Use of Transfer Student Capital in Engineering and STEM Education: A Systematic Literature Review

Kristin Kelly Frady; Randi Sims

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1
Tagged Division: First-Year Programs Division (FYP)
Page Count: 18
DOI: 10.18260/1-2--44558
Permanent URL: https://peer.asee.org/44558
Download Count: 181

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Kristin Kelly Frady Clemson University orcid.org/0000-0002-4194-8848

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Kristin Frady is an Assistant Professor at Clemson University jointly appointed between the Educational and Organizational Leadership Development and Engineering and Science Education Departments. Her research focuses on innovations in workforce development at educational and career transitions. The context of her research emphasizes three primary areas, specifically focusing on two-year college and secondary STEM and career education, educational innovations, and the middle-skill workforce. Kris is or has served as Principal Investigator, Co-Principal Investigator, or Senior Personnel for numerous federal grants, including a current National Science Foundation CAREER grant. Kris has also led the development of digital learning tools to designed expand technician education capacity through virtual reality tools, advanced e-learning modules, and iBooks.

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Randi Sims Clemson University orcid.org/0000-0002-6380-2460

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Randi is a current Ph.D. student in the department of Engineering and Science Education at Clemson University. Her research interests center around undergraduate research experiences using both qualitative and quantitative methodologies. Her career goals are to work as an evaluator or consultant on educationally based research projects with an emphasis on statistical analyses and big data.

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Abstract

Use of Transfer Student Capital in Engineering and STEM Education: A Systematic Literature Review

This complete research paper presents a systematic literature review that synthesizes the use of Laanan’s theory of transfer student capital in postsecondary vertical college transfers, specifically focusing on use in engineering and Science, Technology, Engineering, and Mathematics (STEM) education. The motivation for this research stems from a need to better understand the theory of transfer student capital (which emerged in 2010) in practical settings. Since its introduction, literature has used Laanan’s theory to describe a student’s knowledge about higher education influenced by faculty interactions, academic advising and counseling, programs of study, and the ability to navigate university transfer policies and requirements. Yet, to date, no research study has synthesized and provided a comprehensive overview of the use of this theory in empirical research to understand where and how this theory is being used. A better understanding of theories supporting students’ vertical transfer from two-year to four-year institutions is becoming increasingly important as more students are entering or completing higher education at the two-year college level. Yet, the transfer puzzle is still missing many pieces in understanding transfer success. Explicitly focusing on engineering and STEM at the transfer juncture is essential because it expands access and diversity in engineering and STEM education and careers, can support greater transfer success, and can inform curriculum and program needs within engineering transfer program pathways. A better understanding of the use of transfer student capital will increase usefulness this theory’s contribution to improving transfer student outcomes in engineering education and provide an overview of the use and critical characteristics of transfer student capital in engineering and STEM programs.

This review begins with a brief overview of relevant literature on general transfer patterns, engineering and STEM vertical transfer, and the theory of transfer student capital. Following this overview, the review presents findings and analysis of a systematic literature review. The study concludes with a discussion, research recommendations, and implications. A systematic review of the literature was performed to identify, appraise, and synthesize all appropriate literature on transfer student capital in engineering education and pre-transfer engineering applications. This research review aims to answer the following research questions: RQ1: How is the theory of transfer student capital being used, and what are the critical characteristics of use? RQ2: How does the theory of transfer student capital impact and contribute to outcomes related to the transfer of engineering and STEM education students and programs?

The systematic literature review was guided by an engineering education framework published by Borrego, Foster, & Froyd. This five-step framework entails basic steps to guide the development of a systematic literature review. During the article search, critique, and appraisal process, the Preferred Reporting Items for Systematic reviews and Meta-Analyses or PRISMA method was used to ensure systematic searching and seamless communication of the search and appraisal process. Results were analyzed first inductively, allowing the data collected to suggest codes and themes of importance. Multiple rounds of inductive analysis were done to reduce data and identify significant codes and themes and are discussed further in the results below. The inductive approach was used in this study due to its power to condense raw data into a summary format and to establish clear links between the analysis, the objectives of the research, and the summary of findings.

