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Community College Leadership ProgramOffice of Community College Research and Policy
Bottlenecks in the Pipeline:Identifying Data Needed for Success of STEM Transfer Students
Jorja KimbalFrankie Santos LaananRichard Nader
EXTENDED LEARNING OPPORTUNITIES
Creating Pathways for STEM Transfer Student SuccessNational Institute for the Study of Transfer Students (NISTS)September 13, 2011Asheville, NC
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• Demographics of students who begin at Iowa’s public community colleges
• Academic preparation and degree completion
• Community college effect• Retention and graduation rates• STEM Pathways• University experience and student success• Use data to inform practice, policy and future
research.
Why study transfer students?
2001 2002 2003 2004 2005 2006 2007 2008 2009 20100
200
400
600
800
1000
1200
Iowa Community College Transfer Students: Enrollment by Regent Universities
ISUUNIU of I
Fall Semester
Num
ber
of T
rans
fer
Stud
ents
Enr
ollin
g
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Figure 1. Conceptual Framework of Educational Trajectories via Community College
High School
Community College
Four-Year University
G.E.D.
Developmental Education
A.A. DegreeTransfer
A.S. Degree
A.A.S. Degree
Emplo-yment
Family Literacy
Certificate
Dual CreditJoint Enrollment
Emplo-yment
InputsBackground
Characteristics
E1
CommunityCollege
Environment
E2
UniversityEnvironment
Outcomes
Figure 2. Conceptual Framework of Understanding Transfer Students’ College Experiences and Transition to 4-Year University
E1
CommunityCollege
Environment
E2
UniversityEnvironment
• Transfer Process• Transfer Academic Preparation• Socialization and Transfer Student Capital • Transfer Adjustment
InputsBackground
Characteristics
• Age• Race/Ethnicity• First-Generation Status• Low-income• Socio-economic status• Parental Education• Parental Income• High school
achievement/preparation
• English Language Learners
• Placement Test Scores• Other variables
• Employment• Hours spent on CC campus• Developmental Courses• General Courses• Academic Advising /
Counseling Services• Transfer Process• Course Learning• Experiences with Faculty• Participation in 2 YR-4 YR
partnerships (transfer and articulation)
• Bridge Programs• CC GPA• Learning and Study Skills
E1
CommunityCollege
Environment
• Employment• Academic Major• Learning Community• Course Learning• Experience with Faculty• General Perceptions of
University (e.g., accessibility of faculty, friendly “Transfer Culture”)
• Adjustment Process (e.g., social and academic, transfer shock, transition issues)
• College Satisfaction
E2
UniversityEnvironment
• University GPA• Retention in STEM major• Leave STEM major• Retained at University
(non-STEM)• Leave University• Graduate with STEM
degree• Job Placement• Self-Concept / Self-
Confidence• Graduate degree in
STEM discipline
Outcomes or Outputs
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Bottlenecks
• Pre-STEM academic preparation and achievement.
• Lack of completion of GE and “STEM core” courses (e.g., math sequence, physics, chemistry, etc.)
• Lack of “Transfer Student Capital”• Lack of understanding about transfer and
articulation policies and practices• STEM Student Success Literacy
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Self Efficacy Social Capital
Transfer Knowledge
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Research Designs
Institutional, State, and National
Institutional• Quantitative vs. qualitative approaches• Survey data• Student academic transcripts• National Student Clearinghouse • Qualitative (e.g., interviews, focus groups)
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Research Designs
Quantitative Approaches• Survey data
– NSSE, MapWorks– TSQ– Institutional developed instrument
• Academic transcripts (2 yr, 4 yr)• National Student Clearinghouse
Challenges:• Cross-sectional vs. longitudinal • Response rates
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Research Questions
• What are the demographic characteristics of STEM transfers, STEM native students, non-STEM transfers, and non-STEM native students at a public research university in the Midwest?
• To what extent do the four groups of students differ in academic challenges, level of institutional support, student-faculty interactions, quality of campus relationships, and overall satisfaction with the university?
• What factors predict students’ overall satisfaction?
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• Measure transfer students’ community college and university experiences
• Survey developed by Laanan (1998)• Online survey • Administered to Iowa CC transfer
students at Iowa State University (ISU)• Three waves of data collection (2007,
2009, 2011).• Data for over 2,000 transfer students
Transfer Student Questionnaire (TSQ)
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• Background Characteristics
• Community College Experiences– General Courses– Academic Advising/Counseling Services– Transfer Process– Course Learning– Experience with Faculty– Learning and Study Skills
• University Experiences– Reasons that influence decision to attend ISU– Course Learning– Experiences with Faculty– General Perceptions of ISU– Adjustment Process– College Satisfaction
• Open-Ended Questions
Transfer Student Questionnaire (TSQ)
Online Survey instruments:
TSQ
E-TSQ
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SEEC: STEM Student Enrollment and Engagement
through Connections
College of Engineering
• Ankeny• Boone• Carroll• Newton• Urban/Des Moines• West
www.eng.iastate.edu/seec
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Overall Grant Goal
Increase College of Engineering graduates to 900, by approximately 100 per year. Included with this goal are increases in the number of pre-engineering students at DMACC and in the percentages of women and minority students in engineering at ISU and DMACC.
