university of central florida foundations of...

2014-2015 Summary Report | 1

U N I V E R S I T Y O F C E N T R A L F L O R I D A

Foundations of ExcellenceTransfer Focus InitiativeFirst Year Summary2014-2015


At the University of Central Florida, the success of our students is paramount to everything we do. As the nation’s second-largest university, UCF is committed

to lifting the lives and livelihoods of students to have an impact in our region, and across the country. This includes meeting the needs of all our students – regardless of the path they take to become a Knight!

During the past academic year, we embarked on a multi-year, university-wide initiative focused on identifying evidence-based ways of advancing transfer students’ success in the classroom and beyond.

The Foundations of Excellence (FoE) Transfer Focus Initiative is a process developed by the John N. Gardner Institute for Excellence in Undergraduate Education and is designed to raise awareness of transfer student issues, shape the university culture to better accommodate our transfer students, and focus on transfer student transition points.

By taking part in this initiative, we aim to improve the transfer experience and to increase academic readiness, graduation and retention rates, and other measures of success among this important student population.

The FoE process in the first year at UCF involved an intensive self-study focused on transfer policies, practices, and procedures to frame the development of an action plan for institutional improvements leading to higher levels of academic achievement, learning, satisfaction, and graduation for our transfer students.

In Year Two—the year of action—the work of implementing our action plan begins, with the goals to:

• Embrace the UCF Transfer Philosophy and the purpose and mission of UCF’s work with transfer students.

• Ensure a cohesive communication structure whereby information about resources and support is accessible, clear, and comprehensive.

• Be “transfer ready” with a well-defined credit evaluation process, strategically aligned curriculum, and a vibrant orientation experience.

• Increase engagement with faculty and staff, expand career planning and employability opportunities, and develop an understanding of personal motivations for obtaining a degree.

The work of FoE is comprehensive, wide-sweeping, and is expected to be ever ongoing with momentum continuing well beyond the two-year timeframe. Because of this, I believe our second year will be no less exciting as we work toward improvements that will lead to higher levels of overall success for our transfer students.

Go Knights!

A. Dale Whittaker, Ph.D.Provost and Executive Vice PresidentProfessor, Department of Civil, Environmental, and Construction Engineering

4 | Foundations of Excellence Transfer Focus Initiative

U.S. News and World Report’s “Best Colleges 2016 Guidebook” ranks the University of Central Florida along with Harvard, MIT, Stanford, and Duke as the

13th most-innovative institution in the nation. UCF is also ranked 20th for quality of online degree programs and is among the best institutions for veteran student support. Additionally, UCF earned distinction in 2016 when it was ranked first in the nation for the highest number of enrolled transfer students.

During the 2014-15 academic year, UCF enrolled a total of 10,875 transfer students, which accounted for 64 percent of all incoming students. It was opportune that, in this same year, UCF partnered with the John N. Gardner Institute for Excellence in Undergraduate Education, and began a multi-year, institution-wide initiative known as Foundations of Excellence (FoE). FoE is the first major, comprehensive initiative undertaken at UCF that is specifically focused on transfer students.

UCF’S GOALS IN PARTICIPATING IN FoE

to examine the transfer experience from a holistic perspective

to inform the campus community about the importance of a smooth and seamless transfer experience

to identify evidence-based, institutional improvements that can lead to higher levels of transfer student academic success, learning, satisfaction, and graduation

To help meet these goals, UCF engaged in an intensive self-study of its transfer experience through nine distinct perspectives, or “dimensions.” These dimensions served as the model for evaluating and assessing both an institution’s strengths and areas of improvement. The transfer experience is also evaluated through data collected from two FoE specific surveys, one for faculty-staff and one for students, which, along with institutional data, include questions designed to obtain perceptions about transfer students’ first year. In particular, potential transfer-specific issues such as transfer shock, faculty attitudes, and academic preparation are examined.