Forty-four articles were found and included in this study. Results indicate broad use of the theory of transfer student capital, however, interestingly, mainly in engineering and STEM transfer applications. Essential themes included context of transfer student capital in STEM and engineering education, empirical examination, implications and impact, and use of an assets-based perspective. The practical implications of this research, specifically for engineering education and STEM programs, provide a more robust empirical understanding of the application of transfer student capital to increase the number and success of engineering transfer students. Research implications include recommendations to examine the use of this framework with more pre-transfer students and programs and additional research on how transfer student capital can better impact access and diversity in engineering and STEM education higher education and career pathways. This study provides a distinctive systematic synthesis of transfer student capital in engineering and STEM education. It expands understanding of how to support equitable educational advancement preparing two-year college transfer students for the workforce of the future and innovative changes needed in traditional educational models.

Citation
Format

Frady, K. K., & Sims, R. (2023, June), Use of Transfer Student Capital in Engineering and STEM Education: A Systematic Literature Review Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44558

TY  - CPAPER
AB  - Use of Transfer Student Capital in Engineering and STEM Education: A Systematic Literature Review

This complete research paper presents a systematic literature review that synthesizes the use of Laanan’s theory of transfer student capital in postsecondary vertical college transfers, specifically focusing on use in engineering and Science, Technology, Engineering, and Mathematics (STEM) education. The motivation for this research stems from a need to better understand the theory of transfer student capital (which emerged in 2010) in practical settings. Since its introduction, literature has used Laanan’s theory to describe a student’s knowledge about higher education influenced by faculty interactions, academic advising and counseling, programs of study, and the ability to navigate university transfer policies and requirements. Yet, to date, no research study has synthesized and provided a comprehensive overview of the use of this theory in empirical research to understand where and how this theory is being used. A better understanding of theories supporting students’ vertical transfer from two-year to four-year institutions is becoming increasingly important as more students are entering or completing higher education at the two-year college level. Yet, the transfer puzzle is still missing many pieces in understanding transfer success. Explicitly focusing on engineering and STEM at the transfer juncture is essential because it expands access and diversity in engineering and STEM education and careers, can support greater transfer success, and can inform curriculum and program needs within engineering transfer program pathways. A better understanding of the use of transfer student capital will increase usefulness this theory’s contribution to improving transfer student outcomes in engineering education and provide an overview of the use and critical characteristics of transfer student capital in engineering and STEM programs. 

This review begins with a brief overview of relevant literature on general transfer patterns, engineering and STEM vertical transfer, and the theory of transfer student capital. Following this overview, the review presents findings and analysis of a systematic literature review. The study concludes with a discussion, research recommendations, and implications. 
A systematic review of the literature was performed to identify, appraise, and synthesize all appropriate literature on transfer student capital in engineering education and pre-transfer engineering applications. This research review aims to answer the following research questions: 
RQ1: How is the theory of transfer student capital being used, and what are the critical characteristics of use?
RQ2: How does the theory of transfer student capital impact and contribute to outcomes related to the transfer of engineering and STEM education students and programs?

The systematic literature review was guided by an engineering education framework published by Borrego, Foster, &amp;amp; Froyd. This five-step framework entails basic steps to guide the development of a systematic literature review. During the article search, critique, and appraisal process, the Preferred Reporting Items for Systematic reviews and Meta-Analyses or PRISMA method was used to ensure systematic searching and seamless communication of the search and appraisal process. Results were analyzed first inductively, allowing the data collected to suggest codes and themes of importance. Multiple rounds of inductive analysis were done to reduce data and identify significant codes and themes and are discussed further in the results below. The inductive approach was used in this study due to its power to condense raw data into a summary format and to establish clear links between the analysis, the objectives of the research, and the summary of findings.

Forty-four articles were found and included in this study. Results indicate broad use of the theory of transfer student capital, however, interestingly, mainly in engineering and STEM transfer applications. Essential themes included context of transfer student capital in STEM and engineering education, empirical examination, implications and impact, and use of an assets-based perspective. The practical implications of this research, specifically for engineering education and STEM programs, provide a more robust empirical understanding of the application of transfer student capital to increase the number and success of engineering transfer students. Research implications include recommendations to examine the use of this framework with more pre-transfer students and programs and additional research on how transfer student capital can better impact access and diversity in engineering and STEM education higher education and career pathways. This study provides a distinctive systematic synthesis of transfer student capital in engineering and STEM education. It expands understanding of how to support equitable educational advancement preparing two-year college transfer students for the workforce of the future and innovative changes needed in traditional educational models.
AU  - Kristin Kelly Frady
AU  - Randi Sims
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Use of Transfer Student Capital in Engineering and STEM Education: A Systematic Literature Review
UR  - https://peer.asee.org/44558
DO  - 10.18260/1-2--44558
ER  -