Fostering Transfer Student Success Through Cross Campus Collaboration

Transcription

1 Fostering Transfer Student Success Through Cross Campus Collaboration Maia Randle, Ph.D., PI and Program Coordinator, Columbus State Community College

2 LSAMP (Louis Stokes Alliances for Minority Participation) LSAMP was authorized by Congress and established in 1991 to significantly increase the quality and quantity of students historically underrepresented in STEM who successfully complete baccalaureate degrees and who continue on to graduate studies in STEM disciplines. Funded by NSF Named after Ohio s first Black Congressman, Louis Stokes (Cleveland)

3 LSAMP Student Eligibility Studying a STEM (science, technology, engineering, and math) discipline(s) (nursing and health science majors are not eligible) Are a U.S. citizen, U.S. national, or permanent resident of the United States Are an underrepresented minority: African-American, Alaskan Native, American Indian, Hispanic American, Native Hawaiian, Native Pacific Islander, or two or more of the above

4 The Ohio LSAMP Alliance Partner Institution Locations

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6 The Ohio LSAMP Alliance Collaborative Initiatives Peer Mentoring Program alliance wide program Shared Bridge Programs in addition, OSU has a transfer bridge program for CSCC students which provides knowledge of campus resources Research Experiences for Undergraduates (REUs) Community College Pathways Task Force a) Keeps track of current articulations and transfer agreements in the alliance b) Uses the Transfer Planning Tool (3-step guide to transfer planning and worksheet) Program Coordinator Retreat The Ohio LSAMP Alliance Conference given every other year

7 Essentials of LSAMP Programming Advising and Counseling Bridge Program/Early Arrival Programs Tutoring or Supplemental Instruction Peer Mentoring Faculty Mentoring Undergraduate Research Professional Development

8 LSAMP Programming at Columbus State Community College (CSCC) LSAMP Students participate in the following types of programming at CSCC: Tutoring students are tutored by CSCC STEM faculty. STEM Club exposes students to STEM careers and provides professional development opportunities. STEM Bridge Program 1 week program for 1 st yr students which focuses on time management and study skills, knowledge of campus resources, the development of faculty-student relationships, hands-on science labs, engineering activities, and identifying and remediating fundamental misconceptions in chemistry and math. Community Service Events: We are STEM CSCC hosts STEM activities for area high schools. Young Men of Color STEM Career Conference CSCC and COSI co-host science related activities and experiences for 6-8 th grade young men from area schools. Individual advising from STEM advisors

9 Columbus State Community College (CSCC) & The Ohio State University (OSU)Collaboration CSCC LSAMP Students participate in the following types of programming at OSU: Peer Mentoring 1 st and 2 nd year CSCC students are matched (based on their plan of study) with junior and senior OSU students who provide resources and guidance for transfer to a 4-yr institution. Faculty Mentoring 1 st and 2 nd year CSCC students are matched (based on their plan of study) with OSU faculty mentors. Faculty mentors help students to start thinking about an undergraduate research project. Meetings with faculty mentors may include the following: A tour of the laboratory with explanations by graduate students of their projects Introductions to other faculty researchers and their laboratories Short hands-on activities, projects, or experiments Assisting in data collection Discussions of possible research projects, funding opportunities, transferring to OSU, internship opportunities, study abroad opportunities, and the benefits of doing undergraduate research Undergraduate Research 1 st and 2 nd year CSCC students are selected to participate in REUs at OSU during autumn and spring semesters or during the summer Programming Opportunities at OSU for CSCC students

10 Average GPA of LSAMP participants vs. LSAMPeligible Students (URM STEM) Source: Higher Education Information System of Ohio Average GPA School LSAMP Participants URM STEM Central State University Cincinnati State University Cleveland State University Columbus State Community College Cuyahoga Community College Miami University Ohio State University Sinclair Community College University of Cincinnati Wright State University Total 2.80* 2.27**

11 The Ohio LSAMP Alliance to Total Bachelor s Degrees: STEM and Not STEM, URM and Not URM 22% increase in STEM bachelor s degrees 87% increase in URM STEM bachelor s degrees 3% increase in total bachelor s degrees Source: Higher Education Information System of Ohio NonSTEM STEM Grand Total Academic Year Not URM URM Total Not URM URM Total 16,965 2,332 19,297 4, ,236 24,533 15,357 2,235 17,592 4, ,122 22,714 15,723 2,492 18,215 5, ,598 23,813 16,080 2,759 18,839 5, ,117 24,956 16,167 2,623 18,790 5, ,363 25,153 % change from to % 12% -3% 17% 87% 22% 3%

12 Ohio Transfer Statistics There were 85,686 first-time enrollees at Ohio public two-year institutions between Summer 2010 and Spring Table 1 provides an ethnic distribution of the entire cohort, while table 2 does the same for only the transfer students from the cohort; transfer is defined as enrollment at any four-year institution in the nation within six years (by 2016).

