In recent years attention has been concentrated on the experiences of traditional college students, with very little research or attention on the experiences of transfer students. The purpose of this causal comparative mixed-methods study was to describe the experiences of transfer students who engage in the experiential learning activities of service learning and/or internship activities at a four-year public Hispanic Serving Institution (HSI) in the Inland Empire. Relationships were found between transfer students who participated in service learning and/or internship activities and those transfer students who did not participate in those activities on the following: level of satisfaction with their educational experience, current job/career, and sense of connectedness to the university, and beliefs about how much the university contributed to their acquisition of job- or work-related knowledge and skills. Predominant concepts regarding transfer students' beliefs about what the university could do to help them be successful, were the implementation of a transfer student orientation and creating a transfer student center.
","abstract_html":"<p>In recent years attention has been concentrated on the experiences of traditional college students, with very little research or attention on the experiences of transfer students. The purpose of this causal comparative mixed-methods study was to describe the experiences of transfer students who engage in the experiential learning activities of service learning and/or internship activities at a four-year public Hispanic Serving Institution (HSI) in the Inland Empire. Relationships were found between transfer students who participated in service learning and/or internship activities and those transfer students who did not participate in those activities on the following: level of satisfaction with their educational experience, current job/career, and sense of connectedness to the university, and beliefs about how much the university contributed to their acquisition of job- or work-related knowledge and skills. Predominant concepts regarding transfer students' beliefs about what the university could do to help them be successful, were the implementation of a transfer student orientation and creating a transfer student center.</p>","abstract_has_math":false,"creators":["Stewart-Hattar, Virginia Kay"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Leadership and Curriculum","degree_department":null,"school":null,"contributors":["Donna Schnorr"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T01:53:07Z","subjects":["transfer students","student engagement","service learning","internships","connectedness","Educational Assessment, Evaluation, and Research","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.lib.csusb.edu/etd/430","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Donna Schnorr"]},{"key":"dc:creator","label":"Author","values":["Stewart-Hattar, Virginia Kay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-11-10T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Curriculum"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["transfer students","student engagement","service learning","internships","connectedness","Educational Assessment, Evaluation, and Research","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.lib.csusb.edu/etd/430"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In recent years attention has been concentrated on the experiences of traditional college students, with very little research or attention on the experiences of transfer students. The purpose of this causal comparative mixed-methods study was to describe the experiences of transfer students who engage in the experiential learning activities of service learning and/or internship activities at a four-year public Hispanic Serving Institution (HSI) in the Inland Empire. Relationships were found between transfer students who participated in service learning and/or internship activities and those transfer students who did not participate in those activities on the following: level of satisfaction with their educational experience, current job/career, and sense of connectedness to the university, and beliefs about how much the university contributed to their acquisition of job- or work-related knowledge and skills. Predominant concepts regarding transfer students' beliefs about what the university could do to help them be successful, were the implementation of a transfer student orientation and creating a transfer student center.
"]},{"key":"dc:title","label":"Title","values":["Transfer Student Experiences at a Four-Year University"]}]}],"canonical_facts":{"dc:contributor":["Donna Schnorr"],"dc:creator":["Stewart-Hattar, Virginia Kay"],"dc:date.available":["2016-11-10T08:00:00Z"],"dc:description.abstract":["In recent years attention has been concentrated on the experiences of traditional college students, with very little research or attention on the experiences of transfer students. The purpose of this causal comparative mixed-methods study was to describe the experiences of transfer students who engage in the experiential learning activities of service learning and/or internship activities at a four-year public Hispanic Serving Institution (HSI) in the Inland Empire. Relationships were found between transfer students who participated in service learning and/or internship activities and those transfer students who did not participate in those activities on the following: level of satisfaction with their educational experience, current job/career, and sense of connectedness to the university, and beliefs about how much the university contributed to their acquisition of job- or work-related knowledge and skills. Predominant concepts regarding transfer students' beliefs about what the university could do to help them be successful, were the implementation of a transfer student orientation and creating a transfer student center.
"],"dc:identifier":["https://scholarworks.lib.csusb.edu/etd/430"],"dc:subject":["transfer students","student engagement","service learning","internships","connectedness","Educational Assessment, Evaluation, and Research","Higher Education Administration"],"dc:title":["Transfer Student Experiences at a Four-Year University"],"thesis:degree_discipline":["Educational Leadership and Curriculum"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Educational Leadership"]},"updated_at":"2026-07-24T01:53:07Z"}