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Foreword \u2013 Janet L. Marling<\/i>
Introduction: Redefining the Transfer Experience for Successful Career Outcomes \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
1) Understanding the Career Development Needs of Students Who Transfer \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
2) Transfer Nation: A Digital Community in Support of Transfer \u2013 Heather Adams<\/i>
3) Navigating Unfamiliar Spaces: My Voice As a Student Who Transferred and a Professional Advisor of Transfers \u2013 Priscilla Vallejo
4) A Case for Life Design: An Innovative Seminar To Foster Success for Students Who Transfer Through Career Exploration, Agency, and Readiness \u2013 Heather A. Butler and Marc C. Hunsaker<\/i>
5) Career Pathways by Design: An Innovative Framework to Enhance Professional Preparation for STEM Students Who Transfer \u2013 Kerin Hilker-Balkissoon and Padmanabhan Seshaiyer<\/i>
6) The Impact of Early and Integrated Career Support for Students Who Transfer \u2013 Miranda Atkinson and Rachel Allen<\/i>
7) \u201cThis Sounds Just Like Me\u201d: Higher Education-Nonprofit Partnership Offers Targeted Supports To Help Launch the Careers of Students Who Transfer \u2013 Aim\u00e9e Eubanks Davis<\/i>
8) UCLA\u2019s Career Programming for Students Who Transfer \u2013 Alejandra De Alba and Heather Adams<\/i>
9) Lasting Impressions: Why Immediate Support Has Long-Term Career Impact \u2013 Tasia Cerezo<\/i>
10) The Impact of Forced Transfer on Students\u2019 College Transition \u2013 Heather N. Maietta<\/i>
11) Students Who Transfer and Their Utilization of Career Services: Using Big Data To Establish Connections to Student Success \u2013 Everett Weber and Philip D. Gardner<\/i>
12) Adult Learners: Invisible Among Students Who Transfer \u2013 Philip D. Gardner, Heather N. Maietta, and Niki Perkins<\/i>
Concluding Thoughts: Strengthening the Transfer Process by Scaling Better Practices: Collaborate on Data Collection, Co-Create With Career Services, and Drive Professional Readiness \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
About the Authors
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Foreword \u2013 Janet L. Marling<\/i>
Introduction: Redefining the Transfer Experience for Successful Career Outcomes \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
1) Understanding the Career Development Needs of Students Who Transfer \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
2) Transfer Nation: A Digital Community in Support of Transfer \u2013 Heather Adams<\/i>
3) Navigating Unfamiliar Spaces: My Voice As a Student Who Transferred and a Professional Advisor of Transfers \u2013 Priscilla Vallejo
4) A Case for Life Design: An Innovative Seminar To Foster Success for Students Who Transfer Through Career Exploration, Agency, and Readiness \u2013 Heather A. Butler and Marc C. Hunsaker<\/i>
5) Career Pathways by Design: An Innovative Framework to Enhance Professional Preparation for STEM Students Who Transfer \u2013 Kerin Hilker-Balkissoon and Padmanabhan Seshaiyer<\/i>
6) The Impact of Early and Integrated Career Support for Students Who Transfer \u2013 Miranda Atkinson and Rachel Allen<\/i>
7) \u201cThis Sounds Just Like Me\u201d: Higher Education-Nonprofit Partnership Offers Targeted Supports To Help Launch the Careers of Students Who Transfer \u2013 Aim\u00e9e Eubanks Davis<\/i>
8) UCLA\u2019s Career Programming for Students Who Transfer \u2013 Alejandra De Alba and Heather Adams<\/i>
9) Lasting Impressions: Why Immediate Support Has Long-Term Career Impact \u2013 Tasia Cerezo<\/i>
10) The Impact of Forced Transfer on Students\u2019 College Transition \u2013 Heather N. Maietta<\/i>
11) Students Who Transfer and Their Utilization of Career Services: Using Big Data To Establish Connections to Student Success \u2013 Everett Weber and Philip D. Gardner<\/i>
12) Adult Learners: Invisible Among Students Who Transfer \u2013 Philip D. Gardner, Heather N. Maietta, and Niki Perkins<\/i>
Concluding Thoughts: Strengthening the Transfer Process by Scaling Better Practices: Collaborate on Data Collection, Co-Create With Career Services, and Drive Professional Readiness \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
About the Authors
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Millions of students rely on the transfer function of community colleges and two-year schools to earn bachelor\u2019s degrees. Yet, low student transfer and bachelor\u2019s degree completion rates indicate a leaky transfer pipeline. Given the growing interest and increase in transfer and transfer-intending students across the postsecondary landscape and the longstanding degree completion challenges these students often face, institutional leaders and staff must understand how they can best support transfer students and bolster their persistence. For this reason, the National Resource Center for The First-Year Experience and Students in Transition created the inaugural National Study of Transfer Student Initiatives.
