PRESENTED BY: RICARDO V. LOPEZ, MPH Elucidating Key Variables in the STEM Transfer Student Experience from the Integration of Multi-institutional Research

1

PRESENTED BY:

RICARDO V. LOPEZ, MPH

Elucidating Key Variables in the STEM Transfer Student Experience from the

Integration of Multi-institutional Research Projects

(CSUF)

2

TEST: UP

ProgramNational Science Foundation - Science,

Technology, Engineering, and Mathematics Talent Expansion Program ($2,500,000 over five years)

Overall GoalsIncrease the number of STEM transfers to

four-year universities and colleges Increase the number of STEM AA and

baccalaureates degrees

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Community College A (CC-A)

Community College B (CC-B)

Advanced STEM infrastructure

Located in a more affluent socio-economic area

Out of CSUF service area

Advanced STEM network of support

Located in a less affluent socio-economic area

Inside CSUF Service Area

Community College Partners

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Examining STEM Transfer Student Experiences

STEM Transfer Student Experien

ce

Questionnaire

administered at the CC

Level

Questionnaire

administered at CSUF Examination

of Four-Year Transcripts of Students that intend

STEM

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The Community College STEM Transfer Student Questionnaire

(CC-STSQ)

Survey developed and administered by CSUF in collaboration with our community college partners

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The CC-STSQ

Thorough literature review revealed few questionnaire/survey tools specifically aimed at understanding STEM transfer student experiences

Studies on general transfer student engagement and transfer experiences were considered

Content validity was developed with consultations with parties knowledgeable of STEM transfer student experiences

Face validity enhanced via focused groups and pilot testing with potential STEM transfer students at the CC

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PARTICIPANTS

Survey administration defined by each partner CC, and represented the best attempt to date to “catch” potential STEM students

Four prominent types of students were recruited, each categorized into two groups

1) Those that intend to Transfer as STEM majors2) Those that DO NOT intend to Transfer as STEM majors

Students were recruited from three types of courses

1) Biology (theoretical and applied)2) Physical Sciences3) Mathematics

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The CC-STTQ FORMAT

Includes a total of 87 questions

Administered in paper format

Organized into V sections:

I. DemographicsII. General CC Academic InformationIII. Degree and Transfer PlansIV. Experiences in Math/Science courses at the CC levelV. Experiences with CC STEM Networks of Support

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DATA MANAGEMENT

Goodness-of-fit test to assess representativeness of specific student populations

Descriptive statistics for all variables and stratified based on intent to transfer in STEM

Cumulative ranking scores for specific questions setsCronbach’s alpha calculated for seven question setsPredictor and outcome variables were dichotomizedPearson Chi-Square analysis was conducted on

specific predictor and outcome variable relationshipsRisk estimates (odds ratios) were calculated for

variable relationships significant at the p<0.05 levelLogistic regression (univariate and multivariate)

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Selected Results From the Community College STEM Transfer Student Questionnaire (CC-STSQ)

Selected results are presented in collated format per CC partner; refer to the bottom-right of each

slide for the following reference:

1) CC-A: Community College A2) CC-B: Community College B

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RESULTS-DEMOGRAPHICS (n=529)

42%

56%

2%

Sex

Female

Male

Declined

2%

42%

25%9%

17%5%

RaceAfrican-American

Asian

Latino

White

Other

Declined

CC-A

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61%

38%

0%

Sex

FemaleMaleDecline

CC-B

1%17%

48%9%

18%7%

Race

African-Ameri-can

Asian

Latino

White

Other

Declined

13


13%

81%

6%

Born in the US

NoYesDeclined 44%

51%

5%

English is the First Language

NoYesDeclined

CC-A

14


12%

82%

6%

Born in the US

NoYesDeclined

55%38%

7%

English is the First Language

NoYesDeclined

CC-B

15


68%

30%

2%

“First Generation”

No

Yes

De-clined

CC-A

16


56%

43%

2%

“First Generation”

No

Yes

De-clined

CC-B

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RESULTS-GENERAL CC INFORMATION (n=529)

5% 24%

71%

0%

Number of Units Taken at this CC

0-5 units6-11 units12 or moreDeclined

16%

2%

5%

77%

0%

Units Taken at Other CC

0-5 units6-11 units12 or moreOnly Attend this CCDeclined

CC-A

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RESULTS-GENERAL CC INFORMATION (n=594)

