Transfer Transfer Transitions: Transitions: First Semester First - - PowerPoint PPT Presentation
Transfer Transfer Transitions: Transitions: First Semester First Semester Persistence and Persistence and Adjustment of Adjustment of Transfer Students Transfer Students Presented by Dr. Eric Gumm Presented by Dr. Eric Gumm
Presented by Dr. Eric Gumm Presented by Dr. Eric Gumm gummj@acu.edu gummj@acu.edu
Need for this study
Conceptual Framework & Methodology
Research Questions & Data Analysis
Major Findings
Implications of the Study
Recommendations for Practice
Additional Research Suggestions
Questions and discussion
With more students desiring to
Before interventions can be created to
An exploration of both Academic and
An exploration of both Academic and Social integration was necessary to Social integration was necessary to understand the experiences of transfer understand the experiences of transfer students (Harrison, 1999). students (Harrison, 1999).
Several sources pointed to the need for
Several sources pointed to the need for studies to counterbalance those in large, studies to counterbalance those in large, public universities by looking at private public universities by looking at private universities universities (Cejda, 1999, 2000; Cejda &
(Cejda, 1999, 2000; Cejda & Kaylor, 1997; Townsend, 1995; Walter, 2000) Kaylor, 1997; Townsend, 1995; Walter, 2000)
Woosley (2005) noted that transfer
Tinto’s (1993) “Theory of Student Departure.” Departure.”
This model presents a dual framework of
This model presents a dual framework of both academic and social systems into which both academic and social systems into which the student is to integrate. the student is to integrate.
Tinto’s model is the most widely used to
Tinto’s model is the most widely used to examine student transition and attrition, with examine student transition and attrition, with
(Braxton, Hirschy, and McClendon, 2004; Pascarella and Terenzini, 2005). McClendon, 2004; Pascarella and Terenzini, 2005).
It was especially relevant to this study
It was especially relevant to this study because residential universities are exactly because residential universities are exactly the type of insitutions this model is most the type of insitutions this model is most reliable in studying reliable in studying (Robbins, et al, 2004; Tinto,
(Robbins, et al, 2004; Tinto, 1998). 1998).
Two data sources:
Two data sources:
Transfer Student Experiences Survey (a 70-
Transfer Student Experiences Survey (a 70- item questionnaire) item questionnaire)
Ofgicial university records for enrollment and
Ofgicial university records for enrollment and grade point average grade point average
Three participating private universities
Three participating private universities
Institution A with 1,400 students (50 transfers)
Institution A with 1,400 students (50 transfers)
Institution B with 4,700 students (140
Institution B with 4,700 students (140 transfers) transfers)
Institution C with 14,000 students (400
Institution C with 14,000 students (400 transfers) transfers)
Student sample included all students
Student sample included all students who: who:
Transferred there in the Fall of 2005
Transferred there in the Fall of 2005
Had at least 12 credit hours of transfer work
Had at least 12 credit hours of transfer work
Had graduated from high school before
Had graduated from high school before January 1, 2005 January 1, 2005
The survey instrument was sent by mail
The survey instrument was sent by mail and email to all of the students in the and email to all of the students in the sample. sample.
The fjnal population for this study
After multiple rounds of follow-up
The primary research problem or question was: What
The primary research problem or question was: What variables predict transfer students’ successful variables predict transfer students’ successful persistence and transition experience during their fjrst persistence and transition experience during their fjrst semester at Christian universities? semester at Christian universities?
Two specifjc questions which fmowed out of this
Two specifjc questions which fmowed out of this
1.
After controlling for statistically signifjcant pre-enrollment variables, were variables, were academic integration, social integration, goal academic integration, social integration, goal and institutional commitment, or spiritual integration and institutional commitment, or spiritual integration signifjcant predictors of transfer students’ fjrst semester to signifjcant predictors of transfer students’ fjrst semester to second semester persistence at these Christian institutions of second semester persistence at these Christian institutions of higher education? higher education?
2.
What demographic, previous institution and current university factors afgected the transfer students’ successful academic and factors afgected the transfer students’ successful academic and social adjustment to these Christian universities? social adjustment to these Christian universities?
Chi-square and t-tests were utilized
Logistic regression was then utilized
Linear regression was then utilized
Pre-enrollment variables
Pre-enrollment variables
Only one was signifjcant (at the p<.05 level)
Only one was signifjcant (at the p<.05 level) with regard to student persistence – Highest with regard to student persistence – Highest Degree Planned at the Current Institution. Degree Planned at the Current Institution.
The logistic regression analysis examined
The logistic regression analysis examined each of the three main constructs in Tinto’s each of the three main constructs in Tinto’s Longitudinal Model of Student Departure: Longitudinal Model of Student Departure:
Academic Integration
Academic Integration
Social Integration
Social Integration
Goal and Institutional Commitments
Goal and Institutional Commitments
Academic Integration
Academic Integration
This construct was not found to be predictive
This construct was not found to be predictive
This is somewhat surprising considering the
This is somewhat surprising considering the general support for the impact of this general support for the impact of this construct (Liu & Liu, 2000; Pascarella & construct (Liu & Liu, 2000; Pascarella & Terenzeni, 1983, 2005; Thomas, 2000). Terenzeni, 1983, 2005; Thomas, 2000).