This report details the results from the 2021 National Study of Transfer Student Initiatives and is intended to provide leaders, researchers, and policymakers with a national overview of transfer-related policies, practices, and procedures as well as institutional and bureaucratic barriers to their development, coordination, and implementation. In addition, it prompts discussions for leaders and staff as they consider how transfer-related efforts may be improved to better meet the needs of students.","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"04","attributes":"","options":[]},"Text":{"value":"Tables and Figures
Acknowledgements
Introduction
Understanding the Landscape of Transfer Support: Results from the 2021 National Study of Transfer Student Initiatives
Future Directions and Considerations
Appendix A: Survey Instrument: 2021 National Survey of Transfer Student Initiatives
Appendix B: Subset of Institutions Participating in the 2021 National Survey of Transfer Student Initiatives
Appendix C: Response Frequencies from the 2021 National Survey of Transfer Student Initiatives
References
About the Authors","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"13","attributes":"","options":[]},"Text":{"value":"Catherine 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This report details the results from the 2021 National Study of Transfer Student Initiatives and is intended to provide leaders, researchers, and policymakers with a national overview of transfer-related policies, practices, and procedures as well as institutional and bureaucratic barriers to their development, coordination, and implementation. In addition, it prompts discussions for leaders and staff as they consider how transfer-related efforts may be improved to better meet the needs of students.","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"04","attributes":"","options":[]},"Text":{"value":"Tables and Figures
Acknowledgements
Introduction
Understanding the Landscape of Transfer Support: Results from the 2021 National Study of Transfer Student Initiatives
Future Directions and Considerations
Appendix A: Survey Instrument: 2021 National Survey of Transfer Student Initiatives
Appendix B: Subset of Institutions Participating in the 2021 National Survey of Transfer Student Initiatives
Appendix C: Response Frequencies from the 2021 National Survey of Transfer Student Initiatives
References
About the Authors","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"13","attributes":"","options":[]},"Text":{"value":"Catherine 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This evolution is spurred by increased accountability and realizations that decision-making requires insights gleaned through data, preferably collected over time, and triangulated across multiple methods. The audience for this publication includes program coordinators, department heads, data analysts, and institutional leadership across different institutional types and sizes. Individuals with varying levels of data expertise can also benefit from this guide as the information is designed for cross-functional teams and extends beyond an individual role.
\r\nA major goal of this guide is to provide resources and direction for how to facilitate data quality evaluations at the readers' respective campuses or organizations. Another, equally important, aim is for institutions to build capacity for data collection,\r\ncommunication of results, and associated best practices, including establishing key partnerships that will support current and future data-focused projects. Data sources and technology platforms may have increased substantially over time. However, the method by which campuses connect information, particularly student-level data, in consistent fashion is far less developed. This publication addresses some of the prevailing challenges in continuing to move the needle on data audit best practices. It also provides recommended activities to advance readers' understanding and application of successful data quality evaluation strategies.","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"04","attributes":"","options":[]},"Text":{"value":"About This Guide
How to Use This Guide
Glossary of Terms
Key Terms
Putting Concepts Into Practice
Why Conduct a Data Quality Evaluation?
