Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
An important pathway for low-income and first-generation students is matriculation from local community colleges. At the study institution, transfer students represent approximately 30 percent of incoming undergraduates, one of the largest proportion of low-income undergraduates among the nation’s research institutions. These transfer students often report difficulties in their transition from their community college to the university. Traditionally, they transfer to the study institution at the beginning of the junior year, taking full course-loads of classes on a quarter system. To succeed, students must adjust quickly to the new schedule and expectations, while also trying to build a new community of peers.
We investigated the barriers to transfer student success in the College of Engineering at the study institution, so that future efforts to support this population will be aligned with students’ experiences. Survey data was evaluated as part of the study, comparing the responses of traditional and transfer students in their junior and senior years at the host institution. The questions addressed factors such as student satisfaction with their GPA and the frequency of office hour attendance. The second part of the study involved a set of focus groups with transfer students currently enrolled at the study’s institution. These students answered questions about their expectations for academic success after transitioning from their community college, differences in their community at their community college versus the study institution, and challenges that they have faced during their transition. We identified six theme areas from our study:
1. Supportive academic advising at the study institution, 2. Sufficient academic preparation except MATLAB proficiency, 3. Changing from a “pro-learning” to a “grade-crazy” environment, 4. Adapting to different relationships with instructors, 5. The necessity of building “social capital”, and 6. A lack of collaborative space at the four year institution.
The information collected was used to identify gaps in support for these transfer students at the study institution.
We hypothesize that developing new support services and programs that address the identified thematic areas for these students will increase their chances for a successful transition to the study institution. In Fall 2017, we are piloting interventions including a MATLAB crash course for incoming engineering transfer students and a “connection” group for incoming Civil and Environmental Engineering transfer students. These interventions address concerns about academic preparation and connecting students to faculty, on-campus resources, and other students.
Gentry, S. P., & Bronner, C. E., & Choi, J. H., & White, J. (2018, June), Successes and Difficulties Experienced by Engineering Transfer Students at a Large Public University Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31029
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