transfer students
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Author(s):  
Daniela G.L. Terson de Paleville

This article describes an assignment used in an undergraduate Advanced Exercise Physiology course for seniors. Due to the heterogeneity and several transfer students, students' backgrounds in chemistry varied from adequate to non-existent. This presented several challenges for teaching and also for students' understanding of the different metabolic pathways. This article presents an assignment for an active-learning team-based approach in the classroom and the adapted version for virtual learning. Students in active, team-based learning were asked to create a short video of glucose oxidation using Lego bricks, coins, or other toys to represent the glucose molecule, the by-products, and the enzymes involved each pathway. During virtual learning, the assignment was modified to create a video independently in both synchronous and asynchronous course sections. Based on students' responses to an instructor-developed survey on their perceptions of the assignment, 71.4% reported that the assignment was helpful to understand glucose metabolism.


2021 ◽  
Vol 14 (1) ◽  
pp. 214
Author(s):  
Dennis Foung ◽  
Kin Cheung

This research addressed a research gap in scrutinizing the language problems of English as a second language (ESL) transfer students (TSs) with regard to the aspects of “transfer deficit” and “transfer capital”, instead of simply labelling the use of English as a “transfer deficit”. One hundred and twenty-four TSs participated in this qualitative study. From qualitative content analysis, three main categories were identified: (a) English competence as transfer capital; (b) English competence as transfer deficit; and (c) transition from deficit to capital. Based on the results, educational practitioners are advised to pay attention to the specific implications of proficiency-based courses, with support measures not limited to essay-writing or referencing skills, but including advanced research writing genres such as the Capstone Project.


2021 ◽  
Vol 12 ◽  
Author(s):  
Rebecca Cepeda ◽  
Melissa T. Buelow ◽  
Shanna S. Jaggars ◽  
Marcos D. Rivera

Community colleges and other open-access two-year campuses provide an important pathway to higher education; however, a surprisingly small proportion of these students successfully transfer to and graduate from a bachelor’s degree-granting institution. The present study examined barriers and challenges students faced as they built their sense of self-efficacy as transfer students. We conducted interviews with 65 prospective or recent transfer students, including “internal” transfers (moving from an open-access predominantly two-year campus to their university’s flagship campus) and “external” transfers (moving from a community college to the university’s most selective campus). Our results indicate that both internal and external transfer students experienced challenges in terms of obtaining accurate information about transfer (transfer student capital, or “TSC”), but these challenges were easier to overcome for internal transfers, in part due to their social support networks. While both sets of transfer students utilized social support networks as an informal source of TSC, internal transfer students reported a more extensive social support network. Gaining accurate information about transfer and being supported by members of their social networks seemed to boost self-efficacy for transfer as well as adjustment during the post-transfer experience period. Recommendations for sending and receiving institutions are provided.


2021 ◽  
pp. 009155212110476
Author(s):  
John Zilvinskis

Objective/Research Question: The purpose of this research is to explore the way use of student services can mediate engagement among first-generation and transfer students who use disability services at community colleges. The following research questions guided the current study: (1) At community colleges, how does frequency of use of student support services significantly relate to engagement among students who use disability services? (2) For first-generation and transfer students with disabilities, in what way does frequency of use of these services mediate engagement among this population? Method: Using Community College Survey of Student Engagement data, the relationship between frequency of use of student services and engagement behaviors was measured for 7,441 students using disability services. Through structural equation modeling, mediation effects of use of services on engagement for first-generation and transfer students with disabilities at community colleges were measured for academic challenge, support for learners, and student-faculty interaction. Results: Accounting for other student background characteristics, academic advising and career counseling were directly related to these measures and additive effects of this second service held for first-generation students with disabilities, but not transfers. Conclusion: These findings contribute to understanding which student services are successful pathways to increased engagement among students who use disability services. This research complements previous scholarship on increasing access of these services for this group, while suggesting further research may be conducted to understand quality of experience among student services.


2021 ◽  
Author(s):  
Bradley J. Harris ◽  
Marclyn D. Porter ◽  
Gary H. McDonald ◽  
Weidong Wu ◽  
Christopher F. Silver ◽  
...  

2021 ◽  
Vol 20 (3) ◽  
pp. ar48
Author(s):  
Austin L. Zuckerman ◽  
Stanley M. Lo

Successful transitions from community colleges to the university setting are essential for increasing the number of transfer students who complete science, technology, engineering, and mathematics (STEM) degree programs. In this study, Holland’s framework of figured worlds was used to examine how transfer students pursuing STEM negotiated their identities in their transition to the university.


2021 ◽  
Vol 13 (16) ◽  
pp. 9398
Author(s):  
Kin Cheung ◽  
Bin Li ◽  
Peter Benz ◽  
Ka Ming Chow ◽  
Jeremy Tzi Dong Ng ◽  
...  

Credit transfer information systems in higher education are not well studied. This article demonstrates the prototype development of a cross-institutional credit transfer information system (CICIS) for community college transfer (i.e., vertical transfer) students in an Asian educational context. It exhibits credit transfer guidelines and past credit transfer records to enhance the transparency and sustainability of credit transfer information and to facilitate the transfer process of prospective community college transfer students. It also ensures the sustainability of credit transfer information and its application. The four-phase life cycle of the prototyping model was adopted to guide the study. In this paper, we report the first three phases of this development: (1) Users’ needs assessment and pre-prototyping groundwork, (2) prototype development, and (3) unforeseen circumstances and expert review. Challenges and difficulties throughout the whole process are documented and discussed. Based on this prototype development experience, a solid foundation of strategies for future engineering and enhancement of credit transfer information systems can be developed.


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