Dr. JoAnn (Jodi) Crandall University of Maryland Baltimore County (UMBC) crandall@umbc
Transfer Students at UMBC
description
Transcript of Transfer Students at UMBC
What we know, what we do not know, and what we are learning
C. Jill Randles
Office of Undergraduate Education
What we know...
Fall Cohort n Graduated 2 Have NOT Graduated
# % n %
1995 1,278 602 47.1 676 52.9
1996 1,134 584 51.5 550 48.5
1997 1,120 605 54.0 515 46.0
1998 1,129 602 53.3 527 46.7
1999 1,063 597 56.2 466 43.8
2000 1,160 639 55.1 521 44.9
Total 6,884 3,629 52.7 3,255 47.3
465
1,304601
514634
339998
536923
465
970%
20%
40%
60%
80%
100%
Graduated Have NOT Graduated
Missing GPA < = 1.99 2.00 - 2.49
2.50 - 2.99 3.00 - 3.49 > = 3.50
*
2 > 95% graduate w/in 6 yrs.
1 Graduation data includes up to summer 2007.
Trends in Graduation Rates for Trends in Graduation Rates for
New Full-Time Transfer StudentsNew Full-Time Transfer Students(Fall cohorts, 1995 – 2004)(Fall cohorts, 1995 – 2004)
Trends in Graduation Rates for Trends in Graduation Rates for
New Part-Time Transfer StudentsNew Part-Time Transfer Students(Fall cohorts, 1995 – 2004)(Fall cohorts, 1995 – 2004)
Semester and one-year retention models 1995 – 2006 fall and spring cohorts of degree-seeking new
transfer students (n = 19,010)
Four-year and six-year graduation models 1995 – 2000 fall and spring cohorts of degree-seeking new
transfer students (n = 9,520)
Based on 10th day enrollments
Cohort term Fall/Spring entrant Sex Race Geographic origin Non-traditional-aged student Transfer institutional type Transfer GPA Type of degree transferred
in Student-level at entry Major area @ matriculation Dorm status
Scholars’ programs Honors College Athlete UMBC merit scholarship Applied for financial aid Pell Grant recipient Expected family
contribution Credits attempted (BOT) % STEM coursework Difficulty of coursework Withdrew/cancelled
registration 1st semester
Top 5: Credits attempted (BOT)
Major area @ matriculation
Race
Student-level at entry
Transfer GPA
Cohort term (trend) Geographic origin Non-traditional-aged student Transfer institutional type Athlete UMBC merit scholarship Difficulty of coursework Type of degree transferred in Withdrew/cancelled
registration 1st semester
Study presented in June 2007; extends and complements prior analysis (www.umbc.edu/oir)
Focused on 1st semester engagement in an FYS, IHU or LLC (fall cohorts, 2000 – 2006)
Objectives: Assess participation rates and who was more/less likely
to participate Assess the relationship of engagement in an FYE to
retention—semester, one-year and two-year
Prior OIR analyses using the NSSE (2005) showed that FYS & IHU participants stated they were more engaged than non-participants (www.umbc.edu/oir).
Students at-risk were less likely to voluntarily enroll. Non-Scholar students and Non-Honors College students Commuting students Transfer students
Highlighted the question: “What does a first-year experience look like for new transfer students?”
For new freshmen, first semester engagement in an FYE is positively related to retention—semester, one-year and two-year—after controlling for other factors.
For new transfer students, first semester engagement in an FYE is positively related to semester retention, after controlling for other factors.1
1 Given that few new transfer students participate in an FYE, there is limited statistical power in modeling the longer term impact of FYE engagement on retention.
Further exploration of the significance of race for new transfer students’ persistenceAfrican American transfer students , particularly
males, have a six year graduation rate 10 percentage points lower than White transfer students
There is also a need to achieve parity between the 6-year graduation rates of our transfer students and those of our full-time, first time freshman
Looking ahead also meant:exploring where our transfer students face the
greatest difficulty and how they experience UMBC andhow can our first-year experience offerings
contribute to and enhance a transfer student’s experience
What are our goals and priorities? How does recruiting and supporting transfer students fit into our long term strategic plan? Does it fit?
Who needs to be on board with those goals and priorities?
What does our data tell us?Based on what we know, how can we use our
limited resources most effectively?How are we working to enhance our relationships
with our community college partners?What does it mean to have a campus culture that
embraces transfer students? Are we there?So the work began....
Transfer Student AllianceFinancial awards beyond our transfer sch0larships (80+),
TSA awards are $1500 for each of the two years of full-time study
We commit to high achieving students who make an early commitment to UMBC upon completion of their associate’s degree with a 3.5 GPA
Community College Partnerships
http://www.umbc.edu/undergraduate/learn/for_txr_students.htmlHave significantly increased the number of 2+2 transfer programs
ARTSYS Orientation
Option of half day or full day programs and an option of priority registration
Have taken our first-year IHU and modified it to more effectively address the needs of transfer studentsTSS Success Course Topics -09FINAL.doc
Currently piloting the course in Computer Science and Information Systems
Some of our community college partners have created their own version of a first-year seminar so it is important that our transfer course factor in their previous experience
Current model is connected to an upper level course in their major department
NEXT STEPS...
