Ohland, M. W., & Cosentino, C. M., & Brawner, C. E., & Mobley, C., & Long, R. A. (2015, June), Characterizing and Modeling the Experience of Transfer Students in Engineering—Progress on NSF Award 0969474  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23685

\bibitem{asee_peer_23685}
  Ohland, M. W., \& Cosentino, C. M., \& Brawner, C. E., \& Mobley, C., \& Long, R. A. (2015, June), \emph{Characterizing and Modeling the Experience of Transfer Students in Engineering—Progress on NSF Award 0969474}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23685

Matthew W. Ohland, Clemencia M. Cosentino, Catherine E. Brawner, Catherine Mobley, and Russell Andrew Long.  "Characterizing and Modeling the Experience of Transfer Students in Engineering—Progress on NSF Award 0969474".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23685 Internet.  11 Jul, 2024

\bibitem{asee_peer_23685}
  Matthew W. Ohland, Clemencia M. Cosentino, Catherine E. Brawner, Catherine Mobley, and Russell Andrew Long.
  "Characterizing and Modeling the Experience of Transfer Students in Engineering—Progress on NSF Award 0969474".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23685 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_23685
author = "Matthew W. Ohland, Clemencia M. Cosentino, Catherine E. Brawner, Catherine Mobley, and Russell Andrew Long"
title = "Characterizing and Modeling the Experience of Transfer Students in Engineering—Progress on NSF Award 0969474"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23685}
number = {10.18260/p.23685}
}

TY  - CPAPER
AB  -     Characterizing and Modeling the Experience of Transfer Students in Engineering—                           Progress on NSF Award 0969474Quantitative 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. We used a constant comparative coding method, whereby emerging conceptswere constantly compared to data that had already been coded.Overview of Progress   Identifying and Describing the Entry Points into Engineering Transfer Pathways: A    preliminary study relied on 52 of the 86 students who were interviewed across five campuses    to understand their reasons for choosing engineering as a field of studies and the transfer    pathway to enter the field.   Studying the Motivations and Experiences of Older Transfer Students in Engineering: Of the    86 students who were interviewed on the five campuses, the 15 students who were 25 years    of age or older at the time of the interview were selected for this study.   Studying the Performance of Black transfer students: based on a logistic regression model    refined to include transfer pathway (2-year vs. 4-year), we learned that:   Studying the Mean Grade Differential by Course Discipline: For engineering transfer and    first-time-in-college (FTIC) students, we computed average grades in STEM courses by    discipline, and by institution.
AU  - Matthew W. Ohland
AU  - Clemencia M. Cosentino
AU  - Catherine E. Brawner
AU  - Catherine Mobley
AU  - Russell Andrew Long
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Characterizing and Modeling the Experience of Transfer Students in Engineering—Progress on NSF Award 0969474
UR  - https://peer.asee.org/23685
DO  - 10.18260/p.23685
ER  -