Enhancing Enhancing Transfer Transfer

Student SuccessStudent Success

George D. KuhGeorge D. KuhIndiana UniversityIndiana University

January 2004January 2004

We all want the same thing—We all want the same thing—an undergraduate experience an undergraduate experience that results in high levels of that results in high levels of learning and personal learning and personal development for all students.development for all students.

The ChallengeThe Challenge

There’s too much at stake to There’s too much at stake to assume students are doing assume students are doing the things that lead to high the things that lead to high levels of learning and levels of learning and personal development.personal development.

We can’t leave We can’t leave serendipity to chanceserendipity to chance

Advance OrganizersAdvance Organizers

1.1. What can we do individually What can we do individually and collectively to enhance and collectively to enhance transfer student success? transfer student success?

2.2. How do we get transfer How do we get transfer students to take greater students to take greater advantage of their school’s advantage of their school’s resources for learning? resources for learning?

OverviewOverview

What the Research Says About What the Research Says About Student Success Student Success

Effective Educational Effective Educational Practice Practice

Selected NSSE FindingsSelected NSSE Findings Transfer Friendly Schools Transfer Friendly Schools

What Matters What Matters to Student Successto Student Success

Lessons from the researchLessons from the research

Lessons From the ResearchLessons From the Research

What matters more to desired What matters more to desired outcomes is what students outcomes is what students dodo, , not who they arenot who they are

A key factor for student learning A key factor for student learning is the is the quality of effortquality of effort students students devote to educationally devote to educationally purposeful activitiespurposeful activities

What What ReallyReally Matters in College: Matters in College: Student EngagementStudent Engagement

““The research is unequivocal: The research is unequivocal: students who are actively involved students who are actively involved in both academic and out-of-class in both academic and out-of-class activities gain more from the activities gain more from the college experience than those who college experience than those who are not so involved.”are not so involved.”

Ernest T. Pascarella & Patrick T. Terenzini, Ernest T. Pascarella & Patrick T. Terenzini, How College Affects StudentsHow College Affects Students

Engagement, grades, Engagement, grades, and persistence go and persistence go hand in handhand in hand

Lessons From the ResearchLessons From the Research

What matters most is what What matters most is what students do, not who they arestudents do, not who they are

A key factor is the quality of effort A key factor is the quality of effort students expendstudents expend

Educationally effective institutions Educationally effective institutions channel student energy toward the channel student energy toward the right activitiesright activities

Two Components of Two Components of Student EngagementStudent Engagement

What students do -- time and What students do -- time and energy devoted to educationally energy devoted to educationally purposeful activitiespurposeful activities

What institutions do -- using What institutions do -- using effective educational practices effective educational practices to induce students to do the to induce students to do the right thingsright things

Principles for Good Practice in Principles for Good Practice in Undergraduate EducationUndergraduate Education

(Chickering & Gamson, 1987)(Chickering & Gamson, 1987)

Student-faculty contactStudent-faculty contact Active learningActive learning Prompt feedbackPrompt feedback Time on taskTime on task High expectationsHigh expectations Respect for diverse learning Respect for diverse learning

stylesstyles Cooperation among studentsCooperation among students

Student Engagement QuizStudent Engagement Quiz

What percent of full-time What percent of full-time senior transfer students senior transfer students study two hours or more for study two hours or more for every hour in class?every hour in class?(a) 13% (b) 20% (c) 31% (d) (a) 13% (b) 20% (c) 31% (d) 39% (e) 49%39% (e) 49%

a.a. 13%13% (Starters – 13%)

Student Engagement QuizStudent Engagement Quiz

What percent of senior What percent of senior transfer students transfer students nevernever did did community service or community service or volunteer work during volunteer work during college? college?

(a) 14% (b) 19% (c) 30% (d) (a) 14% (b) 19% (c) 30% (d) 37% (e) 45%37% (e) 45%

e.e. 45%45% (starters – 29%)(starters – 29%)

Student Engagement QuizStudent Engagement Quiz

What percent of senior What percent of senior transfer students transfer students nevernever worked with a faculty worked with a faculty member on activities other member on activities other than coursework? than coursework?

(a) 14% (b) 29% (c) 39% (d) (a) 14% (b) 29% (c) 39% (d) 46% (e) 59%46% (e) 59%

e.e. 59%% (starters – 39%)(starters – 39%)

Student Engagement QuizStudent Engagement Quiz

True or false?True or false?

Senior transfers are more Senior transfers are more likely to come to class likely to come to class unprepared than starters. unprepared than starters.

False False (only 17% vs 24% of (only 17% vs 24% of starters are “frequently” starters are “frequently” unprepared)unprepared)

Evidence of Evidence of Student EngagementStudent Engagement

To what extent do To what extent do transfer students transfer students engage in engage in effective effective educational educational practices?practices?

