and opportunities to get it done! marc cutright, ed.d. university of north texas national institute...
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And Opportunities to Get it Done!And Opportunities to Get it Done!Marc Cutright, Ed.D.Marc Cutright, Ed.D.
University of North TexasUniversity of North Texas
National Institute for the Study of Transfer StudentsNational Institute for the Study of Transfer Students
77thth Annual Conference Addison, Texas Annual Conference Addison, Texas
January 22, 2009January 22, 2009
Document in development, dynamic, web-Document in development, dynamic, web-basedbased
Research from 2000-2008Research from 2000-2008Abstracts are drawn from the source, and Abstracts are drawn from the source, and
credited, or are originalcredited, or are originalArticles examined for completeness and Articles examined for completeness and
accuracy of the abstractaccuracy of the abstractIncomplete and in ongoing development. Incomplete and in ongoing development.
Please pass along suggestions for inclusion.Please pass along suggestions for inclusion.
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What we knowWhat we know What we don’t know, at least in What we don’t know, at least in
sufficiencysufficiency What the research suggests as What the research suggests as
opportunities for Student Affairs and their opportunities for Student Affairs and their campus alliescampus allies
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More than 60% of all students will graduate More than 60% of all students will graduate from a four-year college with credit from more from a four-year college with credit from more than one institution.than one institution.
The trend has been growingThe trend has been growing Reasons? Among them, relative costs of Reasons? Among them, relative costs of
community and baccalaureate institutions, community and baccalaureate institutions, Internet mobility, population mobility, promised Internet mobility, population mobility, promised and delivered personal attention at community and delivered personal attention at community collegescolleges. .
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Transfer “swirl”Transfer “swirl” Less than half of 4-year transfers are Less than half of 4-year transfers are
from community collegesfrom community colleges Other patterns include 4-4, 4-2, 2-4-4, Other patterns include 4-4, 4-2, 2-4-4,
etc.etc.
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Research generally supports the idea that transfer Research generally supports the idea that transfer students do as well or better at 4-year institutions as students do as well or better at 4-year institutions as compared to “native” students. And persistence is compared to “native” students. And persistence is better.better.
Other research suggests an initial period of fall-off— Other research suggests an initial period of fall-off— “transfer shock”— and not all research supports equal-“transfer shock”— and not all research supports equal-or-better accomplishment .or-better accomplishment .
Why? Suggests this may not be a matter of Why? Suggests this may not be a matter of intrinsic intrinsic student abilitystudent ability, but of quality of , but of quality of institutional/transitional institutional/transitional supportsupport
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The National Survey of Student Engagement and other The National Survey of Student Engagement and other research suggests that transfer students are less research suggests that transfer students are less involved in clubs, service, research with faculty, etc.involved in clubs, service, research with faculty, etc.
Why? Why? Intrinsic to student factors, such as more need to work, Intrinsic to student factors, such as more need to work,
older and have families, etc.?older and have families, etc.? Or an issue of efforts to target transfer students as Or an issue of efforts to target transfer students as
people with distinct needs, circumstances, beliefs?people with distinct needs, circumstances, beliefs?
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Much of the literature is institution-specific, describing Much of the literature is institution-specific, describing model programs and their resultsmodel programs and their results
The best programs have academic and co-curricular The best programs have academic and co-curricular components that are mutually supportivecomponents that are mutually supportive
Institutions are less successful if they stand alone. The Institutions are less successful if they stand alone. The issues of transfer are by definition multi-institutional, issues of transfer are by definition multi-institutional, and the broadest impact is realized through strong, and the broadest impact is realized through strong, complex, and diligently pursued institutional complex, and diligently pursued institutional partnerships. partnerships.
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The amount of information and facilitation The amount of information and facilitation available to first-time students is far more available to first-time students is far more complete, outreach orientated, and web-complete, outreach orientated, and web-available than it is for transfer students.available than it is for transfer students.
Varies by state and locale, of course, but Varies by state and locale, of course, but generally, the info and process generally, the info and process procedures are murky. procedures are murky.
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Where is student voice in the research?Where is student voice in the research? What slips ‘twixt cup and lip, policy to practice, inhibit What slips ‘twixt cup and lip, policy to practice, inhibit
transfer student access and timely completion?transfer student access and timely completion? How do our own assumptions and prejudices, personal How do our own assumptions and prejudices, personal
and institutional, affect our work with transfer students, and institutional, affect our work with transfer students, and their self definitions?and their self definitions?
What do we know about discipline-specific transfer What do we know about discipline-specific transfer issues? issues?
Who doesn’t transfer, and why?Who doesn’t transfer, and why?
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Most research focuses on such things as analysis of Most research focuses on such things as analysis of existing student data.existing student data.
