Abraham, S., & Miguel, A., & Connor, K. A. (2023, June), Transfer Success: A Qualitative Approach to Understanding Transfer Student Experiences at a Teaching-Focused Institution   Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44518

\bibitem{asee_peer_44518}
  Abraham, S., \& Miguel, A., \& Connor, K. A. (2023, June), \emph{Transfer Success: A Qualitative Approach to Understanding Transfer Student Experiences at a Teaching-Focused Institution }
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--44518

Shiny Abraham, Agnieszka Miguel, and Kenneth A. Connor.  "Transfer Success: A Qualitative Approach to Understanding Transfer Student Experiences at a Teaching-Focused Institution ".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/44518 Internet.  08 May, 2024

\bibitem{asee_peer_44518}
  Shiny Abraham, Agnieszka Miguel, and Kenneth A. Connor.
  "Transfer Success: A Qualitative Approach to Understanding Transfer Student Experiences at a Teaching-Focused Institution ".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44518 Internet.  08 May, 2024

@INPROCEEDINGS{asee_peer_44518
author = "Shiny Abraham, Agnieszka Miguel, and Kenneth A. Connor"
title = "Transfer Success: A Qualitative Approach to Understanding Transfer Student Experiences at a Teaching-Focused Institution "
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44518}
number = {10.18260/1-2--44518}
}

TY  - CPAPER
AB  - Community colleges serve a diverse student body in terms of race, ethnicity, gender, age, socioeconomic status, and nationality. They are critical access points in post-secondary education for first-generation students, veterans, and working parents. Community college students who seek to transfer to a 4-year school often struggle with social and academic interactions that are important factors in building a sense of belonging to the receiving institution. Existing research on the transfer student experience mostly focuses on large research universities, while a majority of community colleges are smaller in comparison and have student-focused environments. 

This study focuses on community college transfer students who graduated from the Electrical and Computer Engineering (ECE) Department at Seattle University, a teaching-focused four-year institution in the Pacific Northwest Region, between Spring 2012 and Spring 2022. Seattle University has received national recognition among four-year institutions for its work in attracting and supporting community college transfer students. The percentage of transfers among students admitted to the ECE program has varied from 25% to 79% in recent years.

The goal of this study is to contribute to the body of knowledge on factors that influence the success of community college transfer students, while filling in a knowledge gap that exists in the role that the size of receiving institutions play in this context. For this exploratory study, we use data from senior exit surveys and senior personal statements (also known as reflection papers) to capture in-depth and rich descriptions of transfer student experiences. Thematic analysis is used with an inductive approach to allow themes to emerge from the data collected. For the next phase of this study, we aim to further probe these themes by conducting targeted surveys and focus groups to better understand factors that influence the transfer student experience.


AU  - Shiny Abraham
AU  - Agnieszka Miguel
AU  - Kenneth A. Connor
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Transfer Success: A Qualitative Approach to Understanding Transfer Student Experiences at a Teaching-Focused Institution 
UR  - https://peer.asee.org/44518
DO  - 10.18260/1-2--44518
ER  -