13%

32%55%

0%

Number of Units Taken at this CC

0-5 units6-11 units12 or moreDeclined

22%

7%

5%66%

Units Taken at Other CC

0-5 units6-11 units12 or moreOnly Attend this CC

CC-B

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RESULTS-DEGREE & TRANSFER PLANS (n=529)

Over 95% of students intend to transfer to a four-year institution

Over 72% intend to transfer within a STEM major

Intent to apply (cumulative ranking):1) UC (75.6%)2) CSU (70.4 %)3) In-state private (52.0%)4) Out-of-state (24.0%)

CC-A

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RESULTS-DEGREE & TRANSFER PLANS (n=594)

Over 91% of students intend to transfer to a four-year institution

Over 43% intend to transfer within a STEM major

Intent to apply (cumulative ranking):1) CSU (81.3%)2) UC (70.4 %)3) In-state private (38.0%)4) Out-of-state (29.0%)

CC-B

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RESULTS-STEM STUDENT TRANSFER PLANS

Student Ethnic Distribution*

All Participants

(n=529)

Intend STEM (359)**

Does Not Intend STEM (103)**

Percent (Frequency) n Percent Percent (Frequency)

n Percent Percent (Frequency)

Asian 42.3 (224) 28.9 42.6 (153)

7.6 38.9 (40)

Latino 24.8 (131) 16.4 24.2 (87) 4.7 24.3 (25)

White/Caucasian

8.5 (45) 5.7 8.4 (30) 1.9 1.9 (10)

Student Sex* All

Participants(n=529)

Intend STEM (359)**




Female 41.8 (221) 23.8 35.1 (126)

11.5 59.2 (61)

Male 56.1 (297) 43.1 63.5 (228)

7.6 38.8 (40)*Showing race categories with the highest numbers **67 students left the question about “intent to transfer into STEM” unanswered CC-A

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RESULTS-STEM STUDENT TRANSFER PLANS

Student Ethnic Distribution*

All Participants

(n=594)

Intend STEM (256)**




Asian 19.5 (116) 11.6 27.0 (69) 4.4 10.2 (26)

Latino 52.7 (313) 20.7 47.7 (123)

25.3 58.6 (150)

White/Caucasian

10.3 (61) 3.4 7.8 (20) 5.9 13.7 (35)

Student Sex** All

Participants(n=594)

Intend STEM (256)*

Does Not Intend STEM (256)*



Female 61.3 (364) 22.1 51.2 (131)

29.1 67.6 (173)

Male 38.4 (228) 20.7 48.0 (123)

14.0 32.4 (83)

CC-B

*Showing race categories with the highest numbers ** 82 students left the question about “intent to transfer into STEM” unanswered

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RESULTS-STEM STUDENT TRANSFER PLANS (n=359)

45%43%

11%

When Did the Stu-dent Decide to Pursue STEM?

Before CCAfter CCDeclined

62%13%

21% 4%

Intend to Complete ALL Lower Division

STEM at the CC Level

YesNo Not SureDeclined

CC-A

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38%

44%

18%

When Did the Stu-dent Decide to Pursue STEM?

Before CCAfter CCDeclined

71%7%

17% 4%

Intend to Complete ALL Lower Division

STEM at the CC Level

YesNo Not SureDeclined

CC-B

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67%9%

24%

Feels Knowledge-able of the STEM Courses They Will Take at the Four-

Year LevelYesNo Declined

86%

9%5%

Confident About Completing Upper

Division STEM Courses at the

Four-Year Level

Confident

Not Con-fident

Declined

CC-A

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56%

13%

31%

Feels Knowledge-able of the STEM Courses They Will Take at the Four-

Year LevelYesNoDeclined

77%

16% 7%

Confident About Completing Upper

Division STEM Courses at the

Four-Year Level

Confident

Not Con-fident

Declined

CC-B

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Results-Experience with CC Networks of Support (STEM Students)

Cumulative ranking of top three (3) resources that may influence successful completion of STEM courses:

1) Access to instructors with questions about material & assignments

2) Working with other students on problem sets (rather than alone)

3) Having access to people that can mentor in math/science

● Cumulative ranking of top three people that motivated them to pursue STEM

1) Family2) General Counselors3) Friends at “this” College

CC-A

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Results-Experience with CC Networks of Support (STEM Students)

Cumulative ranking of top three (3) resources that may influence successful completion of STEM courses:

