United States

transfer students

identity

qualitative

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AAPT SM21

In this talk, we qualitatively analyze physics majors’ identity development as they transfer from a community college to a four-year university. Students in the study attend a large, public four-year university in which a significant fraction of undergraduate physics majors are transfer students. Research participants had previously enrolled in a required 1-credit introduction to the physics major course designed to cultivate community and identity, as well as foster a broad set of physics-related skills. In one-on-one interviews, students discussed their academic and personal experiences before, during, and after their transition from community college to a four-year university. In this talk, we will discuss how their academic and personal experiences as well as their interactions with physics community members shaped their identity development as physics students. We then consider implications for building institutional supports for physics transfer students.

Research on Identity Development Among Physics Transfer Students

technical paper

Gaze data analysis in the interpretation of linear graphs

Research-based Assessment Feedback for Instructors

Roles in Collaborative Introductory Lab Activities

Multilevel Module Analysis of the FCI

Exploring Factors Influencing the Retention of Physics Majors

Identifying Threats and Supports to Self-Efficacy Using Mixed Methods Research

Student Engagement with Modeling in Multiweek Open-Ended Lab Projects

Investigating Impact of Transfer Credits on Time-to-Degree using Regression Models

Narrative Analysis of Two-Year College Transfer Student’s Experiences

Preparing students for impactful careers through context-rich physics learning

https://d3smihljt9218e.cloudfront.net/transcript/20483/subtitle/aaefacc83df02336780fa6891fcee269.vtt

English

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Research on Identity Development Among Physics Transfer Students

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