Transfer Students Research Articles

A Pilot Graduate Student-Led Near-Peer Mentorship Program for Transfer Students Provides a Supportive Network at an R1 Institution.

The undergraduate transfer process has well-documented challenges, especially for those who identify with groups historically excluded from science, technology, engineering, and mathematics (STEM) programs. Because transfer students gain later access to university networking and research opportunities than first-time-in-college students, transfer students interested in pursuing postbaccalaureate degrees in chemistry have a significantly shortened timeline in which to conduct research, a crucial component in graduate school applications. Mentorship programs have previously been instituted as effective platforms for the transfer of community cultural wealth within large institutions. We report here the design, institution, and assessment of a near-peer mentorship program for transfer students, the Transfer Student Mentorship Program (TSMP). Founded in 2020 by graduate students, the TSMP pairs incoming undergraduate transfer students with current graduate students for personalized mentorship and conducts discussion-based seminars to foster peer relationships. The transfer student participants have access to a fast-tracked networking method during their first transfer semester that can serve as a route for acquiring undergraduate research positions. Program efficacy was assessed via surveys investigating the rates of research participation and sense of belonging of transfer students. We observed that respondents that participated in the program experienced an overall improvement in these measures compared to respondents who did not. Having been entirely designed, instituted, and led by graduate students, we anticipate that this program will be highly tractable to other universities looking for actionable methods to improve their students' persistence in pursuing STEM degrees.

“Everything is Bigger and Different”: Black Engineering Transfer Students Adjusting to the Intensity and Academic Culture of the 4-Year Campus

“Everything is Bigger and Different”: Black Engineering Transfer Students Adjusting to the Intensity and Academic Culture of the 4-Year Campus

A Multi-Method Exploration of Community Membership for Transfer Students

Feeling a part of a university community is an important factor in college students’ success, yet little is known about how transfer students construct a sense of community at their new institutions. Drawing from surveys and interviews of transfer students at a highly selective university, we used a multi-method approach to understand the elements of community membership for transfer students and the factors that influence their membership within the four-year institution. Findings from structural equation modeling (SEM) indicated that community could be measured through elements of belonging, validation, and personal support. We also found that transfer Students of Color and older students may experience some aspects of community differently than younger White transfer students. Time, place, and people could be important factors in transfer students’ experiences with and establishment of community. We offer a model for sense of community membership for transfer students based on these findings.

Academic interests mismatch: undergraduate to apprenticeship transfer among Canadian students

ABSTRACT College and university remain the dominant academic pathways for graduating Canadian high school students. However, apprenticeships can provide alternative education pathways for a significant proportion of the population. Despite the push to undergraduate programming, some students end up in fields that don’t suit their interests. To pursue academic programming that better suits personal interests and academic aptitudes, students have the option of transferring schools. However, no study to-date has explored the transfer reasons and process of students moving between university and apprenticeships in Canada. To address this knowledge gap, we collected qualitative interview data from post-secondary administrators who work directly with transfer students. We also collected interview data from Ontario-based students who transferred to apprenticeships from university. Analysis of our interview data identifies mechanisms that influenced participants’ education pathway choices.

Data Analysis of Student Enrollment of Cooperation Programs between Shenzhen Polytechnic and City University of Seattle

This paper briefly analyzes data on students enrolled in the Cooperation Programs between Shenzhen Polytechnic (SZPT) and City University of Seattle (CityU) from 2012 to 2016. A total of 105 students from SZPT have transferred to CityU and completed their undergraduate studies there since 2015. At CityU, the transfer students have learned cutting-edge knowledge, improved their English proficiency, and experienced multiple cultures and advanced technology, greatly expanding their international horizons. The SZPT & CityU cooperation programs provide a broader work and life prospect for program students.

Meet the needs of adult transfer students

Between 35 and 40 million students in the United States have earned some credit but not a degree, said Marc Booker, Ph.D., Vice Provost of Strategy at the University of Phoenix. He spoke at the American Association of Collegiate Registrars and Admissions Officers Transfer & Technology Summit, held online.