FIRST YEAR HIGHLIGHTS

The overall outcome of the FoE approach is a full and systemic investigation of an institution’s barriers, challenges, and best practices with regard to transfer student success. In the first year at UCF, over 200 administrators, faculty, staff, students, and external partners participated in FoE by serving on the nine different FoE Dimension Committees. The members of the committees were tasked with discovering both the challenges and the successes related to the transfer experience at UCF. Through this work, the committee members identified over 500 activities related to student support and engagement, and revealed multiple areas where improvements can be made.

The FoE committee members also reviewed data collected from the two FoE surveys that were administered institution-wide. The Faculty-Staff survey had 1,069 (15%) administrators, faculty, and staff respondents; the Student survey had an impressive 17,631 (38%) student respondents. Both surveys also yielded important quantitative and qualitative information.

Using this survey data, coupled with committee investigations, team discussions, and student focus groups, the FoE Dimensions Committee members found that:

• UCF needs an institution-wide transfer philosophy statement.

• UCF offers many services and support for transfer students, but there is a need for integration and better assessment.

• There is a need to coordinate messaging and communication of transfer services to both students and to the broader UCF community.

• UCF should connect with students sooner, even before they transfer to UCF; the transfer process is complex, and students have less time to assimilate into the UCF culture.

• Transfer students should engage earlier and throughout their transition process with career advisors and academic advisors to better understand their personal reasons for getting a college education and how it can help them achieve their life goals.

• Faculty receive limited institutional data regarding transfers—especially data comparing transfer students to native (or FTIC) students.

• Faculty have limited understanding of the transfer student experience and about the specific supports and services available at UCF to address transfer students’ needs.

EXECUTIVE SUMMARY


• Faculty rarely interact with colleagues at UCF’s partner institutions; one notable exception are those faculty who are engaged in curriculum alignment efforts.

• Quality of instruction was evaluated higher by transfers who were more engaged in course preparation and campus-sponsored activities, and who regularly sought academic advising.

• Currently, there are over 80 distinct sources of data and assessment available relating to transfer students, yet few data are being accessed or used to improve strategies and processes.

YEAR TWO AND BEYOND

To address these issues, the members of the Dimension Committees offered 118 distinct recommendations, providing thoughtful and valuable suggestions as to how UCF can improve and enhance the first-year experience for transfer students. These recommendations were then collated into seven thematic areas, which now form the basis of the work for the second year of FoE. Specifically, Year Two is focused on developing an action plan for institutional improvements around:

• establishing a university-wide transfer philosophy

• creating a university-wide communication plan for the transfer experience

• enhancing transfer student preparedness through increased curriculum alignment efforts, an improved transfer credit evaluation processes, and an elevated orientation experience

• increasing transfer student engagement

• elevating transfer student academic success

Whether they come to us through the nationally recognized DirectConnect to UCF 2+2 consortium partnership, from other feeder institutions within the state, or from institutions across the nation, transfer students are an important segment of UCF’s student community. The first year of the FoE process resulted in many discoveries and insights, which now inform the work moving forward. Though designed as a two-year process, the work of FoE will continue for many years to come, and, as recommendations are implemented, will change how UCF improves transfer students’ academic success, learning, satisfaction, and graduation rates.


OUR 2014-15 TRANSFER STUDENTS

ETHNICITY

UCF’s student population increasingly is becoming more diverse and representative of our region’s changing demographics.

A decade ago, 31 percent of UCF students were minority. This grew to 43 percent by Fall 2015. The influx of transfer students has helped create a vibrant and diverse student body.

49.4% White

26.9% Hispanic/

Latino

12.9% Black/African

American

96 percent Florida resident

48 percent underrepresented

42 percent female

58 percent male

POPULATION

Key demographic and institutional data for the 2014-15 incoming transfer population provide further insight into the transfer population at UCF. Of the 10,875 transfer students, 93 percent came from the Florida College System (FCS), and 79 percent arrived with an A.A. or A.S. degree. Transfers contribute to the diversity of UCF’s student body, with 48 percent of the incoming class identifying as minority race and ethnic groups. The median age of 2014-15 incoming transfer students is 22.