Data Quality Evaluation Conceptual Framework
Readiness: Planning and Preparation Stages
Data Readiness Checklist
Time and Resources
Key Stakeholders
Support for Completion\/Commitment to Actions
Examination: Review and Access to Data Sources
Data Quality Evaluation Activity
Interpretation: Findings and Action Steps
Analysis of Data Quality Evaluation and Development of Procedures
Communication of Data Quality Evaluation Findings
Commitment to Resources to Support Data
Cultures and Implementation Stages
Frequency of Data Quality Evaluations
Realistic Approach
Recommended Literature\/Best Practices
Higher Education Data Resources
Conclusion
References
Appendix A
Appendix B
About the Authors
About the Publisher
Institutional 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Part 1 \u2013 Framing the Results: Background and Context of the Report<\/b>
1) Introduction and Overview of the US Administration of the 2023 International Survey of Peer Leaders
2) Peer Leadership: A High-Impact Practice that Addresses Contemporary Concerns in Higher Education
Part 2 \u2013 Evidence of the (High) Impact of Peer Leadership: Key Functional Areas in Higher Education<\/b>
3) Peer Leadership in Orientation
4) Are Times A-Changing? The Complicated Role of the Resident Assistant as Peer Leader
5) Peer Leadership in the First-Year Experience: A Pathway Toward Belonging
6) Peer Advising and Peer Advisors
7) The Impact of Peer Leadership in Supplemental Instruction
8) Peer Leadership and Sense of Belonging in Campus Activities
Part 3 \u2013 Conclusion: Tying it all Together<\/b>
9) Conclusion: Charting a Path Forward
Appendix A: International Survey of Peer Leaders \u2013 US 2022-23 Administration Survey Methods
Appendix B: International Survey of Peer Leaders Student Questionnaire - United States
Appendix C: List of Institutions Participating in the 2022-23 US Administration of the International Survey of Peer Leaders
Appendix D: International Survey of Peer Leaders \u2013 US Participant Demographic Profile
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Part 1 \u2013 Framing the Results: Background and Context of the Report<\/b>
1) Introduction and Overview of the US Administration of the 2023 International Survey of Peer Leaders
2) Peer Leadership: A High-Impact Practice that Addresses Contemporary Concerns in Higher Education
Part 2 \u2013 Evidence of the (High) Impact of Peer Leadership: Key Functional Areas in Higher Education<\/b>
3) Peer Leadership in Orientation
4) Are Times A-Changing? The Complicated Role of the Resident Assistant as Peer Leader
5) Peer Leadership in the First-Year Experience: A Pathway Toward Belonging
6) Peer Advising and Peer Advisors
7) The Impact of Peer Leadership in Supplemental Instruction
8) Peer Leadership and Sense of Belonging in Campus Activities
Part 3 \u2013 Conclusion: Tying it all Together<\/b>
9) Conclusion: Charting a Path Forward
Appendix A: International Survey of Peer Leaders \u2013 US 2022-23 Administration Survey Methods
Appendix B: International Survey of Peer Leaders Student Questionnaire - United States
Appendix C: List of Institutions Participating in the 2022-23 US Administration of the International Survey of Peer Leaders
Appendix D: International Survey of Peer Leaders \u2013 US Participant Demographic Profile
About the Editors","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"13","attributes":"","options":[]},"Text":{"value":"Bryce D. 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Foreword \u2013 Janet L. Marling<\/i>
Introduction: Redefining the Transfer Experience for Successful Career Outcomes \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
1) Understanding the Career Development Needs of Students Who Transfer \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
2) Transfer Nation: A Digital Community in Support of Transfer \u2013 Heather Adams<\/i>
3) Navigating Unfamiliar Spaces: My Voice As a Student Who Transferred and a Professional Advisor of Transfers \u2013 Priscilla Vallejo
4) A Case for Life Design: An Innovative Seminar To Foster Success for Students Who Transfer Through Career Exploration, Agency, and Readiness \u2013 Heather A. Butler and Marc C. Hunsaker<\/i>
5) Career Pathways by Design: An Innovative Framework to Enhance Professional Preparation for STEM Students Who Transfer \u2013 Kerin Hilker-Balkissoon and Padmanabhan Seshaiyer<\/i>
6) The Impact of Early and Integrated Career Support for Students Who Transfer \u2013 Miranda Atkinson and Rachel Allen<\/i>
7) \u201cThis Sounds Just Like Me\u201d: Higher Education-Nonprofit Partnership Offers Targeted Supports To Help Launch the Careers of Students Who Transfer \u2013 Aim\u00e9e Eubanks Davis<\/i>
8) UCLA\u2019s Career Programming for Students Who Transfer \u2013 Alejandra De Alba and Heather Adams<\/i>