13 Table 1. Distribution by Ethnicity: First-Time Two-Year College Students. All first-time students White Black Hispanic Numbers 85,686 55,397 16,576 2,616 Shares 64.7% 19.3% 3.1%

14 Table 2. Distribution by Ethnicity: First-Time Two-Year College Students Who Transferred to Four-Year Institutions Within Six Years. All first-time students who transferred in six years White Black Hispanic Numbers Numbers Shares All first-time students White Black Hispanic 85,686 19,030 55,397 12,486 16,,576 3,466 2, % 19.3% 3.1% Shares 65.6% 18.2% 2.9%

15 Sources Eaton, Judith S.(1991). Encouraging Transfer: Its Impact on Community Colleges. Education Digest, Vol. 57, Issue 1, page 62. 4p. McGlynn, Angela Provitera (2013). Creating Better Pathways for Minority Student Transfer. Education Digest, Vol. 78, Issue 7, p p The Higher Education Information (HEI) System of the Ohio Department of Higher Education

16 Maia Randle, Ph.D., PI and Program Coordinator Columbus State Community College

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19 The Ohio LSAMP Alliance Retention Rates of LSAMP Participants Compared to LSAMP Eligible Students LSAMP participants are retained at higher rates than LSAMP eligible students. Source: Ohio Department of Higher Education 2nd Year Retention (enrolled prior to AY2016) 3rd year Retention (enrolled prior to AY2015) Fourth year Retention (enrolled prior to AY2014) LSAMP Participants URM STEM LSAMP Participants URM STEM LSAMP Participants URM STEM Two year total 73% 34% 58% 23% 22%* 15% Four-year total 90% 70% 90% 56% 83% 50% Total 85% 63% 80% 50% 63% 43% 2nd Year Retention (enrolled prior to AY2016) 3rd year Retention (enrolled prior to AY2015) Fourth year Retention (enrolled prior to AY2014) Partner Institution LSAMP Participants URM STEM LSAMP Participants URM STEM LSAMP Participants URM STEM Cincinnati State Technical and CC 45% 100% 18% 100% Columbus State Community College 78% 24% 75% 14% 25% 10% Cuyahoga Community College 68% 34% 48% 22% 18% 17% Sinclair Community College 83% 40% 50% 31% 0% 17% Two year total 73% 34% 58% 23% 22%* 15% Central State University 94% 59% 96% 38% 79% 31% Cleveland State University 93% 62% 71% 46% 50% 35% Miami University 100% 69% 100% 58% 52% The Ohio State University 100% 80% 97% 71% 93% 65% University of Cincinnati 81% 66% 52% 48% Wright State University 76% 58% 69% 40% 89% 34% Four-year total 90% 70% 90% 56% 83% 50% Total 85% 63% 80% 50% 63% 43%

20 The definition of annual transfer movements The definition of annual transfer movements relies on the following broad components: The institution of attendance The characteristics of the movement What is the institution of attendance for a student in a given year? The institution where a student attempted the maximum number of credit hours in the year. How is the transfer movement defined? A student has to make a clean break from her institution of attendance in the following year. How does a clean break occur? In one of the following three ways: The student formally transfers credits from her college of attendance to another institution. The student attends a single institution that is different from her institution of attendance. The student attends multiple institutions and attempts the maximum number of credit in an institution that is different from her original college of attendance. 20

21 Annual transfer movements: Features of the definition Annual transfer movements are defined using the methodology described in the Ohio Articulation and Transfer Network (OATN) Research Agenda, available at Annual transfer movements do not include transients. Transients are those students who attend a different institution for a short period before reverting back to their original institutions of attendance in the same year. Because these are annual transfer movements, and also because transients are not included, transfer numbers reported in this presentation will not match the number of transfer students who belong to a given cohort of first-time students. As such, these transfer numbers are not comparable to numbers from recent OATN reports on transfer movement and graduation rates that use data on first-time cohorts. 21

22 Minority transfer shares: Black students Two-year institutions to four-year main campuses Proportions of Black Students in Two-Year to Four-Year Transfers to % 14.0% 12.0% 12.1% 11.5% 13.1% 12.2% 13.0% 12.2% 12.9% 14.0% 14.5% 14.3% 15.1% 15.4% 14.6% 14.5% 14.6% 10.0% 8.0% 6.0% 4.0% 2.0%

23 Hispanic & Asian student transfer shares: Two-year institutions to four-year main campuses 5.0% Transfers Shares: Asian and Hispanic Students to % 4.5% 4.0% 3.5% 3.0% 2.5% 2.0% 2.3% 2.4% 2.3%2.3% 2.1% 2.8% 2.5% 2.8% 2.5% 2.3% 2.2% 2.1%2.1% 2.9%2.9% 2.1%2.1% 2.2% 1.9%1.9% 2.9% 2.8% 2.7% 2.6% 2.5% 3.2% 3.3% 3.2% 3.5% 1.5% 1.0% 0.5% 0.0 Asian Hispanic 23

