Reeping, D., & Grote, D. (2022, August), Characterizing the Curricular Complexity Faced by Transfer Students: 2+2, Vertical Transfers, and Curricular Change  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41462

\bibitem{asee_peer_41462}
  Reeping, D., \& Grote, D. (2022, August), \emph{Characterizing the Curricular Complexity Faced by Transfer Students: 2+2, Vertical Transfers, and Curricular Change}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41462

David Reeping and Dustin Grote.  "Characterizing the Curricular Complexity Faced by Transfer Students: 2+2, Vertical Transfers, and Curricular Change".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41462 Internet.  27 Apr, 2024

\bibitem{asee_peer_41462}
  David Reeping and Dustin Grote.
  "Characterizing the Curricular Complexity Faced by Transfer Students: 2+2, Vertical Transfers, and Curricular Change".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41462 Internet.  27 Apr, 2024

@INPROCEEDINGS{asee_peer_41462
author = "David Reeping and Dustin Grote"
title = "Characterizing the Curricular Complexity Faced by Transfer Students: 2+2, Vertical Transfers, and Curricular Change"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41462}
number = {10.18260/1-2--41462}
}

TY  - CPAPER
AB  - This paper reviews a method for quantifying the accessibility of a curriculum for transfer students. When first conceptualized, the Curricular Analytics framework implicitly described the trajectory of a first-time-in-college student. Accordingly, using the metrics within the framework for transfer student pathways does not appear to have the same predictive power for estimating completion rates as they do for first-time-in-college pathways. Thus, we adapted metrics inspired by the literature and previous work in quantifying the complexity of curricula to better capture issues more commonly faced by transfer students from a structural perspective. To highlight how the metrics operate, we purposefully selected three engineering programs and then formed plans of study by selecting a feeder school for each and concatenating the curricula – using information from course catalogs to confirm the timing of offerings and prerequisites. Our three examples are a 2+2 program, a program within a statewide community college system, and a program that underwent a large curricular change. Through these examples, we highlight how practitioners and researchers can do substantial curricular analyses, both retrospective and forward-looking, with only available data. 
AU  - David Reeping
AU  - Dustin Grote
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Characterizing the Curricular Complexity Faced by Transfer Students: 2+2, Vertical Transfers, and Curricular Change
UR  - https://peer.asee.org/41462
DO  - 10.18260/1-2--41462
ER  -