IPA) as a qualitative tool to investigate how the participants made-sense of their experiences. This study examined the community college transfer students perceptions and experiences of support during the transfer process as they transitioned to bachelors degree-granting institution. The research data were derived from in-depth individual interviews of nine students at the end of the transfer process. The primary research question that guided the study is the following: How do first-time transfer students from a community college perceive their experience with support services during the transfer process at a public four-year institution? Utilizing Schlossbergs transition theory as the theoretical framework, the researcher collected thick descriptive data on the participants experiences as they transitioned through the transfer process. Through the analysis of the data, three emergent superordinate themes were identified to contextualize their experiences. Analysis of the data revealed that the perception of support was dynamic and was informed by the entire transfer process experience. Students experienced minimal support from the community college and the four-year institution. The lack of support made navigating the new environment difficult and circuitous. And some students experienced a dilemma as they moved in, moved through and moved out of the transfer process. Most students found support from family and peers. This studys findings and implications may provide guidance to higher education practitioners at community colleges and bachelors' degree-granting institutions on how to assist students in the transfer process.

College students increasingly are transferring among institutions of higher education in pursuit of their educational goals. The existing research on transfer students, however, does not adequately explore the unique characteristics of this heterogeneous population. The literature on transfer students suggests that transfer students are at-risk for experiencing academic difficulty and attrition. Research indicates that degree attainment is associated with the success of the student and their parents. Furthermore, attrition negatively impacts higher education finances, so colleges and universities that focus on helping students be successful and persist to graduation maintain revenue streams. Many studies have focused on cognitive measures of academic performance and persistence; however, research has shown that cognitive measures alone are not the best predictors of academic performance and persistence (Duggan & Pickering, 2008; Pickering, Calliotte, & McAuliffe, 1992). Researchers have explored various noncognitive and cognitive measures of academic performance and persistence, but the literature has not controlled for the unique characteristics of the transfer student population. Research needs to focus on examining transfer students as subpopulations with common characteristics. The purpose of this research was to analyze noncognitive, cognitive, and demographic variables to determine if incorporating the transfer history of students would result in better predictions of academic performance and persistence. The population examined in this study included first-time transfer students who most resemble the traditional college student characteristics which excluded distance learners, international students, military students, and students over the age of 29. Transfer students were divided into six subpopulations: first-year vertical transfers (n = 143), sophomore vertical transfers (n = 469), upper-division vertical transfer ( n = 554), first-year horizontal transfers (n = 166), sophomore horizontal transfers (n = 306), and upper-division horizontal transfers (n = 77). Logistical regressions were used to answer four research questions. Results of the analysis revealed that a noncognitive index (TSS Index) based on student attitudes, behaviors, and experiences, was a significant predictor of academic difficulty for each of the subpopulations of transfer students. First semester cumulative GPA at the target institution was predictive of attrition for each subpopulation of transfer students. The findings also revealed that the other predictors vary in significance among the subpopulations which supports the need for additional research on the uniqueness of transfer students. Findings from this study justify the need for additional research on transfer students that further examine the characteristics of unique subpopulations of these students. College administrators in areas of student services and enrollment management can use the…

Transfer students are a growing yet understudied group of students within higher education in the USA. Throughout their pre- and post-transfer experiences, transfer students often undergo difficulties through the transition process to a new, or receiving, institution, including challenges with navigating transfer admission requirements, applying academic credits toward their bachelor’s degrees, and acclimating into the new, or receiving, institution. This chapter explored the issues and challenges associated with transfer by providing a comprehensive overview of transfer student experiences and transitions, including as students navigate the process and as they adjust to their receiving institutions. Specifically, the experiences of students departing from community colleges to 4-year institutions (vertical transfer students) and students transitioning from one 4-year institution to another (horizontal transfer students) were examined through a comprehensive review of existing literature. In addition, an agenda and suggestions for future researchers and practitioners to consider in their work and support for transfer students are provided at the conclusion of the chapter.

Transfer students are a distinct population. Their characteristics lead to a qualitatively different student experience. Drawing on interviews with a cross-sectional sample of transfer students at George Mason University (GMU), this study focused on the ways transfer students perceived their social and academic engagement, on the ways they engaged academically and socially at GMU, and on the ways in which their perceptions of engagement and their actual patterns of engagement affected their sense of belonging at GMU. Most notably, transfer students viewed social engagement in the context of family and community rather than college life. The findings have implications for how campuses support transfer students and question assumptions about some engagement theories.