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Psychology 7.7%

Business 6.3%

Nursing 5.8%

Accounting 4.4%

Hospitality Management 3.9%

TOP MAJORS

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Valencia College 41.1%

Seminole State College 12.3%

Eastern Florida State College 9%

Non-Florida Institutions 4.4%

Daytona State College 4%

TOP SENDING INSTITUTIONS


93%from the

Florida College System

54% from

DirectConnect to UCF

79% arrive with an A.A. or A.S.

degree

31% first-

generation students

49% received

Pell Grant

INCOMING TRANSFER STUDENTS BY ENTRY TYPE

54 percent from DirectConnect to UCF

39 percent other Florida College System transfer

7 percent other transfer

2014-15

6,082 6,491 6,832 6,717 6,449 6,495 6,299 6,471 6,436 6,455 6,925

5,8546,982 7,066 7,502 7,832

9,16210,391

11,014 10,452 10,930

10,875

FTIC Transfer

2004-05 2014-15


Since 2005, UCF has awarded more than 62,000 bachelor’s degrees to transfer students, including those from DirectConnect to UCF partner institutions.

In 2014-15, 4,678 DirectConnect students graduated from UCF. This number has increased nearly every year since the program’s inception 10 years ago.

DEGREES CONFERRED

GRADE POINT AVERAGE

FCS TRANSFER RETENTION AND PROGRESSION

Transfer students enter UCF with an average GPA of 3.05, which dips slightly during their first semester and could be attributed to the so-called “transfer shock.”

However, transfer students’ GPAs begin to rise, and by the end of their second semester they are nearly back up to the average of when they arrived.

TRANSFER STUDENT SUCCESS

62 percent transfer

38 percent FTIC

2014-15

In recent years, 81 percent of FCS transfers who enter UCF are still enrolled by the following fall, and approximately 63 percent earn their bachelor’s degree within four years. This rate approaches 70 percent when allowing six years for graduation.


TRANSFER PROFILE

Phillip Gordon, ‘13is using his drive to serve his community by mentoring at-risk children who need a positive role model. The first-generation student, who utilized the DirectConnect to UCF program to earn his bachelor’s degree, returned to his Parramore neighborhood after graduation to become a youth counselor and is currently earning his teacher certification so he can expand his influence in the field of education.

Gordon applied and was accepted to Florida A&M University in Tallahassee, but after a few weeks he returned home, overwhelmed with homesickness, and transferred to Valencia College and eventually to UCF. Working part time as a teacher’s aide at the Nap Ford Community School and Callahan Neighborhood Center, he earned a bachelor’s degree in criminal justice from the College of Health and Public Affairs with the ambition to become a police officer or probation officer as a way to help his community.

However, the satisfaction of making a daily impact on his students’ lives changed his mind about law enforcement. Today, Gordon does double-duty at Callahan and the Cherokee School in Orlando while he works toward an Orange County Public Schools teacher certification and eventually a master’s degree in education from UCF.

“Working with children has become a passion. I want them to look up to me as the person they can come to

when they’re having problems.”


FoE SURVEY HIGHLIGHTS

TRANSFER STUDENT RESULTS

In all, 46,070 undergraduate students who were enrolled in the Spring 2015 term were invited to participate in the FoE Student survey. Thanks in part to a large and visible marketing campaign, the overall response rate was a very impressive 38.3 percent. Both FTIC and transfer students were included in the campaign, thus the rate for FTIC and transfer students was 37.7 percent and 38.8 percent, respectively. The highlights below are transfer students’ responses.

indicated to a ‘very high’ or ‘high’ degree that they

felt welcomed by the campus community.

68.7%

68%indicated to a ‘very high’ or ‘high’ degree that they

received their transcript analysis in a timely manner to enable appropriate first-term course selection.