24 Hispanic & Asian student transfer shares: Two-year institutions to four-year main campuses 5.0% Transfer Shares: Asian and Hispanic Students to % 4.0% 3.2% 3.2% 3.0% 2.9% 2.8% 2.0% 2.3% 2.3% 2.1% 2.5% 2.1% 2.3% 2.5% 1.9% 2.1% 2.2% 2.5% 1.0% 0.0 Asian Students Hispanic Students 24

25 Non-Minority transfer shares: White students Two-year institutions to four-year main campuses Proportions of White Students in Two-Year to Four-Year Transfers to % 75.2% 76.2% 73.8% 75.0% 75.1% 75.3% 74.3% 72.8% 72.8% 72% 71.3% 71.7% 72.1% 71.7% 71.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0%

26 Minority transfer movements: What did we learn? Two-year to four-year main campus transfer flows have increased over time; transfer numbers increased from 7,310 to 8,269 between 2002 and 2016; an increase of 13.1%. Over the same period, minority transfer numbers also increased. The number of Black students transferring from two-year institutions to fouryear university main campuses increased from 885 in 2002 to 1,206 in 2016; an increase of 36.3%. The share of Black students in transfer movements increased from 12.1% to 14.6%. Although transfer movements for Asian and Hispanic students are smaller, they also experienced rising numbers and shares. The number of White transfer students also increased over the period although their shares in transfer movements declined from 75.1% to 71.0%. The data used in this presentation are obtained from the Higher Education Information (HEI) system of the Ohio Department of Higher Education. 26

27 Underrepresented Transfer Students Barriers to Success Lack of Early Momentum Transfer Paths are Unclear Transfer Credit Loss Imposter Syndrome Over competitive and unfriendly classmates Unsupportive faculty and staff Bigger classes Lack sense of belonging Rigorous (and often unclear) requirements Little to no individualized support/attention

28 Essential Practices Research based practices for supporting transfer students Outreach Credit Transfer & Application Pathways/Partnerships Web and social media FYE (First Year Experience) & Orientation Advising Environment Partner Collaboration Financial Assistance Data Sharing

29 Potential Strategies What can be done to increase the number of URM (underrepresented minority) students transferring from community colleges to 4-yr institutions? Two pathways 1) Student Centered Strategies 2) Institutional Based Strategies

30 Student Centered Strategies Using community college outreach to motivate and guide URM s in high schools Involving URM community college students (ambassadors) in the outreach to high schools Establish learning communities to help commuters meet other students with similar academic and career goals Establish peer tutoring and other academic supports for URMs Creating a sense of belonging by hosting various cultural events

31 Institutional Based Strategies Institutional strategies for Community Colleges Establishing Transfer Centers Provide academic and financial counseling Develop different models of developmental education to reduce the time spent in developmental courses so students have a quicker path to taking courses for college credit (e.g.) MATH 1099 Bridge to College Math (Columbus State) Facilitating campus visits to local 4-yr institutions

32 Institutional Based Strategies Institutional Changes for 4-yr Institutions Build strong partnerships between community colleges and universities by utilizing 1) Financial Aid Specifically for URM Transfer Students (could be department/college specific) 2) Transfer Student Orientations 3) Providing transfer students with university peers in similar disciplines 4) Connecting transfer students to faculty/staff who are sensitive to the needs and problems of URM transfer students

33 Transfer Students: CSCC -> OSU

34 URM Transfer Students: CSCC -> OSU

35 STEM Transfer Students: CSCC -> OSU

36 What about the numbers? The students who transfer from CSCC to OSU are 13% African American Approximately 4% Hispanic 1% Native American Compared to 73% White students Compared to 22% URM STEM students

37 CSCC -> OSU Transfer Students We surveyed our 3 classes of CSCC OSU LSAMP Transfer Students Ease of Transfer Half of respondents said the transfer process was really easy The other half were evenly split between somewhat easy and somewhat difficult Obstacles during transfer process Wide range of responses including lack communication from OSU advisor, application process, and securing funding/paying tuition - about 40% of respondents Useful Resources during transfer process Academic Advisors at both institutions Other transfer students CSCC Transfer Center

38 CSCC -> OSU Transfer Students Involvement with OSU prior to transferring OSU Peer Mentor* (75%) OSU Faculty Mentor* (about 40%) Attend OSU Student Organization Events (50%) Met with OSU admissions advisor (about 40%) Met with OSU academic advisor (about 40%) Biggest adjustments since starting at OSU Class Size (100%) Homework/workload (50%) Time management (about 40%) Getting around campus (nearly 90%) Getting involved (about 40%) Making new friends (25%) Other notable comments CSCC professors care more about their students Although difficult at times, my transferring process has been a positive experience

39 CSCC Students Shine at the Ohio LSAMP Alliance Conference in July 2015 Examples of students who have successfully transferred to The Ohio State University.