the unique needs of transfer students carolyn blattner, charisse coston, kevin parsons september 30,...
TRANSCRIPT
The Unique Needs of
Transfer Students
Carolyn Blattner, Charisse Coston, Kevin Parsons
September 30, 2013
Goals
• Consider characteristics of transfer students
• Understand some of the challenges transfer students face
• Discuss implications for academic advising to support transfer student success
Snapshot of UNC Charlotte TransfersEntering Transfer Class, Fall Semester
Tamara Johnson, Student Success at UNC Charlotte: A Series of Working Papers
2000-01 2006-07 2012-130
500
1000
1500
2000
2500
3000
3500
4000
2203
2798
3541
1631
1906
2568
New Freshmen
New Transfers
New TR Student Demographics 2011-2012
Prior Institution•73% from NC institutions•51% from NC community colleges•CPCC largest single feeder
Credit Hours Transferred~30% transfer 61-75 hours
~38% transfer 31-60 hours
~21% transfer 30 or fewer hours
Cynthia Wolf Johnson, Student Success Working Group (February 12, 2013)Claire Kirby, Student Success Working Group (April 9, 2013)
UNC Charlotte Transfer Population by College
Fall 2011
College
Number of Enrolled Transfers
Number of Enrolled
Undergrads PercentageCOAA 340 947 36%COB 1,404 2,913 48%CCI 392 919 43%COED 517 1,183 44%COEN 954 2,533 38%CHHS 952 2,250 42%CLAS 3,303 7,104 46%UCOL 733 2,325 32%No College Designated 1 109 1%TOTAL 8,596 20,283 42%
Source: Report Central, All Undergraduate Student Demographics, retrieved July 2013
Summary – One Year PersistenceCohorts: FALL 2005-2007-2009-2011; Criteria #1: Transfer Origin; Criteria #2: Initial Enrollment Status
Transfer OriginInitial
Enrollment Status
2011(N=2407)
Community College
graduates
Full-Time 84.9%
Part-Time 68.6%
2-Year school, no degree
Full-Time 78.3%
Part-Time 68.0%
4-year school, no degree
Full-Time 77.6%
Part-Time 64.1%
Second degree and other
Full-Time 64.9%
Part-Time 63.4%
TOTALFull-Time 79.3%
(78.0 FR)
Part-Time 66.9%
Cynthia Wolf Johnson, Student Success Working Group (February 12, 2013)
EASE Survey
The Successful Transfer Student• Most attempted hours and higher attempted /earned
hours ratio• Previous education experience matters (hours earned &
degree attainment)• Highest first semester GPA
• Self report that they were most prepared for class• Self report that they know when to seek out faculty for
help if needed
Ted Elling, Student Success Working Group (April 23, 2013)
National Context
Transfer swirl: attending multiple institutions to earn degree
Transfer shock: dip in transfer student’s grades during first semester at new institution
Activity
Two-minute Brainstorm:
• Group 1: Academic issues for transfer students
• Group 2: Social/Emotional issues for transfer students
• Group 3: Financial issues for transfer students
Transitions: Academics
• Academic Performance: New Transfers are placed on academic probation at higher rates than New Freshmen at end of first fall semester
• Class Size: Many new students report class sizes less than 50 at previous institution
• Logistics of Transfer: New transfers regularly report questions about transfer credit, exemptions, requirements
Source: Academic Standing of All Undergraduate Students Report, Fall 2011, Institutional ResearchSource: Informal Survey, SOAR 2013
Transfer Student Stories
Many transfer students self-identify challenges and realize what they need to be successful.
Transfer Student Challenges
Academic
“In the past while taking courses at CPCC, I felt less motivated while being there so I was just doing assignments to get by. I will be using all the resources that are available to me to go above and beyond.”
Advising Implications: Academic Challenges
Progression:• Use CAPP and advising transcript• Pay close attention to course attributes and course
electives
General Education:• General Education attribute exempts student from
specific requirement• Contact Admissions or suggest student make appeal
if course title seems similar to GenEd requirement• University Advising Center can assist
Advising Implications: Academic Challenges
Academic policy• Explain tuition surcharge or suggest student review
policy if transferring large number of credits• GenEd appeals go to Dean of University College• Major/minor appeals go to dept. chair• GPA does not transfer• Ask about completion of associate’s degree if student
has large number of community college credits• Beware of repeated courses when possible• Remind student that UNC Charlotte policies may be
different than those at previous institution
Advising Implications: Academic Challenges
Academic Performance• Help student select courses that meet requirements and
allow for successful performance• Discuss strategies for succeeding in large courses• Encourage connection with faculty• Encourage use of campus resources• Encourage regular class attendance
Transfer Student Challenges
Socio-Emotional
“I hope to find time to join and participate in at least a few clubs/organizations while I’m here, as well as enjoy catching our school athletic teams compete. Also, I’m hoping to forge some long-lasting friendships that will endure even after graduation.”