Targeted efforts to support all students by integrating supplemental instruction into courses that have been identified as putting students at a higher risk of failure
Initial focus is on Math inclusive of Algebra, Pre-Calculus, Calculus, and Differential Equations
Even with many tutoring options, students are not as successful in these courses, and this lack of success impacts their persistence.
Pilot program in Fall 2009 with one course in Pre-Calculus
Many students , native and transfer, attending UMBC major in the Sciences and Engineering
Faculty in the Chemistry Department revamped the discussion sessions associate with CHEM 101 to include small group work in which students focus on questions and solutions related to real world problems Result: pass rates well into the upper 80%
This success led to the creation of CNMS Active Science Teaching and Learning Environment which is a lab space that will enable Biology, Physics and Mathematics to adapt their lower-level courses to the model used so successfully in Chemistry
UMBC has had a first-year intervention program for a number of years.
It was a manual process managed by staff in our Learning Resources Center
Recently went to an on-line versionProcess was successful in its first year, and
what we hope will be possible in the next year, is that faculty can report any student in academic difficulty
We expect that this next step will include new transfer students
In addition to academic support systems, we know students need to connect with their peers and others.
The challenge is to provide a wide enough variety of activities that will help them create meaningful relationships and new peer groups.
To date, one of our most successful efforts has been the Commuter and Transfer Student Retreat. Students who participate in this program bond with each other, and they begin their time at UMBC connected to a group of peers. It is a starting point and supports what our data has shown...all students engage more successfully with the University if they have interactions in small groups
Self-Reported Confidence Level about Graduating (n=288)
66.7%
18.8% 8.7%
3.1% 2.8%0
20
40
60
80
1-Extremely 2 3 4 5-NotConfident At
All
Few New Transfer Students are Engaged in a
First-year Experience(Fall Cohorts)
8
3314
2713
8
9
5 32
10
18
2424
13
40
20
40
60
80
2000 2001 2002 2003 2004 2005 2006
FYS IHU LLC
1,131 1,044 1,093 957 966
Few New Transfer Students are
"Affiliated" their First Year(Fall Cohorts)
11 10 9 9
22 1610 18 22 18 16
3734
30 24 2433
8
12 15711
0
20
40
60
80
2000 2001 2002 2003 2004 2005 2006
Scholar Honors College Athlete Shriver
1,1341,160(n)
0%
5%
4%6% 6%
< .5%2%#
p
art
icip
an
ts
*
* Understated for Shriver; do not have complete data for that year.
4% 5% 5% 6%6%
(n) 1,160 1,134 1,131 1,044 1,093 957 966
6%
How Do We Engage New Transfer Students?
*
#
pa
rtic
ipa
nt
s
Knowledge of/Participation in First Year Experiences (n = 322)
51.2%34.8%
49.4%
0%
20%
40%
60%
80%
100%
IHUClasses
1st yrSeminar
BookExp.
Have NOT Heardof
Heard of/Didn'tPart.
Participated
Top Challenges (n = 278)(multiple response item)
140
110
7956
102105124
0
30
60
90
120
150
Perso
nal F
inanc
es
Time
Constra
ints
Acade
mic Rigo
r
Parkin
g/Tra
nspo
rtatio
n
Family
/Life
Obli
gatio
ns
Emplo
ymen
t
Diff icu
lty Fi
tting In
Continue to get to know our studentsLook at what we are doing and determine
how we can make the experiences more relevant to transfer students
Improve our communication to better convey the benefits of our initiatives
Look for ways to overcome the reality that in most cases “students don’t do optional,” and, as the data shows, most transfer students do not think they will need help
Continue to pursue a Mandatory First-Year Experience
For transfers, build into their first year experience a focus on advising in the major, mentoring by faculty in their discipline, opportunities for internships/applied experience/undergraduate research, along with the opportunity to connect with each other
Identify the best ways to reach out to our transfer students who are most at risk
Continue to assess all of our current efforts and be willing to adjust as students provide us with feedback
Transfer Students from Two Perspectives, Ramona Arthur, Director of Off-campus & Transfer Student Services, Dr. Susan Martin, Assessment & Research Coordinator for Student Affairs, Shannon M. Tinney, Research Analyst for Institutional Research
Refer to the Office of Institutional Research web site for more details related to the data shared today. Specifically:Comparative Study of New Freshmen’s and New
Transfer Student’s Persistence (Shannon Tinney, updates Connie Pierson)
Strategic Retention Initiatives: The Role of First-Year Experiences
Academic Performance and Persistence: The Role of Math Gateway Courses