ww.cclp.hs.iastate.edu Community College Leadership Program Office of Community College Research and Policy Bottlenecks in the Pipeline: Identifying Data Needed for Success of STEM Transfer Students Jorja Kimbal Frankie Santos Laanan Richard Nader EXTENDED LEARNING OPPORTUNITIES Creating Pathways for STEM Transfer Student Success National Institute for the Study of Transfer Students (NISTS) September 13, 2011 Asheville, NC
39
Embed
Ww.cclp.hs.iastate.edu Community College Leadership Program Office of Community College Research and Policy Bottlenecks in the Pipeline: Identifying Data.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
ww.cclp.hs.iastate.edu
Community College Leadership ProgramOffice of Community College Research and Policy
Bottlenecks in the Pipeline:Identifying Data Needed for Success of STEM Transfer Students
Jorja KimbalFrankie Santos LaananRichard Nader
EXTENDED LEARNING OPPORTUNITIES
Creating Pathways for STEM Transfer Student SuccessNational Institute for the Study of Transfer Students (NISTS)September 13, 2011Asheville, NC
ww.cclp.hs.iastate.edu
• Demographics of students who begin at Iowa’s public community colleges
• Academic preparation and degree completion
• Community college effect• Retention and graduation rates• STEM Pathways• University experience and student success• Use data to inform practice, policy and future
Iowa Community College Transfer Students: Enrollment by Regent Universities
ISUUNIU of I
Fall Semester
Num
ber
of T
rans
fer
Stud
ents
Enr
ollin
g
ww.cclp.hs.iastate.edu
Figure 1. Conceptual Framework of Educational Trajectories via Community College
High School
Community College
Four-Year University
G.E.D.
Developmental Education
A.A. DegreeTransfer
A.S. Degree
A.A.S. Degree
Emplo-yment
Family Literacy
Certificate
Dual CreditJoint Enrollment
Emplo-yment
InputsBackground
Characteristics
E1
CommunityCollege
Environment
E2
UniversityEnvironment
Outcomes
Figure 2. Conceptual Framework of Understanding Transfer Students’ College Experiences and Transition to 4-Year University
E1
CommunityCollege
Environment
E2
UniversityEnvironment
• Transfer Process• Transfer Academic Preparation• Socialization and Transfer Student Capital • Transfer Adjustment
InputsBackground
Characteristics
• Age• Race/Ethnicity• First-Generation Status• Low-income• Socio-economic status• Parental Education• Parental Income• High school
achievement/preparation
• English Language Learners
• Placement Test Scores• Other variables
• Employment• Hours spent on CC campus• Developmental Courses• General Courses• Academic Advising /
Counseling Services• Transfer Process• Course Learning• Experiences with Faculty• Participation in 2 YR-4 YR
partnerships (transfer and articulation)
• Bridge Programs• CC GPA• Learning and Study Skills
E1
CommunityCollege
Environment
• Employment• Academic Major• Learning Community• Course Learning• Experience with Faculty• General Perceptions of
University (e.g., accessibility of faculty, friendly “Transfer Culture”)
• Adjustment Process (e.g., social and academic, transfer shock, transition issues)
• College Satisfaction
E2
UniversityEnvironment
• University GPA• Retention in STEM major• Leave STEM major• Retained at University
(non-STEM)• Leave University• Graduate with STEM
degree• Job Placement• Self-Concept / Self-
Confidence• Graduate degree in
STEM discipline
Outcomes or Outputs
ww.cclp.hs.iastate.edu
Bottlenecks
• Pre-STEM academic preparation and achievement.
• Lack of completion of GE and “STEM core” courses (e.g., math sequence, physics, chemistry, etc.)
• Lack of “Transfer Student Capital”• Lack of understanding about transfer and
articulation policies and practices• STEM Student Success Literacy
ww.cclp.hs.iastate.edu
Self Efficacy Social Capital
Transfer Knowledge
ww.cclp.hs.iastate.edu
Research Designs
Institutional, State, and National
Institutional• Quantitative vs. qualitative approaches• Survey data• Student academic transcripts• National Student Clearinghouse • Qualitative (e.g., interviews, focus groups)
ww.cclp.hs.iastate.edu
Research Designs
Quantitative Approaches• Survey data
– NSSE, MapWorks– TSQ– Institutional developed instrument
• Academic transcripts (2 yr, 4 yr)• National Student Clearinghouse
Challenges:• Cross-sectional vs. longitudinal • Response rates
ww.cclp.hs.iastate.edu
ww.cclp.hs.iastate.edu
Research Questions
• What are the demographic characteristics of STEM transfers, STEM native students, non-STEM transfers, and non-STEM native students at a public research university in the Midwest?
• To what extent do the four groups of students differ in academic challenges, level of institutional support, student-faculty interactions, quality of campus relationships, and overall satisfaction with the university?
• What factors predict students’ overall satisfaction?
ww.cclp.hs.iastate.edu
• Measure transfer students’ community college and university experiences
• Survey developed by Laanan (1998)• Online survey • Administered to Iowa CC transfer
students at Iowa State University (ISU)• Three waves of data collection (2007,
2009, 2011).• Data for over 2,000 transfer students
Transfer Student Questionnaire (TSQ)
ww.cclp.hs.iastate.edu
• Background Characteristics
• Community College Experiences– General Courses– Academic Advising/Counseling Services– Transfer Process– Course Learning– Experience with Faculty– Learning and Study Skills
• University Experiences– Reasons that influence decision to attend ISU– Course Learning– Experiences with Faculty– General Perceptions of ISU– Adjustment Process– College Satisfaction
• Open-Ended Questions
Transfer Student Questionnaire (TSQ)
Online Survey instruments:
TSQ
E-TSQ
ww.cclp.hs.iastate.edu
SEEC: STEM Student Enrollment and Engagement
through Connections
College of Engineering
• Ankeny• Boone• Carroll• Newton• Urban/Des Moines• West
www.eng.iastate.edu/seec
ww.cclp.hs.iastate.edu
Overall Grant Goal
Increase College of Engineering graduates to 900, by approximately 100 per year. Included with this goal are increases in the number of pre-engineering students at DMACC and in the percentages of women and minority students in engineering at ISU and DMACC.
Background Characteristics
High School
SEEC Effect• E-APP• EGR 100•Learning Community
GPA
Learning Communities• E2020• Engineerin
g• PWSE• Honors
Engineering Basic Program
Retention in Engineering
Major
Leave Engineering,Retention in STEM Major
Retained at University
(non-STEM)
Leave University
Graduate with
Engineering Degree
Figure 1. Conceptual Model of SEEC EffectEngineering Transfer Student Retention and Success
CommunityCollege University
Academic Experiences
GPA Associate’s
Degree
Source: Laanan, F., Rover, D., Bruning, M., Mickelson, S., & Shelley, M. (2011). Iowa State University.
Academic Experiences
SEEC Effect• E-APP• EGR 100•Learning Community
Figure 2. Conceptual Model of SEEC Effect: Community College Environment
CommunityCollege
Academic Experiences
GPA Associate’s
Degree
Academic Experiences• General Courses• Faculty• Transfer Process• Counseling & Advising