Taking the Leap: A Qualitative Study Exploring the Entanglement of the Vertical Transfer Process and Engineering Identity Development among Community College Students

Abstract

Taking the Leap: A Qualitative Study Exploring the Entanglement of the Vertical Transfer Process and Engineering Identity Development among Community College Students Community colleges provide an open access, cost effective pathway to earning a baccalaureate degree in engineering. However, the transfer and degree completion rates remain low. Improved persistence has been linked to a variety of factors including a strong engineering identity. The purpose of this qualitative case study was to expand the understanding of engineering identity development during the vertical transfer process. Each milestone in the process, framed within transfer student capital, was considered to determine what, if any, influence it had on the student’s interest, perceived recognition, and competence. Clear themes emerged within each phase including Building a Solid Foundation in Engineering with subthemes of Building confidence, Developing an academic network, and Tangible engineering work; Applications and Acceptance; Learning Curve with a subtheme of Rebuilding an academic network; and Committed to Completion with subthemes of Leveraging an academic network, Performing engineering work, and From now until graduation. Implications for practice are offered as a result of the research conducted. The first is designing intentional experiences within more courses that place the student in the role of an engineer. The second practice is encouraging the development of an academic network through a combination of effective classroom techniques, faculty supported study sessions, and existing campus support resources such as tutoring. The final practice is to embed a transfer culture across the community college that relies on active student participation in the transfer preparation process and consistent communication between community college academic advisors and faculty as well as university representatives