English Development Sustainability for English as Second Language College Transfer Students: A Case Study from a University in Hong Kong

The sustainability of English development plays a crucial role in higher education. However, the language needs of community college transfer students have not been well studied. This paper examined the language needs and support measures for vertical transfer (VT) English as a Second Language (ESL) students after admission to the university. A qualitative approach was adopted. Thirty-nine focus groups and seven individual interviews were conducted with 124 VT ESL students. The results found that, while community college studies might have prepared VT students for basic written assignments in universities, these students needed support with advanced academic writing skills, and general speaking and listening skills. It is only if the needs and challenges of VT ESL students are clear to higher education administrators that effective strategies can be developed. For instance, the participants were not content with the current measures provided to them and required short, fun, and purpose-driven interventions. This is the first of its kind to explore the English needs and support measures among VT ESL to sustain their English development should be strengthened.

A Domains of Power Analysis of the Narratives of Women of Color on Community College STEM Education Pathways

Informed by Black feminist thought and intersectional feminism, this study examined the lived experiences of 12 Women of Color on community college STEM education pathways. Participants were current and former community college STEM students, whose narrative interviews were analyzed using Patricia Hill Collins’s domains of power framework. Findings suggest that rather than participants’ experiences being isolated cases, they form a part of a larger pattern of realities that reveal multiple forms of power operating in STEM and beyond. Participants’ experiences of racism and heterosexism intersected with other identities and backgrounds such as being a transfer student, an undocumented student, and a parent. These overlapping and multilayered manifestations of power were found to impact individuals’ abilities to successfully navigate STEM in higher education. While the women of this study critically analyzed their experiences of power and resisted oppression, all stakeholders in the STEM education community must work toward an understanding and dismantling of oppressive power in STEM.

An Exploratory Study of Transferring From a Community College Into a 4-Year Music Education Program

Two-year community colleges (CCs) provide access to higher education for those who might not otherwise have had the opportunity. Research into CCs has seen growth in past years, with a focus on areas of curriculum, such as music history and musicianship; however, research within music education regarding transfer students is remarkably slim. This qualitative case study investigated the experiences of four CC transfer students in music as they transitioned into music education programs at 4-year universities. The primary research question was: How do transfer students in music education describe their experiences making the transition from 2- to 4-year music programs? Current analysis indicates a need for greater communication between different institutions, the presence of transfer-specific systematic barriers for students, and the importance of community and support for transfer music education majors.

Personal support and its impact on the mental health of first‐generation and transfer students

AbstractFirst‐generation college students (FGCS) face unique challenges compared to non‐first‐generation peers. Lack of personal, emotional, financial, or psychological support may create difficulties adapting to college. The focus on affordability in higher education and lowering the cost of a bachelor's degree has also made the transfer process an essential part of degree completion for many, with only 41% of transfer students pursuing a bachelor's degree will achieve that goal. Research has made the connection that diminished personal support from parental figures may impact the mental health of FGCS transfer students, leading to higher dropout, lower retention, and lower degree completion rates. Students who experienced increased personal support might experience fewer mental health issues, resulting in a higher chance of degree completion. Future research implications include prioritizing support systems and mental health services to aid FGCS and transfer students lacking personal support in degree completion.

Thriving or Simply Surviving? A Qualitative Exploration of STEM Community College Students' Transition to a Four-Year University.