9) Lasting Impressions: Why Immediate Support Has Long-Term Career Impact \u2013 Tasia Cerezo<\/i>
10) The Impact of Forced Transfer on Students\u2019 College Transition \u2013 Heather N. Maietta<\/i>
11) Students Who Transfer and Their Utilization of Career Services: Using Big Data To Establish Connections to Student Success \u2013 Everett Weber and Philip D. Gardner<\/i>
12) Adult Learners: Invisible Among Students Who Transfer \u2013 Philip D. Gardner, Heather N. Maietta, and Niki Perkins<\/i>
Concluding Thoughts: Strengthening the Transfer Process by Scaling Better Practices: Collaborate on Data Collection, Co-Create With Career Services, and Drive Professional Readiness \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
About the Authors
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and director of the Collegiate Employment Research Institute, where he actively researched issues related to college and work. His work includes investigating and advocating the T- professi
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onal model as a means to reimagine undergraduate education. Philip served as a Fulbright specialist to New Zealand in work-integrated learning, recognized by the Cooperative Education Internship Association and the World Association of Cooperative Education in understanding and advancing work-integrated learning. He was recently elected to the Academy of Fellows of the National Association of Colleges and Employers.","attributes":"","options":[]},"SystemData":[{"value":{"dateCreated":{"value":"2026-05-28 15-28-48","attributes":"","options":[]},"dateUpdated":{"value":"2026-05-28 15-28-48","attributes":"","options":[]},"AuthorGuid":{"value":"752daf6a-7773-4471-bcd3-55358302934f","attributes":"","options":[]}},"attributes":"","options":[]}]},"attributes":"","options":[]}],"EditionNumber":{"value":"1","attributes":"","options":[]},"Language":[{"value":{"LanguageRole":{"value":"01","attributes":"","options":[]},"LanguageCode":{"value":"eng","attributes":"","options":[]}},"attributes":"","options":[]}],"NumberOfPages":{"value":"298","attributes":"","options":[]},"Extent":[{"value":{"ExtentType":{"value":"05","attributes":"","options":[]},"ExtentValue":{"value":"298","attributes":"","options":[]},"ExtentUnit":{"value":"03","attributes":"","options":[]}},"attributes":"","options":[]}],"MainSubject":[{"value":{"MainSubjectSchemeIdentifier":{"value":"10","attributes":"","options":[]},"SubjectCode":{"value":"EDU015000","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"MainSubjectSchemeIdentifier":{"value":"10","attributes":"","options":[]},"SubjectCode":{"value":"EDU031000","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"MainSubjectSchemeIdentifier":{"value":"10","attributes":"","options":[]},"SubjectCode":{"value":"EDU046000","attributes":"","options":[]}},"attributes":"","options":[]}],"Subject":[{"value":{"SubjectSchemeIdentifier":{"value":"24","attributes":"","options":[]},"SubjectSchemeName":{"value":"BOOKSTORE_TOPIC","attributes":"","options":[]},"SubjectCode":{"value":"Higher Education","attributes":"","options":[]},"SubjectHeadingText":{"value":"Students in Transition","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"SubjectSchemeIdentifier":{"value":"24","attributes":"","options":[]},"SubjectSchemeName":{"value":"BOOKSTORE_TOPIC","attributes":"","options":[]},"SubjectCode":{"value":"Higher Education","attributes":"","options":[]},"SubjectHeadingText":{"value":"Academic & Career Advising","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"SubjectSchemeIdentifier":{"value":"24","attributes":"","options":[]},"SubjectSchemeName":{"value":"BOOKSTORE_TOPIC","attributes":"","options":[]},"SubjectCode":{"value":"Higher Education","attributes":"","options":[]},"SubjectHeadingText":{"value":"Career Counseling","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"SubjectSchemeIdentifier":{"value":"20","attributes":"","options":[]},"SubjectHeadingText":{"value":"transfer students; career development; career counseling; academic advising; professional development","attributes":"","options":[]}},"attributes":"","options":[]}],"Audience":[{"value":{"AudienceCodeType":{"value":"01","attributes":"","options":[]},"AudienceCodeValue":{"value":"06","attributes":"","options":[]}},"attributes":"","options":[]}],"OtherText":[{"value":{"TextTypeCode":{"value":"03","attributes":"","options":[]},"Text":{"value":"Transfer students face a unique set of challenges when trying to get acclimated to their new environment. In the current transfer literature, there is an absence of career development in all its forms including career resources, career advising, career coaching\/counseling, professional readiness, and job search strategizing. Ensuring Success for Students Who Transfer: The Importance of Career and Professional Development<\/i> works to fill this void.
