[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588800-105":59,"doc-detail-588800-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","transfer-students-recommendations-for-enhancing-success-and-easing-the-transition","Transfer Students’ Recommendations for Enhancing Success and Easing the Transition","","The study examines how engineering transfer students at Hispanic-Serving Institutions can be supported to improve adjustment and persistence during the transition to the middle years of engineering. Using open-ended survey responses from 306 transfer students, the article identifies six adjustment-support themes and summarizes recommendations for both sending and receiving institutions. It also notes differences by transfer pathway and Hispanic/Latino student status, emphasizing the need for coordinated, multi-institution efforts at college, department, and program levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transfer-students-recommendations-for-enhancing-success-and-easing-the-transition/588800/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transfer-students-recommendations-for-enhancing-success-and-easing-the-transition/588800.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article define the transfer transition it studies for engineering students?","Question",{"text":112,"@type":113},"It focuses on students’ experiences when transitioning into the middle years of engineering at receiving Hispanic-Serving Institutions, including both vertical transfers (2-year to 4-year) and lateral transfers (between 4-year institutions).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What major kinds of supports helped students adjust, according to the study’s findings?",{"text":117,"@type":113},"Six themes emerged: individual/self factors, personal networks, familiarity with the environment, a polite/helpful atmosphere, institutional resources, and student involvement.",{"name":119,"@type":110,"acceptedAnswer":120},"What recommendations do students give to sending and receiving institutions?",{"text":121,"@type":113},"Students recommend that sending institutions provide clearer information and support related to academic curriculum and institutional processes. For receiving institutions, recommendations include more help getting involved on campus, building personal networks, and understanding institutional resources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588800,1792702465,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2019  \nTransfer Students’ Recommendations for Enhancing Success and Easing the Transition into the Middle Years of Engineering at Receiving Hispanic-Serving Institutions  \nANDREA M. OGILVIE Texas A&M University College Station, TX  \nDAVID B. KNIGHT Virginia Tech Blacksburg, VA  \nABSTRACT  \nTo make the transfer student pathway viable to meet workforce needs, it is essential to think beyond simply linking two institutions and getting students in the door—students need to be supported throughout the adjustment period. In this article, we address the \"support\" aspect of the problem by reporting findings from 306 engineering transfer students’ responses to open-ended survey items that focused on factors that helped students adjust and how their sending and receiving institutions could have helped ease the transition; our sample, which is largely Hispanic/ Latino (88%), includes both vertical and lateral transfer students who proceeded to enroll in 4-year Hispanic-Serving Institutions. Six themes emerged related to elements that helped students make the adjustment: individual/self, personal network, familiarity with the environment, polite/helpful atmosphere, institutional resources, and student involvement. Student recommendations on how sending institutions could have helped ease their transition focused on information, academic curriculum, and institutional process, and recommendations for receiving institutions included students’requests for more assistance with getting involved on campus, building personal networks, and understanding institutional resources. While themes were consistent across sub-groups within the sample, in this article we highlight some of the few observed differences based on type of transfer pathway and student status as Hispanic/Latino. Within the current system and operating structure of higher education, statewide and/or system wide efforts to collaborate and coordinate between institutions must occur at the college level, and more often at the department or program level, to properly address many of the long-standing issues that appear to be more acute for degree plans in engineering disciplines and for transfer students who pursue these pathways.  \nKey words: transfer students, persistence, student experience  \nADVANCES IN ENGINEERING EDUCATION  \nTransfer Students’ Recommendations for Enhancing Success and Easing the Transition  \nINTRODUCTION  \nFor decades, there has been a strong demand for STEM professionals in the U. S. workforce, and based on national discourse, the demand for such professionals will continue to increase for the foreseeable future. To meet both current and future workforce needs, the President’s Council of Advisors on Science and Technology projects that the United States will need to produce 1 million more STEM professionals by 2025 (PCAST 2012) . As we think creatively about how to identify and train human talent to meet this demand, great potential exists among the growing population of students who begin their pursuits of higher education within the community college system. In addition, leveraging transfer pathways from 2-year institutions holds positive implications for equity and social justice (Dowd 2012, Jaggars et al. 2016, McLoughlin 2012, Terenzini et al. 2014,) because it expands opportunities for a broader spectrum of students (e. g. , first-generation, ethnic/racial minorities, veterans, older students, students with disabilities) to participate in STEM fields and reap the financial benefits that often are associated with those kinds of careers (Dowd 2012) .  \nAccording to the National Center for Education Statistics, 40% of first time in college (FTIC) students and 41% of all U. S. undergraduates during Fall 2015 were enrolled in 2-year public colleges; the headcount total for that academic year was 12.2 million students (AACC 2017)","cbCaitgBraFpOL3E","https://ap.wps.com/l/cbCaitgBraFpOL3E","pdf",366839,24,"English","# Introduction\n## Context: STEM workforce demand and transfer pathways\n## Barriers in STEM transfer transitions\n# Study Focus and Objectives\n## Purpose: supporting engineering transfer students","[{\"question\":\"How does the article define the transfer transition it studies for engineering students?\",\"answer\":\"It focuses on students’ experiences when transitioning into the middle years of engineering at receiving Hispanic-Serving Institutions, including both vertical transfers (2-year to 4-year) and lateral transfers (between 4-year institutions).\"},{\"question\":\"What major kinds of supports helped students adjust, according to the study’s findings?\",\"answer\":\"Six themes emerged: individual/self factors, personal networks, familiarity with the environment, a polite/helpful atmosphere, institutional resources, and student involvement.\"},{\"question\":\"What recommendations do students give to sending and receiving institutions?\",\"answer\":\"Students recommend that sending institutions provide clearer information and support related to academic curriculum and institutional processes. For receiving institutions, recommendations include more help getting involved on campus, building personal networks, and understanding institutional resources.\"}]","Transfer Students’ Recommendations for Enhancing Success and Easing the Transition | PDF",1792065958]