Upload
peta
View
61
Download
0
Tags:
Embed Size (px)
DESCRIPTION
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 - PowerPoint PPT Presentation
Citation preview
1
PRESENTED BY: RICARDO V. LOPEZ, MPH
Elucidating Key Variables in the STEM Transfer Student Experience from the
Integration of Multi-institutional Research Projects
(CSUF)
2
TEST: UP
ProgramNational Science Foundation - Science,
Technology, Engineering, and Mathematics Talent Expansion Program ($2,500,000 over five years)
Overall GoalsIncrease the number of STEM transfers to
four-year universities and colleges Increase the number of STEM AA and
baccalaureates degrees
3Community 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
Community College Partners
4
Examining STEM Transfer Student Experiences
STEM Transfer Student Experien
ce
Questionnaire
administered at the CC
Level
Questionnaire
administered at CSUF Examination
of Four-Year Transcripts of Students that intend
STEM
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
1) Those that intend to Transfer as STEM majors2) Those that DO NOT intend to Transfer as STEM majors
Students were recruited from three types of courses1) Biology (theoretical and applied)2) Physical Sciences3) Mathematics
8
The CC-STTQ FORMAT
Includes a total of 87 questionsAdministered in paper formatOrganized into V sections:
I. DemographicsII. General CC Academic InformationIII. Degree and Transfer PlansIV. Experiences in Math/Science courses at the CC levelV. 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 setsCronbach’s alpha calculated for seven question setsPredictor and outcome variables were dichotomizedPearson Chi-Square analysis was conducted on
specific predictor and outcome variable relationshipsRisk estimates (odds ratios) were calculated for
variable relationships significant at the p<0.05 levelLogistic 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 A2) CC-B: Community College B
11
RESULTS-DEMOGRAPHICS (n=529)
42%
56%
2%
Sex
Female
Male
Declined
2%
42%
25%9%
17%5%
RaceAfrican-American
Asian
Latino
White
Other
Declined
CC-A
12
RESULTS-DEMOGRAPHICS (n=594)
61%38%
0%
Sex
FemaleMaleDecline
CC-B
1%17%
48%9%
18%7%
Race
African-Ameri-can
Asian
Latino
White
Other
Declined
13
RESULTS-DEMOGRAPHICS (n=529)
13%
81%
6%
Born in the US
NoYesDeclined 44%
51%
5%
English is the First Language
NoYesDeclined
CC-A
14
RESULTS-DEMOGRAPHICS (n=594)
12%
82%
6%
Born in the US
NoYesDeclined
55%38%
7%
English is the First Language
NoYesDeclined
CC-B
15
RESULTS-DEMOGRAPHICS (n=529)
68%
30%
2%
“First Generation”
No
Yes
De-clined
CC-A
16
RESULTS-DEMOGRAPHICS (n=594)
56%
43%
2%
“First Generation”
No
Yes
De-clined
CC-B
17
RESULTS-GENERAL CC INFORMATION (n=529)
5% 24%
71%
0%
Number of Units Taken at this CC
0-5 units6-11 units12 or moreDeclined
16%
2%5%77%
0%
Units Taken at Other CC
0-5 units6-11 units12 or moreOnly Attend this CCDeclined
CC-A
18
RESULTS-GENERAL CC INFORMATION (n=594)
13%
32%55%
0%
Number of Units Taken at this CC
0-5 units6-11 units12 or moreDeclined
22%
7%5%
66%
Units Taken at Other CC
0-5 units6-11 units12 or moreOnly Attend this CC
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):1) UC (75.6%)2) CSU (70.4 %)3) In-state private (52.0%)4) 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):1) CSU (81.3%)2) UC (70.4 %)3) In-state private (38.0%)4) Out-of-state (29.0%)
CC-B
21
RESULTS-STEM STUDENT TRANSFER PLANS
Student Ethnic Distribution*
All Participants
(n=529)
Intend STEM (359)**
Does Not Intend STEM (103)**
Percent (Frequency) n Percent Percent (Frequency)
n Percent Percent (Frequency)
Asian 42.3 (224) 28.9 42.6 (153)
7.6 38.9 (40)
Latino 24.8 (131) 16.4 24.2 (87) 4.7 24.3 (25) White/Caucasian
8.5 (45) 5.7 8.4 (30) 1.9 1.9 (10)
Student Sex* All
Participants(n=529)
Intend STEM (359)**
Does Not Intend STEM (103)**
Percent (Frequency) n Percent Percent (Frequency)
n Percent Percent (Frequency)
Female 41.8 (221) 23.8 35.1 (126)
11.5 59.2 (61)
Male 56.1 (297) 43.1 63.5 (228)
7.6 38.8 (40)*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
Student Ethnic Distribution*
All Participants
(n=594)
Intend STEM (256)**
Does Not Intend STEM (256)**
Percent (Frequency) n Percent Percent (Frequency)
n Percent Percent (Frequency)
Asian 19.5 (116) 11.6 27.0 (69) 4.4 10.2 (26) Latino 52.7 (313) 20.7 47.7
(123)25.3 58.6 (150)
White/Caucasian
10.3 (61) 3.4 7.8 (20) 5.9 13.7 (35)
Student Sex** All
Participants(n=594)
Intend STEM (256)*
Does Not Intend STEM (256)*
Percent (Frequency) n Percent Percent (Frequency)
n Percent Percent (Frequency)
Female 61.3 (364) 22.1 51.2 (131)
29.1 67.6 (173)
Male 38.4 (228) 20.7 48.0 (123)
14.0 32.4 (83)
CC-B
*Showing race categories with the highest numbers ** 82 students left the question about “intent to transfer into STEM” unanswered
23
RESULTS-STEM STUDENT TRANSFER PLANS (n=359)
45%43%
11%
When Did the Stu-dent Decide to Pursue STEM?
