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Presented by: Ricardo V. Lopez, MPH

Elucidating Key Variables in the STEM Transfer Student Experience from the Integration of Multi-institutional Research Projects. Presented by: Ricardo V. Lopez, MPH. (CSUF). TEST: UP. Program

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Presented by: Ricardo V. Lopez, MPH

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  1. Elucidating Key Variables in the STEM Transfer Student Experience from the Integration of Multi-institutional Research Projects Presented by: Ricardo V. Lopez, MPH (CSUF)

  2. TEST: UP Program National Science Foundation - Science, Technology, Engineering, and Mathematics Talent Expansion Program ($2,500,000 over five years) Overall Goals Increase the number of STEM transfers to four-year universities and colleges Increase the number of STEM AA and baccalaureates degrees

  3. Community College Partners 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

  4. Examining STEM Transfer Student Experiences

  5. The Community College STEM Transfer Student Questionnaire (CC-STSQ) Survey developed and administered by CSUF in collaboration with our community college partners

  6. 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

  7. 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 • Those that intend to Transfer as STEM majors • Those that DO NOT intend to Transfer as STEM majors • Students were recruited from three types of courses • Biology (theoretical and applied) • Physical Sciences • Mathematics

  8. The CC-STTQ FORMAT • Includes a total of 87 questions • Administered in paper format • Organized into V sections: • Demographics • General CC Academic Information • Degree and Transfer Plans • Experiences in Math/Science courses at the CC level • Experiences with CC STEM Networks of Support

  9. 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 sets Cronbach’s alpha calculated for seven question sets Predictor and outcome variables were dichotomized Pearson Chi-Square analysis was conducted on specific predictor and outcome variable relationships Risk estimates (odds ratios) were calculated for variable relationships significant at the p<0.05 level Logistic regression (univariate and multivariate)

  10. 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 A 2) CC-B: Community College B

  11. RESULTS-DEMOGRAPHICS (n=529) CC-A

  12. RESULTS-DEMOGRAPHICS (n=594) CC-B

  13. RESULTS-DEMOGRAPHICS (n=529) CC-A

  14. RESULTS-DEMOGRAPHICS (n=594) CC-B

  15. RESULTS-DEMOGRAPHICS (n=529) CC-A

  16. RESULTS-DEMOGRAPHICS (n=594) CC-B

  17. RESULTS-GENERAL CC INFORMATION (n=529) CC-A

  18. RESULTS-GENERAL CC INFORMATION (n=594) CC-B

  19. 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): • UC (75.6%) • CSU (70.4 %) • In-state private (52.0%) • Out-of-state (24.0%) CC-A

  20. 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): • CSU (81.3%) • UC (70.4 %) • In-state private (38.0%) • Out-of-state (29.0%) CC-B

  21. RESULTS-STEM STUDENT TRANSFER PLANS • *Showing race categories with the highest numbers • **67 students left the question about “intent to transfer into STEM” unanswered CC-A

  22. RESULTS-STEM STUDENT TRANSFER PLANS • *Showing race categories with the highest numbers • ** 82 students left the question about “intent to transfer into STEM” unanswered CC-B

  23. RESULTS-STEM STUDENT TRANSFER PLANS (n=359) CC-A

  24. RESULTS-STEM STUDENT TRANSFER PLANS (n=256) CC-B

  25. RESULTS-STEM STUDENT TRANSFER PLANS (n=359) CC-A

  26. RESULTS-STEM STUDENT TRANSFER PLANS (n=256) CC-B

  27. Results-Experience with CC Networks of Support (STEM Students) • Cumulative ranking of top three (3) resources that may influence successful completion of STEM courses: • Access to instructors with questions about material & assignments • Working with other students on problem sets (rather than alone) • Having access to people that can mentor in math/science • Cumulative ranking of top three people that motivated them to pursue STEM • Family • General Counselors • Friends at “this” College CC-A

  28. Results-Experience with CC Networks of Support (STEM Students) • Cumulative ranking of top three (3) resources that may influence successful completion of STEM courses: • Access to instructors with questions about material & assignments • Receiving constructive feedback from instructors • Having access to subject specific study centers in STEM • Cumulative ranking of top three people that motivated them to pursue STEM • General Counselors • Family • Friends (at this college) CC-B

  29. Selected Results From the Community College STEM Transfer Student Questionnaire (CC-STSQ) Results from univariate and multivariate logistic regression analysis

  30. 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

  31. 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

  32. 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

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

  34. 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

  35. Results- Multivariate Logistic Regression (n=594) (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 2.7 (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

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

  37. 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

  38. 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

  39. 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 • Those majoring in Math and Science • Those majoring in Engineering and Computer Science • Students were recruited via e-mail, letters home, college website announcements and class visits

  40. 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: • Demographics • Experiences at the Community College (CC) • Experiences as a Transfer Student to CSUF • Experiences as a STEM Major at CSUF

  42. 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 sets Predictor 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)

  44. Results-Demographics

  45. Results-Experience at the CC Level

  46. Results-Experience at the CC Level cont. • 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

  47. Results-Experiences at the CC Level with Counselors *Responses of those that marked “does not apply” are omitted on these tables

  48. Results-Experiences at the CC Level with Counselors *Responses of those that marked “does not apply” are omitted on these tables.

  49. Results-Factors Related to STEM Major at CSUF

  50. Results: Experiences as a STEM Major at CSUF Top three reasons why student returned: Classes at the CC are more affordable CC courses are more convenient to take Unable to enroll at CSUF

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