Post-Transfer Transition Experiences for Engineering Transfer Students

Autor/inn/en	Ogilvie, Andrea M.; Knight, David B.
Titel	Post-Transfer Transition Experiences for Engineering Transfer Students
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 23 (2021) 2, S.292-321 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025118820501
Schlagwörter	Student Experience; Student Needs; Student Adjustment; College Transfer Students; Undergraduate Students; Hispanic American Students; First Generation College Students; Alumni; Admission Criteria; Research Universities; Paying for College; College Credits; Expectation; Academic Standards; Sense of Community; Student College Relationship; Engineering Education; Barriers; Texas + Suchen Sie Ihr Suchwort? Studienerfahrung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hochschulwechsel; Schulwechsel; Studienortwechsel; Hispanic; Hispanic Americans; Hispanoamerikaner; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Forschungseinrichtung; Studienfinanzierung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Expectancy; Erwartung; Ingenieurausbildung
Abstract	Expanding and enhancing transfer pathways may help broaden participation in engineering. However, colleges of engineering have primarily focused their recruitment and retention efforts on students who matriculate directly from high school. Our research increases understanding of the transition experiences for engineering transfer students at 4-year institutions so that programs may better support their unique needs. We explore survey data of over one thousand engineering transfer students across four Texas institutions to identify problems post-transfer and students' perceptions of their receiving institutions and disaggregate findings by transfer pathway, institutional enrollment policies, Hispanic/Latino status, and first-generation college student status. Cost of attendance, credit transfer, and academic expectations surfaced as top problems for engineering transfer students. Although perceptions of their receiving institutions were generally positive, disaggregated analyses show that transfer students should not be considered as a homogeneous population--subgroups of transfer students face different problems and have different needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01