National Survey of National Survey of Student EngagementStudent Engagement(pronounced “nessie”)(pronounced “nessie”)

Community College Community College Survey of Student Survey of Student EngagementEngagement(pronounced “sessie”)(pronounced “sessie”)

College student surveys that assess College student surveys that assess the extent to which students engage the extent to which students engage in educational practices associated in educational practices associated with high levels of learning and with high levels of learning and developmentdevelopment

NSSE Project ScopeNSSE Project Scope

435,000 students from 730 435,000 students from 730 different schools different schools

58% of 4-yr undergraduate FTE 58% of 4-yr undergraduate FTE

50 states, Puerto Rico50 states, Puerto Rico

50+ consortia50+ consortia

The College Student ReportThe College Student Report

Student Behaviors

Institutional Actions & Requirements

Reactions to College

Student BackgroundInformation

Student Learning &

Development

NSSENSSE

www.iub.edu/~nsse

NSSENSSE

www.iub.edu/~nsse

NSSENSSE

www.iub.edu/~nsse

NSSENSSE

www.iub.edu/~nsse

NSSE BenchmarksNSSE Benchmarks

Level of Level of Academic Academic ChallengeChallenge

Active & Active & Collaborative Collaborative

LearningLearning

EnrichingEnrichingEducational Educational ExperiencesExperiences

SupportiveSupportiveCampusCampus

EnvironmentEnvironment

StudentStudentFaculty Faculty

InteractionInteraction

Academic ChallengeAcademic Challenge

Temple University Temple University undergraduates complete undergraduates complete five writing-intensive five writing-intensive courses, including a courses, including a capstone writing experience capstone writing experience in the major.in the major.

Active & Collaborative Learning Active & Collaborative Learning

University of Texas at El University of Texas at El Paso uses learning Paso uses learning communities and course-communities and course-based service learning and based service learning and volunteerism to actively volunteerism to actively engage its mostly commuter, engage its mostly commuter, first-generation students.first-generation students.

Student-Faculty InteractionStudent-Faculty Interaction

University of Kansas University of Kansas mandates that students mandates that students constitute 20% of campus constitute 20% of campus policy-making committees and policy-making committees and sponsors “Meet-a-Professor” sponsors “Meet-a-Professor” nights in the residence halls. nights in the residence halls. Most classes (79%) have fewer Most classes (79%) have fewer than 30 students. than 30 students.

Enriching ExperiencesEnriching Experiences

Diversity at George Mason Diversity at George Mason University is deeply rooted, University is deeply rooted, and intentionally woven into and intentionally woven into the curriculum, especially at the curriculum, especially at New Century College. Through New Century College. Through the STAR Center and other the STAR Center and other venues students are venues students are encouraged to use technology encouraged to use technology to enrich learning. to enrich learning.

Supportive EnvironmentSupportive Environment

At Fayetteville State At Fayetteville State University all first- and University all first- and second-year students are second-year students are assigned to University assigned to University College, which is designed as College, which is designed as a transitional bridge. “Failure a transitional bridge. “Failure is not an option here…”is not an option here…”

RespondentsRespondents

56,000 senior “starters” 56,000 senior “starters”

33,500 senior transfers33,500 senior transfers

420 4-year institutions420 4-year institutions

Transfer Status by Age

79%

26%

63%

21%

74%

37%

0%

25%

50%

75%

100%

Under 24 24 and older Total

Started here

Transferred

% Transfer by Carnegie Type:Traditional Age (under 24)

78%75% 74%

90%

81%

22%25% 26%

10%

19%

0%

25%

50%

75%

100%

Doc-Ext Doc-Int Master's Lib Arts Bac-Gen

Started here

Transferred

% Transfer by Carnegie Type:Older Students (24 and older)

29% 28%24% 23%

26%

71% 72%76% 77%

74%

0%

25%

50%

75%

100%

Doc-Ext Doc-Int Master's Lib Arts Bac-Gen

Started here

Transferred

Other Types of Colleges Attended: Senior Transfers by Age

10%

32%41%

90%

68%59%

0%

25%

50%

75%

100%

Voc Tech Comm Coll Four Year

Under 24

24 or older

Key QuestionKey Question

Are senior transfer students Are senior transfer students generally more or less generally more or less engaged compared with engaged compared with starter students?starter students?

LessLess engagedengaged

Transfer Transfer tremortremor?!??!?

Percent "Frequently"

62%

41%

24%

41%

53%

87%

13%

72%72%

60%

86%

17%

46%

12%

0%

25%

50%

75%

100%

Asked questions

Class presentation

Prepared 2+ drafts

Project requiring

integration

Came to class

unprepared

In-class group project

Community project (course)

Starters

Transfers

Percent "Frequently" or "Yes"

48%

26%

14%

61%

71%

55%

37%

51%

0%

25%

50%

75%

Worked w/ classmates

outside class

Talked about career plans

Worked w/ faculty outside

of class on activities

Community service

(% "Yes")

Starters

Transfers

Hours per week

20%

9% 7%

27% 28%23% 21% 24%

20%26%

0%

25%

50%

75%

100%

Preparing for class (21+ hrs)

Working off campus (16-30 hrs)

Working off campus

(30+ hrs)

Relaxing and socializing

(16+ hrs)

Caring for dependents

(16+ hrs)

Starters

Transfers

Relationships with Students

29%

69%

60%

2%3%

36%

0%

25%

50%

75%

Unfavorable Neutral Favorable

Starters

Transfers

Relationships with Faculty

35%

63%60%

2%3%

36%

0%

25%

50%

75%

Unfavorable Neutral Favorable

Starters

Transfers

Relationships with Adminstrators/Offices

54%

34%

40%

12%12%

48%

0%

25%

50%

75%

Unfavorable Neutral Favorable

Starters

Transfers

Lessons From NSSE Lessons From NSSE

Transfers engage in required, Transfers engage in required, class-related effective educational class-related effective educational practices to same degree as practices to same degree as starters. starters.