1) Access to instructors with questions about material & assignments

2) Receiving constructive feedback from instructors 3) Having access to subject specific study centers in STEM

● Cumulative ranking of top three people that motivated them to pursue STEM

1) General Counselors2) Family3) Friends (at this college)

CC-B

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Selected Results From the Community College STEM Transfer Student Questionnaire (CC-STSQ)

Results from univariate and multivariate logistic regression analysis

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Results- Variables Significant at the Univariate Level (n=529)

Predictor Variables:

Sex Intent to Apply to the University of Ca campuses Intent to obtain a highest degree desired Attendance at Supplemental Instruction Confidence level regarding academic performance in four-year

STEM courses Perceived knowledge of which STEM courses are required for

intended major at the four-year level

Outcome Variable:

Intent to major in STEM at the four-year level

CC-A

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Results- Multivariate Logistic Regression (n=529)(race and sex being equal, where appropriate)

Women have a lower odds of intending to transfer into STEM versus men

Those that intend to apply to the UC system have a 2.1 (CI: 1.1-4.0) higher odds of intending to transfer into STEM to versus those that do not intend to apply to the UC system

CC-A

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Results- Multivariate Logistic Regression (n=529) (race and sex being equal, where appropriate)

Those that intend to obtain a doctorate have a 3.1 (CI: 1.8-5.4) higher odds of intending to transfer into STEM versus students that do not intend to obtain a doctorate

Those that attended Supplemental Instruction (SI) have a 2.7 (CI: 1.6-4.6) higher odds of intending to transfer into STEM versus those that did not attend SI

CC-A

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Those that are self-confident about completing four year STEM courses have a 4.3 (CI: 1.3-13.4)

higher odds of intending to transfer into STEM be versus those that are not confident

Those that feel knowledgeable about which four year STEM courses to take have a 7 (CI: 2.3-20.8)

higher odds of intending to transfer into STEM be versus those that do not feel knowledgeable

CC-A

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Results- Variables Significant at the Univariate Level (n=594)

Predictor Variables:

Sex Ethnicity Employment Status Intent to Apply to the University of Ca campuses Confidence level regarding academic performance in four-year

STEM courses Perceived knowledge of which STEM courses are required for

intended major at the four-year level Attendance at Supplemental Instruction

Outcome Variable:

Intent to major in STEM at the four-year level

CC-B

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Women have a lower odds of intending to transfer into STEM versus men

Those that intend to apply to the UC system have a 2.7 (CI: 1.6-4.3) higher odds of intending to transfer into STEM versus those that do not intend to apply to the UC

Asian participants have a 3.3 (CI: 2.0-5.4) higher odds of intending to transfer into STEM versus other race groups

Latino participants have a lower odds intending to transfer into STEM versus other race groups

CC-B

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Those that work have a 1.7 (CL: 1.1-2.5) higher odds of intending to transfer into STEM versus those that do not work (sex and race being equal)

Self-perceived knowledge of which STEM four-year courses to take is not predictive of intent to transfer into STEM when considering race and sex.

Those that are self-confident about completing four year STEM courses have a 2.5 (CL: 1.4-4.5)

higher odds of intending to transfer into STEM versus those that are not confident (race and sex being equal)

CC-B

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Results- Multivariate Logistic Regression (n=594)(race and sex being equal, where appropriate)

Those that attend Supplemental Instruction (SI) have a 2.5 (CI: 1.3-4.6) higher odds of intending to

transfer into STEM versus those that do not attend SI

CC-B

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CSUF STEM TRANSFER STUDENT QUESTIONNAIRE (CSUF-STSQ)

Survey developed and administered by CSUF in collaboration with the College of Natural Science and

Mathematics & the College of Engineering and Computer Science

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PARTICIPANTS

Participation was anonymous and on-line

Outreach pool included a total of 1,075 STEM students that transferred to CSU Fullerton from fall 2008 to fall 2010

Two prominent types of students were recruited, each categorized into two groups

1) Those majoring in Math and Science 2) Those majoring in Engineering and Computer Science

Students were recruited via e-mail, letters home, college website announcements and class visits

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The C-STSQ

Thorough literature review revealed few questionnaire/survey tools specifically aimed at STEM transfer students at the four-year level

Studies on general transfer student engagement and transfer experiences were considered

Content validity was developed with consultations with parties knowledgeable of STEM transfer student experiences