Transfer students are a growing yet understudied group of students within higher education in the USA. Throughout their pre- and post-transfer experiences, transfer students often undergo difficulties through the transition process to a new, or receiving, institution, including challenges with navigating transfer admission requirements, applying academic credits toward their bachelor’s degrees, and acclimating into the new, or receiving, institution. This chapter explored the issues and challenges associated with transfer by providing a comprehensive overview of transfer student experiences and transitions, including as students navigate the process and as they adjust to their receiving institutions. Specifically, the experiences of students departing from community colleges to 4-year institutions (vertical transfer students) and students transitioning from one 4-year institution to another (horizontal transfer students) were examined through a comprehensive review of existing literature. In addition, an agenda and suggestions for future researchers and practitioners to consider in their work and support for transfer students are provided at the conclusion of the chapter.KeywordsTransferUndergraduate studentsVertical transferHorizontal transferCommunity collegeTransitionsStudent successEngagementSense of belongingIntegration

PurposeThe aim of this paper is to examine literature related to transfer students and students in transition through three interrelated lenses: student demographics and experiences, considerations encountered by institutions of higher education working to support these students and academic libraries’ interactions with this growing population.Design/methodology/approachLibrary and information science and education databases were searched for articles related to transfer student experiences and initiatives. Educational research and policy centers were also investigated for supplemental data and definitions.FindingsSeveral key considerations for academic libraries interested in supporting transfer students emerged, including the growth and diversity of this population; academic, social and procedural experiences encountered during and after students’ transition; commonalities and differences with native first-year students; and the value of partnerships in fostering student success.Practical implicationsThis review contextualizes conversations regarding transfer student experiences, providing a resource for librarians to understand this population from multiple perspectives and to use these perspectives to develop and enhance initiatives, resources and services.Originality/valueDespite an increased emphasis on transfer students across higher education, there is little literature regarding libraries’ involvement with this population. This literature review also seeks to expand upon existing conversations by examining transfer student experiences beyond the library that could inform both their interactions with the library and the ways in which libraries connect and communicate with these students.

Community colleges are a pathway in higher education for many students, including students who are pursuing baccalaureate degrees in science, technology, engineering, and mathematics (STEM). Because of the increased demand for professionals in the STEM workforce, a successful transition from community colleges to the university setting is essential for increasing the number of transfer students who complete STEM degree programs. Fostering a stabilized academic transition for transfer students requires an understanding of how different academic and sociocultural backgrounds can influence students’ identity trajectories during their undergraduate education. In this study, Holland et al.’s framework of figured worlds was used to examine how transfer students pursuing STEM degrees negotiated their identities in their transition to the university. Because identity is a complex construct that can influence student experiences in STEM, this study examined areas of compatible and incompatible expectations of what constitutes success across the university, community college, and high school learning environments, and among students, families, and faculty. Inconsistent expectations across these figured worlds provide insight into the challenges associated with the community college to university transition that can affect transfer students’ experiences and identity production at the university.

Given the growing number of students choosing to pursue higher education through the community college pipeline, considerable research has been directed towards examining the experiences of community college transfer students. Such research often places focus on comparing academic outcomes between transfer students and non-transfer students and examining background factors and challenges associated with transfer student adjustment in relationship to persistence to graduation. Taking such an approach results in a limited view of transfer students, operating from a deficit-centered approach, and fails to adequately investigate outcomes for community college transfer students beyond graduation. Guided by Rendon's (1994) validation theory, this instrumental case study sought to explore community college transfer students' reflections regarding what support and encouragement they found to be meaningful as they considered their expectations for their post-graduation pursuits. These students were selected using purposive sampling and were enrolled in soft, pure disciplines as classified by Biglan (1973) at a public, four-year university. Through a pair of face-to-face, semi-structured interviews, seven participants were questioned regarding interactions with faculty, staff, peers, and family that caused them to feel validated. They were also asked about their plans immediately following the completion of their bachelor's degree and their expectations and confidence associated with those plans. Process and focused coding strategies (Stake, 1995) were used, revealing four themes: 1) families serving as supplemental support and validation, 2) variations in students' expectations of the university experience in comparison to existing models and theories, 3) barriers to engaging as transfer students, and 4) educational experiences supporting positive expectations, including the transfer experience itself. These findings were used to inform recommendations for practice, policy, and future research. This includes the recommendation that transfer students no longer be viewed as an at-risk population but instead approached as possessing important tools and resources developed through unique experiences that can be drawn upon as they navigate future transitions.