Transfers are less engaged in out-Transfers are less engaged in out-of-class “discretionary” activities.of-class “discretionary” activities.

Life exigencies (work, family) may Life exigencies (work, family) may preclude taking advantage of preclude taking advantage of opportunities for learningopportunities for learning

Institutional ReflectionInstitutional Reflection

Areas of Areas of EffectiveEffective

EducationalEducationalPracticePractice

Areas of Areas of Question or Question or ImprovementImprovement

What Can We Do? What Can We Do?

AdministratorsAdministrators

StudentsStudents

Faculty MembersFaculty Members

Tau SigmaTau Sigma

Academic honor society to Academic honor society to recognize and promote the recognize and promote the academic excellence and academic excellence and involvement of transfer involvement of transfer students. students.

Founded in 1999 by Prof. Founded in 1999 by Prof. Lee Colquitt at Auburn U.Lee Colquitt at Auburn U.

De aqui no se puedeDe aqui no se puede

Can’t get there from hereCan’t get there from here

Transfer-friendly Transfer-friendly colleges and colleges and universities universities

Project DEEPProject DEEP

To discover, To discover, document and document and describe what high describe what high performing performing institutions do and institutions do and how they achieved how they achieved this level of this level of effectiveness.effectiveness.

Project DEEP PartnersProject DEEP Partners

DEEP Selection CriteriaDEEP Selection Criteria

A.A. Higher-than-predicted Higher-than-predicted graduation ratesgraduation rates

B.B. Higher-than-predicted Higher-than-predicted student engagement student engagement scoresscores

Project DEEPProject DEEP

Doctoral ExtensivesDoctoral Extensives

University of KansasUniversity of Kansas

University of MichiganUniversity of Michigan

Doctoral IntensivesDoctoral Intensives

George Mason UniversityGeorge Mason University

Miami University (Ohio)Miami University (Ohio)

University of Texas El PasoUniversity of Texas El Paso

Master’s GrantingMaster’s Granting

Fayetteville State UniversityFayetteville State University

Gonzaga UniversityGonzaga University

Longwood UniversityLongwood University

Liberal ArtsLiberal Arts California State, Monterey BayCalifornia State, Monterey Bay

Macalester CollegeMacalester College

Sweet Briar CollegeSweet Briar College

The Evergreen State CollegeThe Evergreen State College

University of the SouthUniversity of the South

Ursinus CollegeUrsinus College

Wabash College Wabash College

Wheaton College (MA)Wheaton College (MA)

Wofford CollegeWofford College

Baccalaureate GeneralBaccalaureate General

Alverno CollegeAlverno College

University of Maine at FarmingtonUniversity of Maine at Farmington

Winston-Salem State UniversityWinston-Salem State University

Longwood UniversityLongwood University

Transfers are valued (e.g., 10 Transfers are valued (e.g., 10 scholarships annually)scholarships annually)

Phi Theta Kappa honor society Phi Theta Kappa honor society for transfersfor transfers

Systematic evaluation of Systematic evaluation of programmatic initiativesprogrammatic initiatives

http://www.longwood.edu/http://www.longwood.edu/newstudent/evaluationgoals.htmlnewstudent/evaluationgoals.html

Hay muchas maneras de Hay muchas maneras de matar pulgasmatar pulgas

There are many ways to kill fleasThere are many ways to kill fleas

Key CharacteristicKey Characteristic

Many roads to a transfer-Many roads to a transfer-friendly institutionfriendly institution

No one best modelNo one best model Different combinations of Different combinations of

complementary, interactive, complementary, interactive, synergistic conditionssynergistic conditions

Key CharacteristicKey Characteristic

Learning centeredLearning centered ““Cool passion” for talent Cool passion” for talent

development of development of allall students students Bent toward engaging Bent toward engaging

pedagogies pedagogies Labor-intensive enterpriseLabor-intensive enterprise

It Takes a Whole Campus It Takes a Whole Campus to Promote Student Successto Promote Student Success

Principles For Promoting Principles For Promoting Student EngagementStudent Engagement

Collaboration (pull many Collaboration (pull many levers)levers)

IntentionalityIntentionality Alignment (mission, Alignment (mission,

curriculum, student curriculum, student experiences)experiences)

Assessment and feedback Assessment and feedback to guide/document to guide/document improvementimprovement

Points to PonderPoints to Ponder

1.1. What can we do individually What can we do individually and collectively to enhance and collectively to enhance transfer student success? transfer student success?

2.2. How do we get transfer How do we get transfer students to take greater students to take greater advantage of their school’s advantage of their school’s resources for learning? resources for learning?

Questions & Questions & DiscussionDiscussion