Face and content validity enhanced via focused groups and pilot testing

41

The CC-STTQ FORMAT

Emphasis: “Tell us your Transfer Student Story”

Includes a total of 84 questions

Organized into V sections:I. DemographicsII. Experiences at the Community College (CC) III. Experiences as a Transfer Student to CSUFIV. Experiences as a STEM Major at CSUF

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DATA MANAGEMENT

Determine adequate participation rate before administration

Descriptive statistics for all variables and stratified based on intent to transfer in STEM

Cumulative ranking scores for specific question setsPredictor and outcome variables were dichotomized

Pearson Chi-Square analysis was conducted for predictor and outcome variable relationships

Risk estimates (odds ratios) were calculated for variable relationships significant at the p<0.05 level

43

Results-Demographics

Two hundred forty-seven (247) participants: 90% confidence level (+/- 4.6% margin of error)

30%

25%

19%

4%

20% 2%

Race

WhiteAsianLatinoAfrican-AmericanOtherDeclined

59%40%

1%

Sex

MaleFemaleDeclined

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Results-Demographics

62%36%

1% 0%

First one in im-mediate family to attend a four-year

university

NoYesNot sureDeclined 73%

6%

10%

2%2%7%

Student's marital/relation-

ship status

SingleLiving with a partnerMarriedDivorcedSeparatedDeclined

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Results-Experience at the CC Level

65%25%

1%8%

Chose to attend the CC, even though

they were eligible to attend four-year

campuses directlyYesNODoes not applyDeclined

21%

66%

2%

10%

Years spent at the CC level before transferring

Two years or lessThree or more yearsNot SureDeclined

46

Results-Experience at the CC Level cont.

51%43%

6%

Did the student in-tend to transfer as a STEM major before attending the CC

level?NoYesDeclined

Those that answered NO (126), made up their minds while at the CC at the following times:

• 28% during the first year

• 32% during the 2nd year

• 41% during the third year or later

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Results-Experiences at the CC Level with Counselors

To What Extent Were CC

Counselors Informative

Regarding the Following?*

Not At All Moderate Extent

Considerable Extent

Percent (Frequency) Percent (Frequency) Percent (Frequency)

Requirements to Transfer

16% (35) 48% (105) 36% (79)

STEM Major Prerequisites

33% (73) 43% (95) 23% (51)

Undergraduate Research Opportunities

63% (139) 30% (65) 75 (15)*Responses of those that marked “does not apply” are omitted on these tables

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Results-Experiences at the CC Level with Counselors

Mark Your Level of Agreement with the Following as they Pertain to Your

Interactions with CC Counselors?*

Disagree Neither Disagree Nor

Agree

Agree

Percent (Frequency) Percent (Frequency) Percent (Frequency)

Spoke About Completing and Associate’s Degree

17% (37) 16% (35) 58% (127)

Encouraged them to Choose a Major in STEM

34% (75) 28% (61) 22% (49)

Helped them explore Careers in STEM

43% (94) 24% (53) 20% (44)*Responses of those that marked “does not apply” are omitted on these tables.

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Results-Factors Related to STEM Major at CSUF

27%15%

4%2%6%16%

15%

2%12%

STEM Major

BiologyChem/BiochemGeologyPhysicsMathComputer ScienceEngineeringOtherDeclined

4%

15%

63%

18%

Feel confident in meeting graduation

requirements of STEM major

DisagreeNeitherAgreeDeclined

50

Results: Experiences as a STEM Major at CSUF

51%

18%

16%

15%

Has the student returned to the CC, after having trans-

ferred to CSUF?NoNo, but intend toYesDeclined

Top three reasons why student returned:

1) Classes at the CC are more affordable

2) CC courses are more convenient to take

3) Unable to enroll at CSUF

51


66%

19%

15%

Has student partic-ipated in formal

undergraduate re-search?

NoYesDeclined

Those that have not participated:

a) 34% know where to find undergraduate research opportunities

b) 53% plan to participate in undergraduate research before they graduate

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While at CSUF How Often Have You Discussed the

Following with STEM Faculty EACH SEMESTER?