69.9%indicated to a ‘very high’ or ‘high’ degree that UCF is committed to the success of transfer students.

31.4%indicated to a ‘very high’ or ‘high’ degree that there are

opportunities to interact with professionals in their intended field outside of classroom activities, such as internships, externships, etc.

55%

36.5%

indicated to a ‘very high’ or ‘high’ degree that they

are satisfied with the academic advising at UCF.

indicated that they have ‘no involvement’ in campus-sponsored, out-of-class activities.


FACULTY-STAFF RESULTS

There were 7,276 administrators, faculty, and professional staff—student services and advising personnel—who were invited to complete the FoE Faculty-Staff survey. The overall response rate was 1,069 (15 percent). Included in the analysis were 88 administrators, 267 faculty members, and 147 professional staff who have been at the institution more than one year, and who self-identified as having direct working relationships with or institutional knowledge of transfer students.

67.8% faculty

78.4% all respondents

Believe it would be ‘very valuable’ or ‘valuable’ to have a formalized, institution-wide transfer philosophy stating what the institution believes to be the primary purpose, or rationale, for why and how UCF works with transfer students.

Have a ‘very high’ or ‘high’ degree of awareness regarding the trends and issues related to transfer students.

64.9% administrators

53.1% professional staff

31.5% faculty

Feel that the institution encourages transfer students to become engaged in enriched learning experiences, such as research with faculty, service learning, and internships.


44.2% faculty

19.3% faculty

31.4% professional staff

Understand the DirectConnect to UCF partnership to a ‘very high’ degree.


Have a ‘very high’ or ‘high’ degree of awareness regarding the academic needs of transfer students.


55% professional staff

43.1% faculty

31.4% of administrators indicated that they interact to a ‘very high’ or ‘high’ degree with counterparts at institutions from which UCF commonly receives transfer students.

More than 73% of faculty indicated that they interact with counterparts at feeder institutions only ‘slightly’ or ‘not at all.’


PHILOSOPHYWhile many units help guide the transfer experience—such as Transfer and Transition Services and Regional Campuses—there is no campus-wide philosophy on how UCF assists and relates to its transfer population. And many faculty and staff lack awareness of these students’ unique issues and trends.

ORGANIZATIONThree primary “hubs” support transfer students—Transfer and Transition Services, Regional Campuses, and the Academic Colleges—but do not collaborate much beyond their own initiatives, programs, and orientations. UCF also lacks a comprehensive communication plan and coordinated communication channels targeting transfer students.

LEARNINGTransfer students have access to the same learning resources as FTIC students and believe UCF provides excellent opportunities for academic and learning engagement. However, current curriculum alignment of course activities, learning, and assessments with partner institutions could be expanded to include the top 10 academic majors for transfer students.

FACULTYWhile faculty indicated that transfer students’ success is an important institutional goal, many faculty have little-to-no knowledge of the current issues and trends of transfer students and are unaware of policies and practices surrounding the transfer experience. Faculty also reported that communication with and collaboration between sending institutions is not highly encouraged, and faculty do not feel a responsibility for establishing these relationships.

TRANSITIONSWhile UCF employs many effective methods of communication—emails, hard-copy letters, websites, transfer orientations, and transfer-specific publications—there are too many avenues from which these messages flow. Also, more must be done to evaluate transfer credits faster to provide improved advising for students before and during the transfer process.

ALL STUDENTSUCF does an excellent job of recruiting and assisting students as they make the transition to UCF, and the majority were very satisfied with UCF’s welcoming and tailored support for them. However, these efforts dwindle, and students experience a “transfer shock” in their first semester.

DIVERSITYWhile UCF is an institution committed to diversity and inclusiveness, efforts to encourage a diverse culture are lacking within each individual unit and its specific programming. Students reported a lack of connection made to other world religions, political differences, and socioeconomic issues. New programs, particularly within Student Development and Enrollment Services, are already addressing these concerns, as well as behavioral expectations for students in a diverse, open, and civil community.