Community colleges expand access to higher education and play a key role in efforts to increase and diversify the future science, technology, engineering, and mathematics (STEM) workforce. While community colleges increase access to higher education and millions of students attend them for some portion of their education, the experiences of transfer students remain relatively understudied. Transferring during an academic journey can compound the barriers that students already face when pursuing a STEM degree. This study uses Schlossberg's model for analyzing human adaptation to transition to understand how STEM community college transfer students navigate and adapt to the 4-year university. Five semistructured focus groups were conducted with STEM community college transfer students attending an urban university. Analysis of the focus groups resulted in a new model: the amended model of adaptation to transfer transition, or AMATT, which illustrates various factors that played a role in STEM community college transfer students' adaptation a university. Analyses illumined two broad pathways that students tend to diverge into during their transitions-thriving or simply surviving. This work provides a framework for understanding factors influencing the transfer process and ideally will inform institutions and students as they consider maximal transfer student success.

Examining the Variations in Undergraduate Students' Conceptions of Successful Researchers: A Phenomenographic Study.

Undergraduate education represents an important transitional stage in which students make career decisions, and undergraduate research experiences (UREs) play a critical role in training the next generation of science, technology, engineering, and mathematics researchers. Extensive studies have identified the different ways in which researchers and graduate students understand their profession, but little work has focused on undergraduate students. To contribute to this gap in literature, this study examines how undergraduate students conceptualize successful researchers. Data were collected using semistructured interviews with transfer students at a research-intensive university, in which participants articulated how they perceive a successful researcher and how their conception had changed based on their undergraduate experiences. Using phenomenography as the research approach, three conceptions of successful researchers were identified based on variations within the following aspects: process of research, interactions with other researchers, and scope of contribution. Retrospective conceptions were more simplistic, with little appreciation for the complex methodological processes and collaborations needed to meaningfully contribute to the research community. After UREs, participants reported conceptions with more nuanced understanding that successful researchers demonstrate proactive engagement, collaboration, and contribution. These findings can be applied to facilitate meaningful research experiences and target undergraduates' professional development as they are enculturated into the research community.

Instructional design for transfer students

AbstractAt Athens State University, every student is a transfer student. As an institution that enrolls mostly non‐traditional students, faculty and instructional designers understand the importance of accommodating the unique instructional needs of each student in order for them to have a seamless transition into the environment of an upper‐level institution. The diversity of each student's educational experiences can make streamlining instruction a bit challenging. Athens State faculty, in conjunction with instructional design staff, use a specific set of processes and tools to design, develop, and teach courses that are effective, engaging, and most importantly, student centered.

Narrative Analysis of a Woman's Experience Transferring from a TYC Reveals Impact of Supporting Characters.

In this paper, we use narrative analysis to examine the case study of "Nicole" (pseudonym), a student in a science, technology, engineering, and mathematics (STEM) program who transferred from a 2-year college (TYC) to a 4-year college (FYC). We draw from longitudinal qualitative data that follow Nicole's experience pre- and posttransfer, while acknowledging the impact of her experience at the TYC. We use an anti-deficit lens by highlighting the role of supporting characters for Nicole, especially at the TYC. Narrative analysis of Nicole's experiences highlights differences in her sense of community at the two different institutions. Organizing our data in these narrative components revealed how impactful supporting characters are in Nicole's story and how drastically they can shape the outcome of scenes in her story. Instructors and programmatic staff at FYCs who aim to better support transfer students in their transition can learn from the kinds of scenes Nicole cited as helpful in her time at the TYC as well as the FYC. It is our aim in sharing Nicole's story to provide guidelines for how faculty and program directors could be impactful supporting characters to create welcoming settings for transfer students.

Transfer‐friendly institutions: The complex issues of student mobility

AbstractAs the overall demographics are changing in post‐secondary education, the importance of attracting and retaining transfer students into 4‐year institutions is becoming more and more important. This is, however, a challenging shift for many institutions. Becoming a “transfer friendly” institution requires a multi‐faceted approach that impacts every level of the institution. The work may be difficult, but the results can be worth the investments.

