ABSTRACT

Guided by the student engagement frameworks, this study sought to identify high-impact practices that show significant relationship with the baccalaureate degree attainment in STEM among vertical transfer students. Our study employed data drawn from the Educational Longitudinal Study of 2002 (or ELS, 2002). The sample includes 681 students who intended to study STEM and began post-secondary education at a two-year public institution before subsequently enrolling in a four-year institution. We first employed descriptive statistics to provide an overall portrait of the sample. Then, a logistic regression model was used to identify factors associated with students’ completion of STEM credential at the bachelor’s level or above. The study findings highlight the importance of some high-impact practices in affecting transfer students’ successful attainment of STEM degree. Specifically, we found that participation in community-based project, mentoring and internship programs, and having culminating senior experience increased the odds that transfer students obtained a STEM degree at the baccalaureate level or above. Based on the results, this study offers meaningful implications for policy, practice, and future research to facilitate the success of transfer students in STEM disciplines.

摘要

在学生参与框架的指导下，本研究试图确定与垂直转学学生 STEM 学士学位取得显着关系的高影响实践。我们的研究采用了来自 2002 年教育纵向研究（或 ELS，2002）的数据。样本包括 681 名打算学习 STEM 并在两年制公共机构开始大专教育，然后进入四年制机构学习的学生。我们首先采用描述性统计来提供样本的整体情况。然后，使用逻辑回归模型来确定与学生完成学士或以上水平的 STEM 证书相关的因素。研究结果强调了一些高影响力的做法在影响转学生成功获得 STEM 学位方面的重要性。具体而言，我们发现参与基于社区的项目、指导和实习计划，以及具有最终的高级经验，增加了转学生获得学士学位或以上 STEM 学位的几率。基于结果，本研究为政策、实践和未来研究提供了有意义的影响，以促进转学生在 STEM 学科中的成功。