This publication presents anecdotal and data-driven evidence of career development and professional readiness being infused at various universities to offset the i
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mperceptible career voice in current transfer literature.","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"04","attributes":"","options":[]},"Text":{"value":"Tables and Figures
Foreword \u2013 Janet L. Marling<\/i>
Introduction: Redefining the Transfer Experience for Successful Career Outcomes \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
1) Understanding the Career Development Needs of Students Who Transfer \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
2) Transfer Nation: A Digital Community in Support of Transfer \u2013 Heather Adams<\/i>
3) Navigating Unfamiliar Spaces: My Voice As a Student Who Transferred and a Professional Advisor of Transfers \u2013 Priscilla Vallejo
4) A Case for Life Design: An Innovative Seminar To Foster Success for Students Who Transfer Through Career Exploration, Agency, and Readiness \u2013 Heather A. Butler and Marc C. Hunsaker<\/i>
5) Career Pathways by Design: An Innovative Framework to Enhance Professional Preparation for STEM Students Who Transfer \u2013 Kerin Hilker-Balkissoon and Padmanabhan Seshaiyer<\/i>
6) The Impact of Early and Integrated Career Support for Students Who Transfer \u2013 Miranda Atkinson and Rachel Allen<\/i>
7) \u201cThis Sounds Just Like Me\u201d: Higher Education-Nonprofit Partnership Offers Targeted Supports To Help Launch the Careers of Students Who Transfer \u2013 Aim\u00e9e Eubanks Davis<\/i>
8) UCLA\u2019s Career Programming for Students Who Transfer \u2013 Alejandra De Alba and Heather Adams<\/i>
9) Lasting Impressions: Why Immediate Support Has Long-Term Career Impact \u2013 Tasia Cerezo<\/i>
10) The Impact of Forced Transfer on Students\u2019 College Transition \u2013 Heather N. Maietta<\/i>
11) Students Who Transfer and Their Utilization of Career Services: Using Big Data To Establish Connections to Student Success \u2013 Everett Weber and Philip D. Gardner<\/i>
12) Adult Learners: Invisible Among Students Who Transfer \u2013 Philip D. Gardner, Heather N. Maietta, and Niki Perkins<\/i>
Concluding Thoughts: Strengthening the Transfer Process by Scaling Better Practices: Collaborate on Data Collection, Co-Create With Career Services, and Drive Professional Readiness \u2013 Heather N. Maietta and Philip D. Gardner<\/i>
About the Authors
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Understanding the Landscape of Transfer Support: Results from the 2021 National Study of Transfer Student Initiatives
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Appendix A: Survey Instrument: 2021 National Survey of Transfer Student Initiatives
Appendix B: Subset of Institutions Participating in the 2021 National Survey of Transfer Student Initiatives
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Acknowledgements
Introduction
Understanding the Landscape of Transfer Support: Results from the 2021 National Study of Transfer Student Initiatives
Future Directions and Considerations
Appendix A: Survey Instrument: 2021 National Survey of Transfer Student Initiatives
Appendix B: Subset of Institutions Participating in the 2021 National Survey of Transfer Student Initiatives
Appendix C: Response Frequencies from the 2021 National Survey of Transfer Student Initiatives
References
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This evolution is spurred by increased accountability and realizations that decision-making requires insights gleaned through data, preferably collected over time, and triangulated across multiple methods. The audience for this publication includes program coordinators, department heads, data analysts, and institutional leadership across different institutional types and sizes. Individuals with varying levels of data expertise can also benefit from this guide as the information is designed for cross-functional teams and extends beyond an individual role.
\r\nA major goal of this guide is to provide resources and direction for how to facilitate data quality evaluations at the readers' respective campuses or organizations. Another, equally important, aim is for institutions to build capacity for data collection,\r\ncommunication of results, and associated best practices, including establishing key partnerships that will support current and future data-focused projects. Data sources and technology platforms may have increased substantially over time. However, the method by which campuses connect information, particularly student-level data, in consistent fashion is far less developed. This publication addresses some of the prevailing challenges in continuing to move the needle on data audit best practices. It also provides recommended activities to advance readers' understanding and application of successful data quality evaluation strategies.","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"04","attribute
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How to Use This Guide
Glossary of Terms
Key Terms
Putting Concepts Into Practice
Why Conduct a Data Quality Evaluation?
