Bottlenecks in the Pipeline: Identifying Data Needed for Success of STEM Transfer Students

1. Bottlenecks in the Pipeline: Identifying Data Needed for Success of STEM Transfer Students JorjaKimbal Frankie Santos Laanan Richard Nader EXTENDED LEARNING OPPORTUNITIES Creating Pathways for STEM Transfer Student Success National Institute for the Study of Transfer Students (NISTS) September 13, 2011 Asheville, NC

2. Why study transfer students? • 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.

4. Figure 1. Conceptual Framework of Educational Trajectories via Community College G.E.D. Emplo-yment Developmental Education High School Community College Four-Year University Certificate Family Literacy Dual Credit Joint Enrollment A.A. Degree Transfer Emplo-yment A.S. Degree A.A.S. Degree

5. Figure 2. Conceptual Framework of Understanding Transfer Students’ College Experiences and Transition to 4-Year University E2 University Environment E1 Community College Environment Outcomes Inputs Background Characteristics

6. E2 University Environment E1 Community College Environment • Transfer Process • Transfer Academic Preparation • Socialization and Transfer Student Capital • Transfer Adjustment

7. 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 Inputs Background Characteristics

8. 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 Community College Environment

9. 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 University Environment

10. 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

11. 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

12. Self Efficacy Social Capital Transfer Knowledge

13. 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)

14. 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

16. 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?

18. Transfer Student Questionnaire (TSQ) • 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

19. Transfer Student Questionnaire (TSQ) • 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 • Online Survey instruments: • TSQ • E-TSQ

20. SEEC: STEM Student Enrollment and Engagement • through Connections College of Engineering • Ankeny • Boone • Carroll • Newton • Urban/Des Moines • West

21. www.eng.iastate.edu/seec

22. 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.

25. Figure 1. Conceptual Model of SEEC Effect Engineering Transfer Student Retention and Success Community College University Graduate with Engineering Degree Retention in Engineering Major GPA • SEEC Effect • E-APP • EGR 100 • Learning Community • Learning Communities • E2020 • Engineering • PWSE • Honors Leave Engineering, Retention in STEM Major Background Characteristics Academic Experiences Retained at University (non-STEM) GPA Associate’s Degree Academic Experiences High School Leave University Engineering Basic Program Source: Laanan, F., Rover, D., Bruning, M., Mickelson, S., & Shelley, M. (2011). Iowa State University.

26. Figure 2. Conceptual Model of SEEC Effect: Community College Environment Community College • 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 • SEEC Effect • E-APP • EGR 100 • Learning Community • Academic Experiences • General Courses • Faculty • Transfer Process • Counseling & Advising Academic Experiences GPA Associate’s Degree • GPA • Associate Degree Engineering Basic Program

29. Figure 3. Conceptual Model of SEEC Effect: University of Environment University Outcomes Graduate with Engineering Degree Retention in Engineering Major GPA • Learning Communities • E2020 • Engineering • PWSE • Honors Leave Engineering, Retention in STEM Major Retained at University (non-STEM) Academic Experiences Leave University Engineering Basic Program

31. 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.

32. 10 Year Averages for Retention: One Year College of Engineering Data Analysis Marcia Laugerman & Jason Pontius

33. CoE LC One Year Retention Rates in Engr

34. CoE One Year LC Retention in Engr

35. Multiple-Learning Community Effect on Retention of Women in Engineering

38. Future Research • 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

39. Questions Contact information: Frankie Santos Laanan Associate Professor Educational Leadership & Policy Studies Iowa State University e-mail: laanan@iastate.edu www.cclp.hs.iastate.edu