The experience of community college transfer students at four-year institutions has been well documented by studies characterizing their adjustment process as “transfer shock.” A popular paradigm, the transfer shock concept only describes the cognitive outcome of students’ academic adjustment as measured by GPA. Numerous researchers have utilized various instruments to collect data from transfer students to assess their experiences at four-year institutions. Many of these studies have focused on traditional outcome measures such as levels of engagement, involvement with faculty and campus life, and satisfaction. Only recently have researchers been interested in attempting to uncover the psychosocial experiences of transfer students at four-year institutions. The objective of this article is to add to the literature by describing the Laanan-Transfer Students’ Questionnaire (L-TSQ)©, which can be utilized as a data collection tool to better understand transfer students’ adjustment process at four-year institutions. The purpose of this article is three-fold: (1) to provide the theoretical framework guiding the development and design of the L-TSQ; (2) to discuss the instrumentation and psychometric properties of the L-TSQ; and (3) to articulate the benefits of the L-TSQ with respect to research and policy implications. The goal of this article is to provide new ways of studying transfer students at four-year institutions. With the increasing diversity among transfer students, assessment of their experiences would yield valuable benefits to researchers, student affairs professionals, faculty, and administrators at both the two- and four-year environments.

The transfer student phenomenon in higher education is as increasingly complex as the transfer students causing the phenomenon. The collection of narratives in this study reflected transfer experiences of theatre students who were navigating the educational pipeline from community colleges to four-year institutions to major in the theatre discipline. An analysis of the narratives using Schlossberg‘s transition theory (1984) and the Schlossberg, Waters, and Goodman transition model (1995) identified the issues of transfer which impacted theatre students as they transferred from community colleges to four-year institutions. The issues of transfer identified in the study were simultaneously unique to the theatre discipline and reflective of the literature on the issues of transfer students. While most higher education institutions have developed transfer programs to assist students as they navigate the educational pipeline between institutions, it is also essential for each academic discipline inside the academy to develop a plan for assisting transfer students moving in the discipline from community colleges to four-year institutions (Borden, 2004). Discipline or program level transfer programs will assist transfer students in understanding the nuances of the individual discipline or department, including requirements, policies, procedures, and deadlines (Handel, 2007). Recommendations for assisting transfer students in the theatre discipline are provided in this study. By working together to develop creative and collaborative transfer initiatives, theatre programs at community colleges and theatre programs at four-year institutions may provide a smoother transition for future transfer students in the theatre discipline.

This study investigates the library experiences of transfer students at an urban commuter campus in the United States with approximately 20,000 students, 8,500 of whom previously attended another institution. Using a mixed methods approach, we surveyed and interviewed transfer students to gain a better understanding of their use of libraries and their comfort with locating information both before and after transferring between post-secondary institutions. Our findings indicate that there is not a standard “transfer student experience,” although usage of library resources at past institutions does affect students’ perceptions. Subsequently, librarians should develop outreach efforts and information literacy instruction that go beyond first-year students and acknowledge the research skills transfer students bring with them.

Four‐year university policies and practices typically promote a two‐year normative graduation timeline for transfer students, but there is limited information about the ramifications of these expectations. High Impact Practices (HIPs), identified by Kuh (2008, Peer Review, 10(4): 30–31) , are evidence‐based practices that are associated with college student success. Given the high level of engagement and time associated with most HIPs (e.g. leadership in student organizations, internships, study abroad), there is a possible conflict for transfers engaging in HIPs, while still following a two‐year timeline. With many transfer students holding identities that are underrepresented in higher education, this reduced time conflict creates a possible systemic barrier for transfer student HIP engagement and the associated increase in student success. The current mixed methods study sought to understand how perceived graduation timelines influenced student experiences in the university and explored transfer student engagement in HIPs. Our single institution results suggest that the pressure of their compressed timeline was associated with transfer students choosing not to engage in HIPs, with very low rates of engagement in HIPs. Focus group interviews further highlight the pressure of the timeline influencing their active choice not to be involved in HIPs, or explore other academic disciplines, as they felt these opportunities were not feasible as a transfer if they wanted to graduate “on‐time.” Transfers also reported that they felt a lack of opportunity to build relationships with professors and other peers which was associated with a lower amount of research experience opportunities, both important aspects of success if choosing a graduate school pathway. While HIPs have been shown to have positive impacts on student success, our data suggest there are external factors constraining students ability to participate in these activities, centered around graduation timeline expectations. Summary Transfer students’ concerns center around graduation timeline and financial concerns. Due to pressures of graduating within a two‐year timeline, transfer students emphasized that they purposely chose not to participate in certain high impact practices (HIPs). The pressure of time and getting involved in university life also manifested itself in building relationships, or rather, feelings of not having enough time to build relationships with faculty. Many students expressed that they would be interested in participating in these HIPs, if they had more time to do so. Common forms of HIPs students referred to were internships, research assistantships, and study abroad. To foster a truly transfer‐receptive culture, universities must reassess timelines and support structures. Normative two‐year graduation expectations can limit transfer student engagement. Practitioners should ensure opportunities are accessible and flexible, accounting for work, financial aid, and lived realities of transfer students from all backgrounds.