ROLES & PURPOSESWhile students have ample opportunities available to them at UCF, not all are connecting or integrating their experiences to maximize their own sense of readiness for their next steps beyond graduation. Opportunities were identified where UCF can proactively help students integrate curricular and co-curricular experiences to help them beyond graduation.

IMPROVEMENTWhile there is a large amount of data already collected on transfer students, data usage and dissemination are limited in helping to improve campus understanding of the transfer population and students’ engagement with UCF. However, those units that routinely assess do use the information to improve processes.

STUDENT ADVISORY COUNCILUCF’s transfer student population is diverse and committed to advancing educational opportunities and personal growth. Students overwhelmingly reported that UCF also is committed to their success and they felt welcomed by the campus community, but found the processes and experience sometimes difficult to navigate.

DIMENSION COMMITTEES’ FINDINGS


PRIORITIES FOR YEAR TWO

PHILOSOPHY STATEMENTCreate, adopt, and distribute a campus-wide philosophy statement on the transfer experience.Review and approve the transfer philosophy statement created by the Philosophy Dimension.

COMMUNICATIONCreate coordinated messaging about transfer success that will provide consistent, timely, and unified information to transfer students, to the UCF community, and to our external partners.Develop a coordinated method of delivery, or communication plan, for how, when, and by whom that messaging will be distributed to students, students’ families, faculty, staff, and external partners.

TRANSFER PREPARATIONCreate an effective transition process that will alleviate the elements of “transfer shock” for prospective transfer students. Transfer shock is defined as a dip in students’ academic performance during their first semester after transitioning from their previous institution, and results from the shock associated with an institutional culture change.Expedite, enhance, and streamline the transfer credit evaluation process, expand advising and curriculum alignment efforts between UCF and sending institutions, and create a transfer orientation and web portal experience that prepares students prior to their arrival at UCF.

TRANSFER ENGAGEMENTCreate a holistic student experience that will assist in developing the academic, personal, social, and professional skills of students. This experience will result in successful progression, graduation, and employment in a global workforce.Increase opportunities for student engagement with UCF staff, peers, resources, and programs both prior to their transition and during their first year at UCF and expand career planning and employability opportunities.

ACADEMIC SUCCESSCreate academic support services for faculty, staff, and students to result in a greater understanding, involvement, and commitment to transfer student success. Increase faculty awareness regarding transfer student success data, programs, and services, and increase and inform faculty about available resources and opportunities to engage with transfer students.

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At the Foundations of Excellence’s launch seminar, hosted by the John N. Gardner Institute for Excellence in Undergraduate Education, in the summer 2014, we were promised that the FoE experience would be an eye-opening and transformative endeavor for our university. The first

year of this two-year process did not disappoint.

During this first year, we assembled a large, comprehensive FoE Task Force consisting of over 200 members from across the university and from our partnering intuitions. We conducted two, in-depth and informative surveys campus-wide. We immersed ourselves in a wide-sweeping self-study along nine different dimensions, resulting in 500 identified activities related to student support and engagement. And we offered 118 recommendations aimed at improving the transfer experience and the success of our transfer students.

Through this first year, we learned much about our transfer students and how our current policies and practices—though many and strong—can be enhanced to provide an even better first-year experience to a population that now makes up over half of our enrollment. We also learned much about our faculty, and how we must find ways to better engage them in areas specific to transfer students.

We now look forward to our second year of FoE with a new mission: to realize our past work by implementing our recommendations along the themes of Philosophy, Communication, Transfer Preparation, Transfer Engagement, and Academic Success. In so doing, we look forward to transforming the UCF environment by offering the best practices and policies that support the academic success, learning, satisfaction, and graduation rates of our transfer students.

CONCLUSION


“The success of our students is paramount to everything we do at

UCF.”A . DALE WHITTAKER, PH .D.

Provost and Executive Vice President

University of Central Florida4000 Central Florida BoulevardOrlando, Florida 32816UCF.EDU

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