Does Not Apply

Not At All Discussed

Percent (Frequency)

Percent (Frequency)

Percent (Frequency)

Graduate/Professional School

15% (32) 48% (99) 37% (76)

Your Career Plans in STEM Industry

12% (24) 39% (80) 50% (103)

Opportunities for Undergraduate Research/Independent Study

13% (27) 46% (93) 41% (84)

Letters of Recommendation

16% (33) 54% (111) 30% (63)

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Examination of Math/Science Transfer Student Transcripts

Examined transcripts of 532 CC students that transferred into Math and Science (during the fall semesters) AND intended to stay in those majors

from 2005-2010

GOAL:

Elucidate critical factors that are common among students that INTEND to stay as Math and Science

majors.

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Number of Transfer Students into NSM (fall semesters) from 2005-2010 and those Included in the NSM

Transcript Project

Transfer Year

Total Number that Transferred into NSM from Community College during

the Fall Semester

Number of Fall NSM Transfer Students Included in the Transcript Project*

2005 172 18 (10.5)2006 226 62 (27.4)2007 165 80 (48.5)2008** 115 93 (80.9)2009 156 121 (77.6)2010 202 158 (78.2)

TOTAL 1,036 532 (51.4%)

*Query ran on September 20, 2010 (census date for fall 2010) **TEST:UP Project began

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Academic Outcomes of Students Included in the NSM Transcript Project

Transfer Year

Students included

in the Transcript

Project

Graduated (% per year)

Persisted* (% per year)

Disqualified, but continued

through Extended Ed.

(% year)

Did not Persist**

(% year)

Pending (possible stop-out or

disqualified)(% year)

2005 18 7 (38.9) 3(16.7) NONE 8 (44.4) NONE

2006 62 31 (50.0) 6 (9.7) NONE 23 (37.1) 2

2007 80 21 (26.4) 15 (18.8) 3 41 NONE

2008 93 10 (10.6) 42 (45.2) 5 34 2

2009 121 PENDING 90 (74.4) 4 23 4

2010 158 PENDING 137 (76.7) NONE 11 10

TOTAL 532 69 (13.0)

293 (55.1)

12 (2.3)

140 (26.3)

18 (3.4)

*Still enrolled at CSUF by spring 2011 **Withdrew from CSUF, disqualified (never returned)

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Results- Variables (n=532)

Demographics: Sex Race (Asian, Latino and

White)

Pre-transfer: Transfer units considered for

GPA Transfer GPA Number of schools attended

Post-transfer:• Math level of entry• Science level of entry• First semester GPA• First semester academic status• First semester time-status (full or

part-time)• STEM course pass completion

proportion• STEM units Earned• CSUF units attempted • CSUF units earned • CSUF GPA• Persistence at CSUF• Stopping-out (taking a semester off)• Participate in undergraduate research

57

Results- Multivariate Logistic Regression (n=532) (Sex and race equal, where appropriate)

Asian students have a 1.9 (CI: 1.2- 3.0) higher odds of persisting at CSUF versus other race groups when considering important PRE-TRANSFER factors

-Transfer units considered for GPA-Transfer GPA-Number of school attended pre-transfer

Asian students have a 1.8 (CI: 1.1- 3.0) higher odds of persisting at CSUF versus other race groups when considering important POST-TRANSFER factors

-First semester academic status-First semester time enrollment status-STEM units passed-CSUF units passed-CSUF GPA

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Results- Multivariate Logistic Regression (n=532)(Sex and race equal, where appropriate)

Students are 1.8 (CI: 1.15-2.87) as likely to persist at CSUF for every one point higher in Transfer GPA

Students are 2.0 (CI: 1.6-2.6) as likely to persist at CSUF for every point higher in their First Semester GPA

Students on probation after their first semester have a lower odds of persisting at CSUF versus those that were not on probation

59


Student are 1.05 (CI: 1.04-1.07) as likely to persist at CSUF with every unit of STEM courses passed

Student are 1.05 (CI: 1.3-1.06) as likely to persist at CSUF with every unit of CSUF courses passed

Student are 3.0 (CI: 2.3-3.9) as likely to persist at CSUF for every one point higher in CSUF GPA

60


Students that participating in formal undergraduate research had a lower odds of persisting at CSUF versus those that did not participate (at the univariate level)

Participating in formal undergraduate research is NOT predictive of persistence at CSUF when considering the following variables :

-STEM units earned-CSUF units earned-CSUF GPA

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Questions

Documents

PRESENTED BY: RICARDO V. LOPEZ, MPH Elucidating Key Variables in the STEM Transfer Student Experience from the Integration of Multi-institutional Research