Advising Implications: Socio-Emotional Challenges
Engagement—Academic and Social• Encourage student to connect with faculty and
become involved in life of the department (honorary, research opportunities, events)
• Encourage regular contact and connection with advisor
• Discuss social and community engagement opportunities
• Encourage connection with University Career Center early
• Consider ways that internships or other experiential learning opportunities may fit into student’s plan
Transfer Student Challenges
Financial
“Everyday expenses and renting is a headache, but I plan to use Financial Aid and National Guard benefits to help. Maybe a campus job too.”
Advising Implications: Financial Challenges
• Discuss work/school balance• Refer to Office of Student Financial Aid• Refer to University Career Center, on-campus job
postings• Understand residency requirements (in-state and
out-of-state)• Explain possibility of tuition surcharge• Student will want to consider family financial situation
(dependence)
A Faculty Advisor Summary
•Concerns•Challenges for advisors•Challenges for students•Expectations
Criminal Justice and Criminology Department
• About half of our undergraduate population in major are transfer students
• Transfer students were graduating at slower pace than native students
CJUS Learning Community Goals
• To aid academic and social transition during the transfer process
• To provide a sense of belonging• To introduce students to the major and to UNC Charlotte• To involve students in the major and/or UNC Charlotte
through a self-chosen volunteer experience
Year Long Program
• Limited to 25 newly admitted transfer students
• Course 1: Graded, Writing-Intensive requirement
• Blocked Seating in another course, dependent upon pre-major or major
• Course 2: Graded, Oral Communication requirement, includes volunteer experience
Descriptive Characteristics of Two Samples
Non-Traditional (53) Traditional (47)Frequency Percentage Frequency Percentage
RaceWhite 30 57 24 51Black 15 28 18 38Hispanic 6 11 2 4International 1 2 3 6GenderMale 24 45 23 49Female 29 55 24 51
Descriptive Characteristics of Two Samples (cont.)
Non-Traditional (53) Traditional (47)Median Age and Standard Deviation
25 (2.1) 21 (2)
Non-Traditional (53) Traditional (47)Frequency Percentage Frequency Percentage
StatusPre-Majors 32 60 41 87*must take Intro to CJ and Stats before matriculating to major)
Majors 21 40 6 13
Research on Transfer Student Stressors
Method•LC students were asked to indicate their biggest stressors (open-ended), and then to rank order the intensity of stressor(s)
•Question asked at three times during the year of participation in LC.
Results: Top 5 Non-Traditional Student Stressors
1. Learning New Campus
2. Transfer Credit
3. Loneliness
4. Balancing full time work and school
5. New rules and practices
Results: Top 5 Traditional Student Stressors
1. Learning New Campus
2. Transfer Credit
3. Registering for Classes
(tie) Loneliness
4. Transferring from Pre-Major to Major
5. Learning new policies and rules
Sources
This presentation is based, in part, upon material derived from the following sources:
Coston, C; Blowers, A, and D. Baals. (under editorial review) Non-traditional transfer students: Assessing academic outcomes from participants in a criminal justice learning community.
Lord, V.; Coston C; Blowers, A; Davis, B. and K. Johannes (2012). The multidimensional impact of a transfer learning community. Journal of First Year Experience and Students in Transition. Vol.24 (2).
Coston, C; Lord, V. and J. Monell (2010). Improving the success of transfer students: Responding to risk factors. Journal of Learning Community Research. 5 (2).
Reprinted in Learning Communities Research and Practice . 1 (1).
Campus Resources•Tau Sigma Transfer Student Honor Society•Office of Adult Students and Evening Services (OASES) •Transfer Student Admissions website•Office of the Registrar •Facebook group called “Transfer Students-UNC Charlotte”•University Career Center •University Center for Academic Excellence•Office of Student Activities•Veteran Student Outreach•Multicultural Academic Services •Advising and student services office listed for your major and college• Transfer Specialists in Dean of Students, University Advising Center, and University Career Center
•Office of Financial Aid and Scholarships•General advising website (http://www.advising.uncc.edu/)
Conclusions
Advisors can continue to advocate for transfers and become informed about unique needs.
CJUS provides one model that addresses Academic, Socio Emotional, Work/Financial issues
Questions/Discussion