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ABSTRACT
This qualitative study explores the demographic and academic profiles alongside self-narrated experiences of transfer students who participated in 1st-year programming at a 4-year institution during the 2014–2015 academic years. Drawing from the lens of transfer student adjustment, the analysis identifies reasons students chose to participate in the programs, how they describe the benefits of the programs, and suggestions they have for improving the programs. The authors conclude with recommendations for research and practice.
Notes
1 Pseudonyms are used in place of names of programs, institutions, and participants in the study.
Additional information
Funding
This research was supported in part by a College of Education Research Grant at the University of Utah.