Ohland, M. W., & Brawner, C. E., & Mobley, C., & Layton, R. A., & Long, R. A., & Cosentino, C. M., & Sullivan, M. D. (2014, June), Characterizing and Modeling the Experience of Transfer Students in Engineering  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20165

\bibitem{asee_peer_20165}
  Ohland, M. W., \& Brawner, C. E., \& Mobley, C., \& Layton, R. A., \& Long, R. A., \& Cosentino, C. M., \& Sullivan, M. D. (2014, June), \emph{Characterizing and Modeling the Experience of Transfer Students in Engineering}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20165

Matthew W. Ohland, Catherine E. Brawner, Catherine Mobley, Richard A. Layton, Russell Andrew Long, Clemencia M. Cosentino, and Margaret D. Sullivan.  "Characterizing and Modeling the Experience of Transfer Students in Engineering".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20165 Internet.  03 May, 2024

\bibitem{asee_peer_20165}
  Matthew W. Ohland, Catherine E. Brawner, Catherine Mobley, Richard A. Layton, Russell Andrew Long, Clemencia M. Cosentino, and Margaret D. Sullivan.
  "Characterizing and Modeling the Experience of Transfer Students in Engineering".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20165 Internet.  03 May, 2024

@INPROCEEDINGS{asee_peer_20165
author = "Matthew W. Ohland, Catherine E. Brawner, Catherine Mobley, Richard A. Layton, Russell Andrew Long, Clemencia M. Cosentino, and Margaret D. Sullivan"
title = "Characterizing and Modeling the Experience of Transfer Students in Engineering"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20165}
number = {10.18260/1-2--20165}
}

TY  - CPAPER
AB  -        Characterizing and Modeling the Experience of Transfer Students in EngineeringQuantitative analysis of MIDFIELD databaseOur analysis used records for 94,732 undergraduate students from the Multiple-InstitutionDatabase for Investigating Engineering Longitudinal Development (MIDFIELD). MIDFIELDcomprises a census of undergraduate students who attended 11 public institutions between 1988and 2008. MIDFIELD institutions represent public universities that educate large numbers ofengineering students.From the 977,950 records available, we restricted our sample to those who (1) were domesticstudents (927,350), (2) were in the data set early enough for us to observe the possibility ofgraduation within six years (677,691), and (3) declared a major in engineering or otherwiseexpressed the intent to study engineering in the fifth semester of their programs (94,732). Fortransfer students, we estimated placement using transfer hours, assuming that 15 credit hoursequals one semester; we also used the fifth semester as the reference point to capture mosttransfer students at the point of matriculation to ensure a valid comparison of transfers to non-transfers. This approach resulted in a sample of 21,542 transfer and 73,190 non-transferengineering students included in this analysis.Semi-structured interviewsCampus representatives at two MIDFIELD institutions sent an invitation to all engineeringstudents who had transferred into the institution in the two semesters preceding the semester ofthe interview. Interested students completed a survey to provide demographic and schedulinginformation. Participants were chosen from six engineering majors - civil, chemical, computer,electrical, industrial, and mechanical - and were diverse with respect to gender and ethnicity.Selected students were interviewed in Fall 2011 and in Spring 2012.We used a semi-structured interview protocol to learn more about student experiences with thetransfer process. Interviews ranged from 19 to 65 minutes in length; the average interview lastedapproximately 37 minutes. Participants were paid $20 upon completion of the interview.Interviews were audio-taped and then transcribed verbatim and verified. We used a constantcomparative coding method, whereby emerging concepts were constantly compared to data thathad already been coded.Review of Institutional PoliciesA review of institutional policies regarding transfer students was conducted. This reviewidentified the following information for each institution:        Onsite personnel at sending institution        Whether the receiving institution delivers distance education classes to sending institution        Whether the receiving institution guarantees admission from some institutions if         prospective transfer students meet minimum requirements.        How many 3+2 programs the receiving institution has. These students are from four-year         institutions. Students receive a degree from both institutions.        How many 2+2 programs the receiving institution has. These students are generally, but         not exclusively, from community or two-year colleges where students are part of a formalPage |1                                                                  Wednesday, July 13, 2011        transfer program from the sending to receiving institution. Students may or may not        receive an AA degree.       Whether the receiving institution has a “transfer block” – a specific set of courses from        community/technical colleges that are guaranteed to transfer.       How many articulation agreement an institution has – agreements between institutions for        transfer that do not necessarily include specific courses.       % of engineering students who are transfersPage |2                                                               Wednesday, July 13, 2011
AU  - Matthew W. Ohland
AU  - Catherine E. Brawner
AU  - Catherine Mobley
AU  - Richard A. Layton
AU  - Russell Andrew Long
AU  - Clemencia M. Cosentino
AU  - Margaret D. Sullivan
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Characterizing and Modeling the Experience of Transfer Students in Engineering
UR  - https://peer.asee.org/20165
DO  - 10.18260/1-2--20165
ER  -