Experiential learning: An innovative way to bring success in the future endeavors of transfer students

AbstractThe world of Higher Education has been evolving for some time. From only offering classes in a traditional face‐to‐face format, to correspondence classes, higher education now has the ability to teach fully online courses and programs. However, no matter how classes are taught, the primary goal in Higher Education has always been to educate students. Students have also changed from those of the generation that make up the majority of the current teaching faculty. Current traditional students grew up with technology, and many do not know what life is like without it. For this reason, faculty have to be more intentional with their content. One way to do this and to re‐emphasize the theoretical and conceptual knowledge that they have learned is through High‐Impact Practices. Athens State University developed the Experience|Success initiative which focuses on providing students with Experiential Learning activities using High‐Impact practices.

"It's Like Trying to Merge into Traffic": Relationships Between Transfer Student Experiences and Identity

"It's Like Trying to Merge into Traffic": Relationships Between Transfer Student Experiences and Identity

Statistical Analysis of The Effect of Participation in the Interdistrict Tinsley Voluntary Transfer Program On Student Academic Achievement

Academic outcomes are a centerpiece of desegregation literature, as desegregation is often viewed as a means to rectify systemic racial inequality in the education system. However, because a vast majority of desegregation programs in the United States happen within district, and not between districts, where there are the most racial divisions, existing research may not portray the full extent of what racial integration. Investigations into interdistrict desegregation may offer greater insights into the effects of racial integration and better school resources on individual minority students.
 This paper zooms into the Tinsley Voluntary Transfer, an interdistrict desegregation program allowing students in the minority Ravenswood City School District to transfer into neighboring Mid-Peninsula schools. In an effort to contextualize the existing literature on minority academic outcomes of desegregation to interdistrict transfer in specific, the research question posed is as follows: Is there a statistically significant difference in the academic performance of Tinsley transfer students and students who stayed within the Ravenswood district?
 To assess the relationship between these two groups, quantitative statistical analysis was performed on data sets of the standardized test scores from 3rd-8th grade of both Tinsley transfer students in the Menlo Park City School District and Ravenswood students who did not transfer out of the district. The result was that there is a statistically significant difference between groups, though excluding for 7th and 8th grade Math. The paper hypothesizes that this may be partially accounted for by the beginning of tracking in math courses at the Menlo Park district.

Exploring Sense of Community for Underrepresented Populations within Construction Programs in ASC Regions 4 and 5

ABSTRACT When underrepresented and at-risk students feel like they belong, they are more likely to succeed. By measuring and monitoring sense of community, construction programs can identify opportunities for improvement and guide strategies to support the needs of all students. This study measured sense of community within five undergraduate construction programs in the U.S. Midwest. The researchers tested for differences in sense of community between demographic groups based on based on race, gender, first-generation college student status and transfer students status. Differences between groups were further investigated by considering the four elements of community. The results indicate that each school provides a unique environment in regard to community for their students. However, across the sample, lower sense of community was reported for not white and transfer students. The results indicate that within the U.S Midwest, additional efforts are necessary to strengthen community and support the needs of all students in undergraduate construction management programs.

Relationships of Demographic and School Related Variables to Curriculum Improvement Skill Scales for Graduating Business Students

Business schools continue to monitor student perceptions of their curriculum during the ongoing pandemic. 274 graduating business seniors filled out a Spring 2022 exit survey asking their perceptions about the business school’s curriculum improving their abilities on twelve goals. A factor analysis of these twelve individual items resulted in keeping all items and creating three smaller scales (items/scale): Business Problem Solving (6 items), Presentation Skills (3 items) and Team-related Skills (3 items). These three scales were found to be reliable and sufficiently distinct from each other. Overall, students perceived that the business school’s curriculum improved their team-related skills significantly more than business problem solving and presentation skills. Grade Point Average or gender were not related to any scale improvement differences. Paired t-test results included finding that transfer students indicated significantly higher improvement on business problem solving and team-related skills than non-transfer students. In addition, non-quantitative majors showed higher improvement on presentation skills than quantitative majors. A stronger baseline for these three curriculum improvement scales has now been established for follow-up monitoring. Results are further discussed.