Background Characteristics
High School
SEEC Effect• E-APP• EGR 100•Learning Community
GPA
Learning Communities• E2020• Engineerin
g• PWSE• Honors
Engineering Basic Program
Retention in Engineering
Major
Leave Engineering,Retention in STEM Major
Retained at University
(non-STEM)
Leave University
Graduate with
Engineering Degree
Figure 1. Conceptual Model of SEEC EffectEngineering Transfer Student Retention and Success
CommunityCollege University
Academic Experiences
GPA Associate’s
Degree
Source: Laanan, F., Rover, D., Bruning, M., Mickelson, S., & Shelley, M. (2011). Iowa State University.
Academic Experiences
SEEC Effect• E-APP• EGR 100•Learning Community
Figure 2. Conceptual Model of SEEC Effect: Community College Environment
CommunityCollege
Academic Experiences
GPA Associate’s
Degree
Academic Experiences• General Courses• Faculty• Transfer Process• Counseling & Advising
SEEC Effect• E-APP: Engineering
Admissions Partnership Program
• EGR 100• Learning Community at CC
Engineering Basic Program
• Mathematics 165, 166 (Calculus)• Chemistry 167 or 177• Engineering 101 (Orientation)• Engineering 160 (Engineering
Problems)• Physics 221• Library 160• English 150, 250
• GPA• Associate Degree
Engineering Basic Program
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2007 2008 2009 20100
20
40
60
80
100
120
140
160
59
79
136 137
CoE E-APP Enrollment
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07-08 08-09 09-10 10-110
10
20
30
40
50
60
70
13
1816
27
13
34
39
59
1 1
6 5
16
23
32
Enrollment in Des Moines Area Community College (DMACC) EGR 100
Fall Spring Total Women
GPA
Learning Communities• E2020• Engineering• PWSE• Honors
Engineering Basic Program
Retention in Engineering
Major
Leave Engineering,Retention in STEM Major
Retained at University
(non-STEM)
Leave University
Graduate with
Engineering Degree
Figure 3. Conceptual Model of SEEC Effect:University of Environment
University
Academic Experiences
Outcomes
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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
43.3%48.2%
61.0% 60.9%65.6%
76.0%
82.3%79.9%
84.7% 83.1%85.7%
1.8%4.8%
12.6%
3.4%7.5%
13.6%
34.6%32.2%
22.0%
37.7%
31.8%
CoE Learning Community Participation
New Freshman in LCs %
New Transfers in LCs %
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E-APP and Retention
• E-APP students are retained at significantly higher levels than non-E-APP students.
• E-APP significantly improves retention over Non-E-APP in early studies.
• E-APP is statistically significant for improving retention even when controlling for transfer GPA and basic program GPA.
• This is especially true for DMACC students.
College of Engineering Data Analysis Marcia Laugerman & Jason PontiusDMACC All IA CC DFHS
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
60 6674
1415
1226
19 14
For Each 100 Students that Start in Engineering: This Shows Where They are 1 Year Later
Still in Engr Still at ISU Left ISU
10 Year Averages for Retention: One Year
2000 2001 2002 2003 2004 2005 2006 2007 2008 20090%
10%
20%
30%
40%
50%
60%
70%
80%
90%
50%
71%
54%
60%
44%
62%
70%
77%
67%
80%77% 77%
80%77% 76% 74% 76%
74%77% 76%
All IA CC Transfers Starting in EngineeringDirect from High School starting in Engineering
CoE LC One Year Retention Rates in Engr
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CoE One Year LC Retention in Engr
5 yr Avg 2000-2004 5 yr Avg 2005-20090%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
77.5% 75.5%
55.3%
73.6%
Direct From High School IA CC Transfer Students
Multiple-Learning Community Effect on Retention of Women in Engineering
0.0
00
.25
0.5
00
.75
1.0
0
Ka
plan
-Meie
r te
rmin
atio
n e
stim
ate
1 2 3 4 5 6 7 8
Years enrolled at ISU
Not in a LC 1 LC 2+ LCs
Source: 2011 SEEC Grant College of Engineering Retention Analysis
(Female College of Engineering Students)Impact of LC Participation on COE Retention
0.00
0.25
0.50
0.75
1.00
Kap
lan-
Mei
er te
rmin
atio
n es
timat
e
1144 1029 895 545 32 3 0 0engr160hilo = 11288 895 736 514 69 8 1 0engr160hilo = 0
Number at risk
1 2 3 4 5 6 7 8
Years enrolled at ISU
0.00 - 3.00 GPA 3.01 - 4.00 GPA
Source: 2011 College of Engineering Retention Analysis
(All Entering Engineering Students)ENGR 160 Student Retention within COE
0.0
00.2
50.5
00.7
51.0
0
Kap
lan-M
eie
r te
rmin
atio
n e
stim
ate
103 88 42 11 0 0 0 0engr160hilo = 1129 99 61 19 5 1 1 0engr160hilo = 0
Number at risk
1 2 3 4 5 6 7 8
Years enrolled at ISU
0.00 - 3.00 GPA 3.01 - 4.00 GPA
Source: 2011 College of Engineering Retention Analysis
(Iowa Community College Transfer Students)ENGR 160 Student Retention within COE
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• Utilize Engineering-Transfer Students’ Questionnaire (E-TSQ).
• Connect survey with students’ academic transcript.
• Identify challenges regarding progression to complete engineering major.
• Explore and understand the experiences of women and URMs.
• Secure larger sample size• Employ E-TSQ at more universities
Future Research
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Contact information:
Frankie Santos LaananAssociate Professor
Educational Leadership & Policy Studies
Iowa State University
e-mail: [email protected]
Questions
