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Abstract This paper presents a new framework for understanding the relationship between a galaxy and its circumgalactic medium (CGM). It focuses on howimbalancesbetween heating and cooling cause either expansion or contraction of the CGM. It does this by trackingallof the mass and energy associated with a halo’s baryons, including their gravitational potential energy, even if feedback has pushed some of those baryons beyond the halo’s virial radius. We show how a star-forming galaxy’s equilibrium state can be algebraically derived within the context of this framework, and we analyze how the equilibrium star formation rate depends on supernova feedback. We consider the consequences of varying the mass loading parameter ${\eta }_M\equiv {\dot{M}}_{\mathrm{wind}}/{\dot{M}}_{*}$relating a galaxy’s gas mass outflow rate ( ${\dot{M}}_{\mathrm{wind}}$) to its star formation rate ( ${\dot{M}}_{*}$) and obtain results that challenge common assumptions. In particular, we find that equilibrium star formation rates in low-mass galaxies are generally insensitive to mass loading, and when mass loading does matter, increasing it actually results inmorestar formation because more supernova energy is needed to resist atmospheric contraction. 

In this paper, we use narrative analysis to examine the case study of “Nicole” (pseudonym), a student in a science, technology, engineering, and mathematics (STEM) program who transferred from a 2-year college (TYC) to a 4-year college (FYC). We draw from longitudinal qualitative data that follow Nicole’s experience pre- and posttransfer, while acknowledging the impact of her experience at the TYC. We use an anti-deficit lens by highlighting the role of supporting characters for Nicole, especially at the TYC. Narrative analysis of Nicole’s experiences highlights differences in her sense of community at the two different institutions. Organizing our data in these narrative components revealed how impactful supporting characters are in Nicole’s story and how drastically they can shape the outcome of scenes in her story. Instructors and programmatic staff at FYCs who aim to better support transfer students in their transition can learn from the kinds of scenes Nicole cited as helpful in her time at the TYC as well as the FYC. It is our aim in sharing Nicole’s story to provide guidelines for how faculty and program directors could be impactful supporting characters to create welcoming settings for transfer students. 

Nationally, about 80% of two-year college (TYC) students intend to obtain a bachelor's degree; however, only 13% successfully do so. Recently, Governor Gretchen Whitmer joined the Complete College America movement to increase the completion rates of TYC students in the state of Michigan. Here, we use institutional data from Michigan State University (MSU) to explore TYC transfer students pathways through an undergraduate STEM program. We define TYC transfer students as one who transferred at least one credit from any TYC to MSU; 30% of students sitting in a STEM class are TYC transfer students at MSU. In this paper, we describe the assorted degree pathways that TYC transfer students take to complete a bachelor's degree in STEM programs. We also investigate how these pathways change for different race/ethnicity markers 

There remains a great deal of research to do on improving the transfer experience for students transitioning from two-year colleges to four-year colleges. In this paper, we describe data collected from interviewing current students at a large Midwestern research university who are members of a cohort program which will be adapted for transfer students to join. This cohort program is designed to give students – intending to major in the natural sciences, and predominantly from underrepresented backgrounds – support in academics, research experiences, and the social experience of integrating into the university. The interview protocol elicited discussion of these students' self-efficacy to complete their science degrees, navigate the academic requirements, and continue in their chosen life paths, specifically drawing out mastery, vicarious learning, and social persuasion experiences. We will discuss how student experience in the cohort program may support developing self-efficacy in the transfer process.