Comparison of transfer shock and graduation rates across engineering transfer student populations
Comparison of transfer shock and graduation rates across engineering transfer student populations
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工程转学生群体的转学冲击和毕业率比较
DOI：
10.1002/jee.20434
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发表时间：
2022
影响因子：
3.4
通讯作者：
Van Aken, Eileen M.
中科院分区：
文献类型：
--
作者：
Smith, Natasha L.;Grohs, Jacob R.;Van Aken, Eileen M.
增加工程转校生的持久性可以帮助满足美国增加工程毕业生数量的国家优先事项。许多转学生在接收学校的平均绩点（GPA）都会下降，这被称为转学冲击，这可能导致他们离开学校。这种GPA的下降在工程类转学生中更为普遍。目的/假设本研究的目的是分析一个单一的机构数据集，以确定转移冲击何时发生，它在工程转学生亚组之间有何不同，以及转移冲击是否是工程专业4年内毕业的预测因子。设计/方法本研究使用了789名工程转校生的10年数据集，并将这些工程转校生分为四个亚组。我们进行了多种统计分析，包括Welch’sf检验、卡方检验和逻辑回归，以了解每个亚组在入学前三个学期转移休克的差异以及4年毕业率。结果转移冲击贯穿前三个转移后阶段，导致转移正常化。工程类转学生群体经历了不同程度的转校规范化；然而，这些亚组并不能预测毕业。预测因子为转校生入学后前三个学期的转校生GPA和转校生规范。结论工程转校生不是一个单一的群体；横向转校生和纵向转校生之间存在着关键的区别。各机构应考虑更具战略性的纵向规划和决策。
BackgroundIncreasing the persistence of engineering transfer students can help meet the US national priority of increasing the number of engineering graduates. Many transfer students experience a decrease in their grade point average (GPA) at their receiving institution, known as transfer shock, which can lead to them leaving the institution. This GPA decrease is found to be more prevalent in engineering transfer students.Purpose/HypothesisThe purpose of this study is to analyze a single institutional dataset to determine when transfer shock occurs, how it differs among engineering transfer student subgroups, and if transfer shock is a predictor of graduation within 4 years in engineering.Design/MethodA 10‐year dataset with 789 engineering transfer students was used in this study, and the engineering transfer students were split into four subgroups. Multiple statistical analyses were conducted, including Welch'sF‐test, chi‐square, and logistic regression, to understand differences in transfer shock during the first three terms of enrollment as well as 4‐year graduation rates among each subgroup.ResultsTransfer shock extends through the first three post‐transfer terms, resulting in transfer norming. The engineering transfer student subgroups experience different levels of transfer norming; however, the subgroups were not predictors of graduation. The predictors were the transfer GPA and the transfer norming in the first three post‐transfer terms of enrollment.ConclusionsEngineering transfer students are not a homogeneous population; there are key differences between lateral and vertical transfer students. More strategic, longitudinal programming and decision‐making should be considered by institutions.
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