However, others have seen that social
However, others have seen that social integration is initially more important than integration is initially more important than academic integration (Tinto, 1997, 2000; academic integration (Tinto, 1997, 2000; Woodley, 2003). Woodley, 2003).
Social Integration
Social Integration
This construct was found to be predictive of
This construct was found to be predictive of transfer student persistence in this study. transfer student persistence in this study.
Specifjcally the “Student Interaction with
Specifjcally the “Student Interaction with Peers” variable was predicitive at the p<.05 Peers” variable was predicitive at the p<.05 level. level.
This same conclusion has been afgirmed in a
This same conclusion has been afgirmed in a large number of other studies (Tinto, 1997, large number of other studies (Tinto, 1997, 2000; Elkins, Braxton and James, 2000; 2000; Elkins, Braxton and James, 2000; Woosley, 2003). Woosley, 2003).
Goal and Institutional Commitments
This construct was also found to be
This construct was also found to be predictive of transfer student predictive of transfer student persistence in this study. persistence in this study.
When utilizing the Goal and Institutional
When utilizing the Goal and Institutional Commitment construct, the logistic Commitment construct, the logistic regression equation correctly classifjed regression equation correctly classifjed 95.8% of these transfer students into the 95.8% of these transfer students into the correct persister or non-persister correct persister or non-persister categories. categories.
Spiritual Integration
Spiritual Integration
In the development of this study, an afgirmation
In the development of this study, an afgirmation was expected of Morris’ (2003) fjnding that was expected of Morris’ (2003) fjnding that Spiritual Integration would be a signifjcant Spiritual Integration would be a signifjcant predictor of persistence. predictor of persistence.
Therefore, the most suprising fjnding of this
Therefore, the most suprising fjnding of this study, for the researcher, was its lack of study, for the researcher, was its lack of signifjcance. signifjcance.
While Walter (2000) and Schreiner (2000) also
While Walter (2000) and Schreiner (2000) also indicated the predictive abilities of Spiritual indicated the predictive abilities of Spiritual Integration, all of these previous studies Integration, all of these previous studies examined freshmen, not transfer students. examined freshmen, not transfer students.
Academic Adjustment
Three signifjcant variables:
Three signifjcant variables:
Student’s fall grade point average
Student’s fall grade point average
The student’s most signifjcant reason for
The student’s most signifjcant reason for selecting this institution selecting this institution
Their family income level
Their family income level
These three variables accounted for
These three variables accounted for 45% of the variation 45% of the variation
Social Adjustment
Three signifjcant variables:
Three signifjcant variables:
Student’s fall grade point average
Student’s fall grade point average
Highest educational level attained by the
Highest educational level attained by the student’s mother student’s mother
The student’s most signifjcant reason for
The student’s most signifjcant reason for selecting this institution selecting this institution
These three variables accounted for
These three variables accounted for 41% of the variation 41% of the variation
Most Signifjcant Reason for Attending
Most Signifjcant Reason for Attending
The transfer student’s most signifjcant reason for
The transfer student’s most signifjcant reason for attending their new institution has a signifjcant attending their new institution has a signifjcant impact on their academic and social adjustment. impact on their academic and social adjustment.
As a result, universities should take steps to
As a result, universities should take steps to shape those reasons for attending through the shape those reasons for attending through the recruiting process. recruiting process.
Universities should also attempt to determine
Universities should also attempt to determine the reasons from their incoming transfer the reasons from their incoming transfer students in order to efgectively connect the students in order to efgectively connect the students to the institution. students to the institution.
New Student Orientation
New Student Orientation
This study indicated that a sizeable
This study indicated that a sizeable population of transfer students did not attend population of transfer students did not attend
This limits the ability of the university to set
This limits the ability of the university to set academic and social expectations for these academic and social expectations for these students. students.
As a result, universities should create
As a result, universities should create intentional programming for transfer intentional programming for transfer students to encourage their attendance at students to encourage their attendance at
academic and social adjustment. academic and social adjustment.
Fall grade point average
The student’s fall GPA accounted for the
The student’s fall GPA accounted for the largest portion of both academic and largest portion of both academic and social adjustment of new transfer social adjustment of new transfer students. students.
As a result, universities need to utilize
As a result, universities need to utilize strategies to determine how students are strategies to determine how students are performing academically before the end of performing academically before the end of the semester and provide intervention and the semester and provide intervention and assistance for those who are struggling. assistance for those who are struggling.
Usual qualifjer – this study examined
Usual qualifjer – this study examined student experiences at three specifjc student experiences at three specifjc institutions and it can’t be quickly institutions and it can’t be quickly generalized to other institutions. generalized to other institutions.
However, there are relevant questions and
However, there are relevant questions and areas of investigation that deserve areas of investigation that deserve consideration. consideration.
Three areas of recommendation:
Three areas of recommendation:
Campus Foundations
Campus Foundations
Transition Experiences
Transition Experiences
Continuing Support
Continuing Support
Campus Foundations Campus Foundations
Intentionally connect the transfer student’s goals Intentionally connect the transfer student’s goals to the university early in the recruiting process. to the university early in the recruiting process.
