2026 ASEE Annual Conference & Exposition

Are Transfer Students Thriving? An Analysis of Academic Success of Transfer Students in the First Year Engineering Program

Presented at FPD: Complete Papers - Enhancing Student Success

This evidence-based practice paper examines the success of students who transfer into the First-Year Engineering Program (FEP) within the College of Engineering (CoE) at the University of [redacted]. Transfer students represent an important and growing segment of undergraduate engineering programs nationwide. Upon transferring to a new college or university, these students may encounter challenges such as adapting to a different institutional culture, navigating unfamiliar academic systems, and managing the complexities of credit transfer. Such challenges can contribute to lower retention and graduation rates compared to students who begin as first-time, full-time freshmen at four-year universities. However, with adequate academic support, a strong sense of belonging, and clearly defined goals, transfer students can achieve persistence and graduation outcomes comparable to their first-time freshman peers.

Unlike traditional first-year engineering students who complete a two-course, in-person introductory course sequence, transfer students at the University of [Redacted] enroll in an accelerated online Introduction to Engineering course designed to facilitate their timely transition into their respective engineering departments. This study will analyze retention and graduation rates of these transfer students to better understand patterns of persistence and progression.

Since the establishment of the FEP in 2007, approximately 33% of engineering students have graduated within four years, with five- and six-year graduation rates approaching 50%. This study seeks to compare the academic outcomes of transfer students with those of traditional FEP students to identify factors that influence transfer student success and persistence. Some variables of interest include the number of transferable credits, enrollment status within the College, and term admittance. The findings will provide valuable insights for academic advisors, program administrators, and faculty as they assess the need for enhanced support structures, advising interventions, and targeted programming to facilitate the transition and promote the success of transfer students within the CoE.

Authors

Dr. Heath Aren Schluterman University of Arkansas [biography]

Dr. Heath Schluterman is a Teaching Associate Professor and the Director of the First-Year Engineering Program at the University of Arkansas. Dr. Schluterman completed his B.S. and Ph.D in Chemical Engineering at the University of
Dr. Aysa Galbraith University of Arkansas [biography]

Dr. Aysa Galbraith is a Teaching Associate Professor in the First-Year Engineering Program at the University of Arkansas. She received her PhD in Chemical Engineering from the Chemical and Biomolecular Department at North Carolina State University in 2006. She is responsible for coordinating the First-Year Honors Research Experience, teaching Introduction to Engineering, developing course material, and advising freshmen engineering students.
Mrs. Leslie Bartsch Massey University of Arkansas [biography]

Leslie Massey is an Advanced Instructor in the First-Year Engineering Program and an alumna of the University of Arkansas, holding a Bachelor of Science in Biological Engineering and a Master of Science in Environmental Engineering, and she is a member of the Arkansas Academy of Biological and Agricultural Engineering. After working as a project manager at the Arkansas Water Resources Center for several years, she joined the FEP faculty full time in 2013. She currently teaches various first-year engineering courses, including Introduction to Engineering I and II, and she coordinates the First-Year Honors Innovation Experience, which incorporates students from the Walton College of Business and Fulbright College of Arts and Sciences. She has published more than 20 papers on first-year engineering education. She is certified in Effective College Instruction through ACUE and Academic Life Coaching through Coaching Training EDU. Her awards include the U of A Outstanding Faculty Advisor Award (2023), Fellow of the U of A Teaching Academy (2024), and the College of Engineering Biggadike Teaching Award (2025).
Gretchen Scroggin University of Arkansas [biography]

An Instructor in the First-Year Engineering Program at the University of Arkansas. I teach courses such as Fundamentals of Successes in Engineering Study and Introduction to Engineering I/II.
Latisha Puckett University of Arkansas [biography]

Dr. Latisha Puckett is a Teaching Assistant Professor in the First-Year Engineering Program at the University of Arkansas. She received her Ph.D. in Inorganic Chemistry from the Department of Chemistry and Biochemistry at the University of Arkansas.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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