Data Quality Evaluation Conceptual Framework
Readiness: Planning and Preparation Stages
Data Readiness Checklist
Time and Resources
Key Stakeholders
Support for Completion\/Commitment to Actions
Examination: Review and Access to Data Sources
Data Quality Evaluation Activity
Interpretation: Findings and Action Steps
Analysis of Data Quality Evaluation and Development of Procedures
Communication of Data Quality Evaluation Findings
Commitment to Resources to Support Data
Cultures and Implementation Stages
Frequency of Data Quality Evaluations
Realistic Approach
Recommended Literature\/Best Practices
Higher Education Data Resources
Conclusion
References
Appendix A
Appendix B
About the Authors
About the Publisher
Institutional 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The authors contend that while previous theorizations have helped move the practice of supporting student success forward through the latter half of the twentieth century, earlier conceptualizations and models have led to an inconsistent and incomplete picture of students\u2019 experiences in transition. The book offers both a review and critique of current models of transition and then develops a new conceptual viewpoint based in the ideas of situated learning and transitions as becoming. The second half of the book is dedicated to using this new theoretical perspective to illustrate how higher education professionals can create conditions to support students in transition more intentionally, with a particular view toward supporting historically marginalized students, including racially and ethnically minoritized students, first-generation students, and post-traditional students.","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"04","attributes":"","options":[]},"Text":{"value":"Part 1: Building a Case for a Reimagining of Transitions<\/b>
1. Why Rethinking Transitions Matters<\/a>
2. What Do We Mean by \u201cTransition\u201d?
Part 2: Outlining a New Theoretical Point of View on Transitions<\/b>
3. Laying Theoretical Foundations: Transitions-as-Becoming and Situated Learning
4. Framing the Theory: Community, Participation, and Becoming in Transitions
Part 3: Connection, Applications, Implications, and Expansions<\/b>
5. Theory and Practice
6. Practical Starting Points for Experimentation with Becoming: Relationships, Reflection, and Risk
7. Implications for Institutional Leaders
Part 4: Charting a Path Forward<\/b>
8. Past, Present, and Future of Rethinking Transition Theory: Reflection, Integration, New Directions
References<\/b>
About the Authors <\/b>
Index<\/b>","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"13","attributes":"","options":[]},"Text":{"value":"Dallin George Young","attributes":"","options":[]}},"attributes":"","options":[]}],"MediaFile":[{"value":{"MediaFileTypeCode":{"value":"07","attributes":"","options":[]},"MediaFileLinkTypeCode":{"value":"01","attributes":"","options":[]},"MediaFileLink":{"value":"http:\/\/booksb2bportal.com\/covers\/31\/9781942072706_S.jpg","attributes":"","options":[]},"TextWithDownload":{"value":"S","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"MediaFileTypeCode":{"value":"04","attributes":"","options":[]},"MediaFileLinkTypeCode":{"value":"01","attributes":"","options":[]},"MediaFileLink":{"value":"http:\/\/booksb2bportal.com\/covers\/31\/9781942072706_M.jpg","attributes":"","options":[]},"TextWithDownload":{"value":"M","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"MediaFileTypeCode":{"value":"06","attributes":"","options":[]},"MediaF
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2000
oming Can Help Higher Education Deliver on its Promise, <\/i>presents a reimagined theory of student transitions in college. The authors contend that while previous theorizations have helped move the practice of supporting student success forward through the latter half of the twentieth century, earlier conceptualizations and models have led to an inconsistent and incomplete picture of students\u2019 experiences in transition. The book offers both a review and critique of current models of transition and then develops a new conceptual viewpoint based in the ideas of situated learning and transitions as becoming. The second half of the book is dedicated to using this new theoretical perspective to illustrate how higher education professionals can create conditions to support students in transition more intentionally, with a particular view toward supporting historically marginalized students, including racially and ethnically minoritized students, first-generation students, and post-traditional students.","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"04","attributes":"","options":[]},"Text":{"value":"Part 1: Building a Case for a Reimagining of Transitions<\/b>