Establish on-going, intentional efgorts to ascertain Establish on-going, intentional efgorts to ascertain the actual needs of transfer students, as a separate the actual needs of transfer students, as a separate and distinct group from freshmen. and distinct group from freshmen.
One way to do so is to designate a position to serve One way to do so is to designate a position to serve as a coordinator for transfer students or, based on as a coordinator for transfer students or, based on the tremendous growth and success of First-Year the tremendous growth and success of First-Year Experience programs in their work to integrate Experience programs in their work to integrate and retain fjrst-year students (Upcraft, Gardner, & and retain fjrst-year students (Upcraft, Gardner, & Barefoot, 2005), universities could establish a Barefoot, 2005), universities could establish a similar efgort focused on transfer students. similar efgort focused on transfer students.
Transition Experiences Transition Experiences
Universities should provide at least some separate Universities should provide at least some separate and focused programming for transfer students and focused programming for transfer students during their orientation programs. These sessions during their orientation programs. These sessions should address the specifjc transition needs and should address the specifjc transition needs and concerns of transfer students. concerns of transfer students.
Transfer orientation sessions should be led by Transfer orientation sessions should be led by student leaders with an emphasis on creating student leaders with an emphasis on creating community and proving opportunities for social community and proving opportunities for social integration, since those are such crucial components integration, since those are such crucial components to retaining these students. Ideally, these student to retaining these students. Ideally, these student leaders would have themselves been transfer leaders would have themselves been transfer students so that they could serve as successful role students so that they could serve as successful role models for the new transfer students. models for the new transfer students.
Continuing Support Continuing Support
All transfer students should be assigned a faculty All transfer students should be assigned a faculty “mentor” through their department who should “mentor” through their department who should connect with them at the start of their fjrst semester connect with them at the start of their fjrst semester in order to provide a connection between the student’s in order to provide a connection between the student’s goals, their academic program, and the institution. goals, their academic program, and the institution.
Additionally, some type of “mentor” from the current Additionally, some type of “mentor” from the current upperclassmen in the transfer student’s major should upperclassmen in the transfer student’s major should be assigned and they could provide social, academic, be assigned and they could provide social, academic, and goal and institutional commitment connections. and goal and institutional commitment connections.
Since the student’s Fall GPA accounted for the largest Since the student’s Fall GPA accounted for the largest portion of the academic and social adjustment, the portion of the academic and social adjustment, the university should utilize mid-term grades to determine university should utilize mid-term grades to determine how new transfer students are doing in their classes how new transfer students are doing in their classes and provide intervention for those who are struggling. and provide intervention for those who are struggling.
1. 1.
While this study has added to the conversation While this study has added to the conversation regarding transfer student retention, more research regarding transfer student retention, more research is needed in this area in order to confjrm the is needed in this area in order to confjrm the fjndings of this study and to provide a clearer fjndings of this study and to provide a clearer picture of those factors which infmuence the picture of those factors which infmuence the experiences of transfer students, especially at experiences of transfer students, especially at Christian universities. Christian universities.
2. 2.
In future research studies in this area, recruiting or In future research studies in this area, recruiting or
students who did and did not choose to return students who did and did not choose to return should be a priority. should be a priority.
3. 3.
A national study of transfer student persistence at A national study of transfer student persistence at Christian universities would add a great deal to this Christian universities would add a great deal to this area of research. area of research.
4. 4.
Future research could examine this idea and select a Future research could examine this idea and select a transfer student population that has been at the transfer student population that has been at the Christian university for a longer period of time before Christian university for a longer period of time before being surveyed. being surveyed.
5. 5.
Further research is needed to see if the Spiritual Further research is needed to see if the Spiritual Integration construct is signifjcant in Christian Integration construct is signifjcant in Christian universities, especially among transfer students at these universities, especially among transfer students at these institutions. institutions.
6. 6.
The Academic Adjustment and Social Adjustment The Academic Adjustment and Social Adjustment fjndings need examination in additional studies to fjndings need examination in additional studies to further confjrm the impact of the signifjcant variables. further confjrm the impact of the signifjcant variables. Also, while these variables predicted a signifjcant Also, while these variables predicted a signifjcant portion of the variance (45% and 41% respectively), portion of the variance (45% and 41% respectively), further research should attempt to determine which further research should attempt to determine which variables account for the remaining variance. variables account for the remaining variance.
Student retention is a complex and
Christian universities are especially
Student retention ultimately comes
The student’s seemingly simple departure
The student’s seemingly simple departure decision has tremendous impact. decision has tremendous impact.
It is my hope that this study will help
It is my hope that this study will help Christian universities have a clearer Christian universities have a clearer picture of their transfer students and those picture of their transfer students and those factors which most infmuence their factors which most infmuence their retention. retention.
I also hope this study will contribute to the
I also hope this study will contribute to the continuing discussions regarding the continuing discussions regarding the needs of transfer students at all of our needs of transfer students at all of our institutions. institutions.