A Phenomenological Exploration of Faculty Integrating Durable Skills to Prepare Career-Ready Transfer Students

• In Event: Faculty as Teacher-Scholars

Abstract

This qualitative, phenomenological study seeks to address how faculty integrate durable, career-ready skills in supporting transfer students. This study is approached through the lens of Laanan’s Transfer Student Capital framework (Laanan et al., 2010) and Kolb’s experiential learning cycle (Kolb, 1984) to understand how faculty integrate durable skills in order to support transfer student success. The data reveal four emerging themes: 1) teaching and assessment practices, 2) support and advising practices, 3) institutional partnerships, and 4) barriers to integration. Findings support the interplay between pedagogical supports and institutional constraints when integrating durable-skill development within the transfer-student experience.

Author

• Christopher Butcher, Eastern Kentucky University