Abstract
This qualitative, phenomenological study addresses 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 utilize durable skills (e.g., collaboration, problem-solving) to specifically mitigate unique transfer-student challenges such as social isolation and academic integration. 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 support and institutional constraints when integrating durable-skill development within the transfer-student experience.
Recommended Citation
Butcher, Christopher
(2026)
"A Phenomenological Exploration of Faculty Integrating Durable Skills to Prepare Career-Ready Transfer Students,"
Journal of Excellence in College Teaching and Learning: Vol. 22, Article 1.
Available at:
https://encompass.eku.edu/kjectl/vol22/iss1/1