1. Why Rethinking Transitions Matters<\/a>
2. What Do We Mean by \u201cTransition\u201d?
Part 2: Outlining a New Theoretical Point of View on Transitions<\/b>
3. Laying Theoretical Foundations: Transitions-as-Becoming and Situated Learning
4. Framing the Theory: Community, Participation, and Becoming in Transitions
Part 3: Connection, Applications, Implications, and Expansions<\/b>
5. Theory and Practice
6. Practical Starting Points for Experimentation with Becoming: Relationships, Reflection, and Risk
7. Implications for Institutional Leaders
Part 4: Charting a Path Forward<\/b>
8. Past, Present, and Future of Rethinking Transition Theory: Reflection, Integration, New Directions
References<\/b>
About the Authors <\/b>
Index<\/b>","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"13","attributes":"","options":[]},"Text":{"value":"Dallin George 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Toward Peer Leadership as a High Impact Practice: Insights from the U.S. Data in the 2023 International Survey of Peer Leaders<\/i> contributes to the academic scholarship on peer leadership through the recent collection of over 1,500 student responses on their experiences as peer leaders. This report looks at peer leadership as a high-impact practice, examines the equity and access to participation in peer leadership, and explores key questions for practitioners looking to implement, refine, or assess their peer leadership programs, as well as for researchers with an interest in drawing findings of this survey for their work.","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"04","attributes":"","options":[]},"Text":{"value":"Tables and Figures
Part 1 \u2013 Framing the Results: Background and Context of the Report<\/b>
1) Introduction and Overview of the US Administration of the 2023 International Survey of Peer Leaders
2) Peer Leadership: A High-Impact Practice that Addresses Contemporary Concerns in Higher Education
Part 2 \u2013 Evidence of the (High) Impact of Peer Leadership: Key Functional Areas in Higher Education<\/b>
3) Peer Leadership in Orientation
4) Are Times A-Changing? The Complicated Role of the Resident Assistant as Peer Leader
5) Peer Leadership in the First-Year Experience: A Pathway Toward Belonging
6) Peer Advising and Peer Advisors
7) The Impact of Peer Leadership in Supplemental Instruction
8) Peer Leadership and Sense of Belonging in Campus Activities
Part 3 \u2013 Conclusion: Tying it all Together<\/b>
9) Conclusion: Charting a Path Forward
Appendix A: International Survey of Peer Leaders \u2013 US 2022-23 Administration Survey Methods
Appendix B: International Survey of Peer Leaders Student Questionnaire - United States
Appendix C: List of Institutions Participating in the 2022-23 US Administration of the International Survey of Peer Leaders
Appendix D: International Survey of Peer Leaders \u2013 US Participant Demographic Profile
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Although the structure and administration of peer leader programs varies depending on the unique needs and features of a particular college or university, there is a commonality across peer leaders and their experiences. In short, peer leadership has a triple-impact in that it benefits student recipients, the institution, and the peer leaders themselves.
Toward Peer Leadership as a High Impact Practice: Insights from the U.S. Data in the 2023 International Survey of Peer Leaders<\/i> contributes to the academic scholarship on peer leadership through the recent collection of over 1,500 student responses on their experiences as peer leaders. This report looks at peer leadership as a high-impact practice, examines the equity and access to participation in peer leadership, and explores key questions for practitioners looking to implement, refine, or assess their peer leadership programs, as well as for researchers with an interest in drawing findings of this survey for their work.","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"04","attributes":"","options":[]},"Text":{"value":"Tables and Figures
Part 1 \u2013 Framing the Results: Background and Context of the Report<\/b>
1) Introduction and Overview of the US Administration of the 2023 International Survey of Peer Leaders
2) Peer Leadership: A High-Impact Practice that Addresses Contemporary Concerns in Higher Education
Part 2 \u2013 Evidence of the (High) Impact of Peer Leadership: Key Functional Areas in Higher Education<\/b>
3) Peer Leadership in Orientation
4) Are Times A-Changing? The Complicated Role of the Resident Assistant as Peer Leader
5) Peer Leadership in the First-Year Experience: A Pathway Toward Belonging
6) Peer Advising and Peer Advisors
7) The Impact of Peer Leadership in Supplemental Instruction
8) Peer Leadership and Sense of Belonging in Campus Activities
Part 3 \u2013 Conclusion: Tying it all Together<\/b>
9) Conclusion: Charting a Path Forward
Appendix A: International Survey of Peer Leaders \u2013 US 2022-23 Administration Survey Methods
Appendix B: International Survey of Peer Leaders Student Questionnaire - United States
Appendix C: List of Institutions Participating in the 2022-23 US Administration of the International Survey of Peer Leaders
Appendix D: International Survey of Peer Leaders \u2013 US Participant Demographic Profile
About the Editors","attributes":"","options":[]}},"attributes":"","options":[]},{"value":{"TextTypeCode":{"value":"13","attributes":"","options":[]},"Text":{"value":"Bryce D. 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