Thesis (D. Min.)--Midwestern Baptist Theological Seminary, Kansas City, Mo., 1999. / Includes bibliographical references (leaves 143-146).

Thesis (M.A.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 125-129).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 217-235). Also available via the Internet.

Thesis (Ed. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 194-202).

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 3, 2006. Dissertation Committee: James C. Palmer (chair), Carolyn Bartlett, Edward R. Hines, George Padavil, William Tolone, David Tucker. Includes bibliographical references (leaves 160-170) and abstract. Also available in print.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references. Also available in print.

abstract: Focus has turned to the experiences of new transfer students in four-year institutions partially because of the mandate from President Obama for there to be more college graduates. Though transfer students are familiar with being college students, they still may not be accustomed to their new four-year institutions. At the time of this action research study, there were a very limited number of events to welcome new transfer students to the Arizona State University (ASU) Tempe campus. The purpose of this study was to create knowledge about the transition process of new transfer students to the Tempe campus. I worked with current transfer students to design a welcome event called Transfer Connections. By using a mixed methods design guided by retention and transition theories, a pre- and post-survey, individual interviews, and a focus group, I sought to answer questions about their transition process. In order to answer my research questions, this included exploring whether or not Transfer Connections had an influence on the success strategies they used, the type of support they gained, and their levels of feeling like they mattered. Since this was an action research study, I also explored my role as both a researcher and a practitioner. Results showed students did not learn specific success strategies, though they did learn about resources specific to ASU. The students also gained a level of support through the connections they made with other students. These connections influenced how the students felt they mattered to both ASU and other students. Future iterations of Transfer Connections will include more opportunities for new transfer students to develop connections. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2016

The purpose of this study was to explore whether traditional and nontraditional students who transferred from 2-year to 4-year institutions experienced differences in transfer shock, academic integration, and social integration. A substantial body of knowledge comparing transfer students to native students on transfer shock exists, while only a few qualitative studies have focused on how transfer students experience academic and social integration at the transfer institution. Further, the major studies examining transfer student behavior group all transfer students into a single category by the one thing they share in common- a transition experience. Due to the increasing numbers and diversity of transfer students it is important to examine how their unique characteristics influence transfer and subsequent integration into their new environment. The sample for this study was taken from the Beginning Postsecondary Students Longitudinal Study (BPS: 04/09). The large, nationally representative data set was filtered to include only students who transferred from 2-year institutions to 4-year institutions, creating a much smaller sample of students. The main independent variable in the analyses was age. For this study traditional students were defined as those less than 24 years of age, while nontraditional students were those 24 years or older. Linear regression was used to examine whether traditional and nontraditional students experienced differences in transfer shock, level of academic integration, and level of social integration following transfer. The findings from this study suggest that there is no relationship between age and transfer experiences. Further research is necessary to determine whether the absence of a relationship truly exists or whether the small sample size in this analysis influenced the outcome.

abstract: Transfer students have emerged as a growing student population in higher education. There is a need for higher education professionals to understand the needs of transfer students. In this study, the implemented intervention consisted of restructuring retention programming for first-semester transfer students. This qualitative action research study explored how first-semester transfer students understand and experience academic and social engagement across the semester they participate in retention programming. Students identified perceived barriers and facilitators to engagement. The researcher also examined transfer students’ experiences of the intervention. The findings indicate that students’ understanding of engagement align with their expectations of their first semester and remained consistent throughout the study. One of the biggest perceived barriers to engagement was lack of time. Overall, transfer students found the intervention useful during their transition to a new institution. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019