Some research includes surveys of transfer students.Some research includes surveys of transfer students. Relatively little in-depth research into the transfer Relatively little in-depth research into the transfer
student experience.student experience. Possible approaches: focus groups, individual Possible approaches: focus groups, individual
interviews, surveys based on this qualitative research. interviews, surveys based on this qualitative research. And unconventional approaches, e.g. blog analysis. And unconventional approaches, e.g. blog analysis.
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Anecdotal indicators that transfer as shaped by state Anecdotal indicators that transfer as shaped by state policy, and transfer as practiced by receiving policy, and transfer as practiced by receiving institutions, may be very different.institutions, may be very different.
E.g., mandatory acceptance of credit for AA degree E.g., mandatory acceptance of credit for AA degree holders. Not necessarily applied to degrees. Students holders. Not necessarily applied to degrees. Students may enter with an extensive major in “electives.”may enter with an extensive major in “electives.”
We don’t know the extent of this and related issues.We don’t know the extent of this and related issues.
Necessary for improvement of both policy and practice.Necessary for improvement of both policy and practice.
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Again, anecdotal, but we all “know” that there are some negative Again, anecdotal, but we all “know” that there are some negative assumptions about transfer students:assumptions about transfer students:Came from weak academic environmentsCame from weak academic environmentsFailed elsewhereFailed elsewhereNot as skilledNot as skilledNot as committedNot as committed
Do our prejudices affect the programs and supports we build? Do Do our prejudices affect the programs and supports we build? Do transfer students “pick up” on these stereotypes—and wonder if transfer students “pick up” on these stereotypes—and wonder if they are true?they are true?
Example of Jason Simon’s research on transfer graduate giving as Example of Jason Simon’s research on transfer graduate giving as alumni. Preliminary, but counterintuitive.alumni. Preliminary, but counterintuitive.
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Very little research has touched on Very little research has touched on discipline-specific transfer issues, discipline-specific transfer issues, success rates, exemplary programs, etc.success rates, exemplary programs, etc.
Can be key tools for a variety of Can be key tools for a variety of objectives, such as more rapidly objectives, such as more rapidly expanding the number and diversity of expanding the number and diversity of graduates from STEM disciplinesgraduates from STEM disciplines
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Research has focused on those who DO transfer. What Research has focused on those who DO transfer. What about those who do not?about those who do not?
In Texas, which may not be unusual, only 20% of AA In Texas, which may not be unusual, only 20% of AA holders even apply to four-year schools. This, despite holders even apply to four-year schools. This, despite the fact that Texas universities accept virtually 100% of the fact that Texas universities accept virtually 100% of transfer applicants.transfer applicants.
We know some of the factors: $, personal confidence, We know some of the factors: $, personal confidence, lack of timely info, place bound, etc. But we don’t know lack of timely info, place bound, etc. But we don’t know the weights of these factors, or their interplay with each the weights of these factors, or their interplay with each the other or demographic factors. the other or demographic factors.
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Research: Why do itResearch: Why do it??
Research/evaluation is the means by which you Research/evaluation is the means by which you improve and refine your effortsimprove and refine your efforts
You live in a culture of evidence. No evidence, no You live in a culture of evidence. No evidence, no support.support.
When the water hole shrinks, the animals look at one When the water hole shrinks, the animals look at one another differently.another differently.
External visibility for your institution makes the big dogs External visibility for your institution makes the big dogs happy.happy.
Regional and national recognition of your work is Regional and national recognition of your work is resume blingresume bling
It’s yourIt’s your job job. .
Research: How to start?Research: How to start?
Everyone has something to contribute to Everyone has something to contribute to the research agendathe research agenda
Don’t be intimidated by the process – you Don’t be intimidated by the process – you don’t need formal trainingdon’t need formal training
Bring your expertise to the table and Bring your expertise to the table and collaborate with those who know collaborate with those who know research methods. research methods.
Start small, but think big!Start small, but think big!
SA professionals have unique access to students.SA professionals have unique access to students. Campus partnerships with researchers and graduate students, Campus partnerships with researchers and graduate students,
from a variety of fields.from a variety of fields. Fits well with contemporary emphasis on the “Scholarship of Fits well with contemporary emphasis on the “Scholarship of
Teaching and Learning”Teaching and Learning” Internally targeted evaluation work can be expanded/oriented to Internally targeted evaluation work can be expanded/oriented to
external presentation and publicationexternal presentation and publication Replicated, single-institution studies are helpful.Replicated, single-institution studies are helpful. Use of multi-institutional studies, such as consortia and their Use of multi-institutional studies, such as consortia and their
utilization of NSSE, can be an advance.utilization of NSSE, can be an advance.
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http://transferinstitute.unt.edu/
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What else don’t we What else don’t we know?know?
How can we find out?How can we find out?Anything elseAnything else
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