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Are Transfer Students Different? First Year Grades and Course Withdrawals

Are Transfer Students Different? First Year Grades and Course Withdrawals. Jo Stewart Brock University. Investigate concerns that transfer students from community colleges or other universities may be disadvantaged.

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Are Transfer Students Different? First Year Grades and Course Withdrawals

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  1. Are Transfer Students Different? First Year Grades and Course Withdrawals Jo Stewart Brock University

  2. Investigate concerns that transfer students from community colleges or other universities may be disadvantaged. Transfer credits for introductory-level Social Science courses from community college are not typically given at Brock. This means that all transfer students captured in intro courses. Background Jo Stewart (jo.stewart@brocku.ca)

  3. All transfer students in all 2008-09 full-year (September to April) introductory courses were identified. Background Jo Stewart (jo.stewart@brocku.ca)

  4. Transfer students defined as anyone who had received at least 0.5 transfer credit from another post-secondary institution. Transfer Students Defined Jo Stewart (jo.stewart@brocku.ca)

  5. Do community college transfer studentsand university transfer students perform as well as those entering from high school in introductory-level Social Science courses? Research Question? Jo Stewart (jo.stewart@brocku.ca)

  6. Course withdrawal First-term failing grades Final grades Improvement from first- to second-term Measures Jo Stewart (jo.stewart@brocku.ca)

  7. 3,636 students enrolled in 11 intro courses 5,640 student-courses 261 community college transfer students 346 student-courses 92 university transfer students 119 student-courses Data Jo Stewart (jo.stewart@brocku.ca)

  8. Percentage of Students: Characteristics of Students Jo Stewart (jo.stewart@brocku.ca)

  9. Percentage of Students: Characteristics of Students a p<.01; b b<.10

  10. Characteristics of Students Percentage of Student-Courses a p<.05, b p<.10

  11. Means of the dependent variables Results a p<.01; b p<.10

  12. Results Means of the dependent variables a p<.01; b p<.10

  13. Community college students do not differ from high-school entry students on: Final course grade Likelihood of withdrawal Receiving a failing grade in term one Results are robust when controls for gender, course, faculty and previous credits are in place. Results Jo Stewart (jo.stewart@brocku.ca)

  14. Results Means of the dependent variables a p<.01; b p<.10

  15. Among those students who failed the first term: college transfer students improved by more than those of non-transfer students in the second term. Results Jo Stewart (jo.stewart@brocku.ca)

  16. Results Means of the dependent variables a p<.01; b p<.10

  17. University transfer students received higher final grades and were less likely to have failed the first term of their courses than both other groups. Results Jo Stewart (jo.stewart@brocku.ca)

  18. Students with a declared major had higher final grades than General Studies or Undeclared students. Indirect evidence for “transfer shock”: Community college students must attain a minimum 75% (B) average at the college yet the average final grade for college transfer students at the university was 65%, indicating a drop of ten marks. Other Results Jo Stewart (jo.stewart@brocku.ca)

  19. Finding: College transfer students with failing first term grades showed greater improvement from mid-term to final grade. Community college transfer students have the ability to succeed at university. Would a bridging course avoid first-term failures? Implications Jo Stewart (jo.stewart@brocku.ca)

  20. Implications • Finding: Community college students succeed at university. • Resources allocated by universities to community college transfer students will be well-spent. • Support may allow students to reach their academic potential earlier. Jo Stewart (jo.stewart@brocku.ca)

  21. Finding: University students had higher final grades and were less likely to fail at midterm. University students may use previous experiences to outperform their peers. Implications Jo Stewart (jo.stewart@brocku.ca)

  22. Finding: Community college transfer students showed no differences from other students in final grades or withdrawal rates. College to university transfers should continue to be encouraged. Implications Jo Stewart (jo.stewart@brocku.ca)

  23. Universities that implement policies and programs that facilitate transfer from community college to university will be recruiting a student group that is prepared to succeed with university-level coursework. Implications Jo Stewart (jo.stewart@brocku.ca)

  24. Programs to encourage transfer from community college to university could include: Bridging courses Assistance with major exploration Academic advising Student development/learning skills workshops Collaboration with colleges to offer preparation programs Etc. Policies and Programs Jo Stewart (jo.stewart@brocku.ca)

  25. Felice Martinello for his assistance with data collection and analysis. Shelagh Towson for her valuable feedback. Dean Tom Dunk, Faculty of Social Sciences for his support. Acknowledgements

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