Before CCAfter CCDeclined
62%13%
21% 4%
Intend to Complete ALL Lower Division
STEM at the CC Level
YesNo Not SureDeclined
CC-A
24
RESULTS-STEM STUDENT TRANSFER PLANS (n=256)
38%
44%
18%
When Did the Stu-dent Decide to Pursue STEM?
Before CCAfter CCDeclined
71%7%
17% 4%
Intend to Complete ALL Lower Division
STEM at the CC Level
YesNo Not SureDeclined
CC-B
25
RESULTS-STEM STUDENT TRANSFER PLANS (n=359)
67%9%
24%
Feels Knowledge-able of the STEM Courses They Will Take at the Four-
Year LevelYesNo Declined
86%
9%5%
Confident About Completing Upper
Division STEM Courses at the
Four-Year Level
Confident
Not Con-fident
Declined
CC-A
26
RESULTS-STEM STUDENT TRANSFER PLANS (n=256)
56%
13%
31%
Feels Knowledge-able of the STEM Courses They Will Take at the Four-
Year LevelYesNoDeclined
77%
16% 7%
Confident About Completing Upper
Division STEM Courses at the
Four-Year Level
Confident
Not Con-fident
Declined
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:1) Access to instructors with questions about material &
assignments2) Working with other students on problem sets (rather than alone)3) Having access to people that can mentor in math/science
● Cumulative ranking of top three people that motivated them to pursue STEM
1) Family2) General Counselors3) 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:1) Access to instructors with questions about material &
assignments2) Receiving constructive feedback from instructors 3) Having access to subject specific study centers in STEM
● Cumulative ranking of top three people that motivated them to pursue STEM
1) General Counselors2) Family3) 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
1) Those majoring in Math and Science 2) 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:I. DemographicsII. Experiences at the Community College (CC) III. Experiences as a Transfer Student to CSUFIV. 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 setsPredictor 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)
30%
25%
19%4%
20% 2%
Race
WhiteAsianLatinoAfrican-AmericanOtherDeclined
59%40%
1%
Sex
MaleFemaleDeclined
44
Results-Demographics
62%36%1% 0%
First one in im-mediate family to attend a four-year
universityNoYesNot sureDeclined 73%6%
10%
2%2%7%
Student's marital/relation-
ship status
SingleLiving with a partnerMarriedDivorcedSeparatedDeclined
45
Results-Experience at the CC Level
65%25%1%
8%
Chose to attend the CC, even though
they were eligible to attend four-year
campuses directlyYesNODoes not applyDeclined
21%
66%
2%
10%
Years spent at the CC level before transferring
Two years or lessThree or more yearsNot SureDeclined
46
Results-Experience at the CC Level cont.
51%43%
6%
Did the student in-tend to transfer as a STEM major before attending the CC
level?NoYesDeclined
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
To What Extent Were CC
Counselors Informative
Regarding the Following?*
Not At All Moderate Extent
Considerable Extent
Percent (Frequency) Percent (Frequency) Percent (Frequency)
Requirements to Transfer
16% (35) 48% (105) 36% (79)
STEM Major Prerequisites
33% (73) 43% (95) 23% (51)
Undergraduate Research Opportunities
63% (139) 30% (65) 75 (15)*Responses of those that marked “does not apply” are omitted on these tables
48
Results-Experiences at the CC Level with Counselors
Mark Your Level of Agreement with the Following as they Pertain to Your
Interactions with CC Counselors?*
Disagree Neither Disagree Nor
Agree
Agree
Percent (Frequency) Percent (Frequency) Percent (Frequency)
Spoke About Completing and Associate’s Degree
17% (37) 16% (35) 58% (127)
Encouraged them to Choose a Major in STEM
34% (75) 28% (61) 22% (49)
Helped them explore Careers in STEM
43% (94) 24% (53) 20% (44)*Responses of those that marked “does not apply” are omitted on these tables.
49
Results-Factors Related to STEM Major at CSUF
27%15%
4%2%6%16%
15%
2%12%
STEM Major
BiologyChem/BiochemGeologyPhysicsMathComputer ScienceEngineeringOtherDeclined
4%
15%
63%
18%
Feel confident in meeting graduation
requirements of STEM major
DisagreeNeitherAgreeDeclined
50
Results: Experiences as a STEM Major at CSUF
51%
18%
16%
15%
Has the student returned to the CC, after having trans-
ferred to CSUF?NoNo, but intend toYesDeclined
Top three reasons why student returned:
1) Classes at the CC are more affordable
2) CC courses are more convenient to take
3) Unable to enroll at CSUF
51
Results: Experiences as a STEM Major at CSUF
66%
19%
15%
Has student partic-ipated in formal
undergraduate re-search?
NoYesDeclined
Those that have not participated:
a) 34% know where to find undergraduate research opportunities
b) 53% plan to participate in undergraduate research before they graduate
52
Results: Experiences as a STEM Major at CSUF
While at CSUF How Often Have You Discussed the
Following with STEM Faculty EACH SEMESTER?
Does Not Apply
Not At All Discussed
Percent (Frequency)
Percent (Frequency)
Percent (Frequency)
Graduate/Professional School
15% (32) 48% (99) 37% (76)
Your Career Plans in STEM Industry
12% (24) 39% (80) 50% (103)
Opportunities for Undergraduate Research/Independent Study
13% (27) 46% (93) 41% (84)
Letters of Recommendation
16% (33) 54% (111) 30% (63)
53
Examination of Math/Science Transfer Student Transcripts
Examined transcripts of 532 CC students that transferred into Math and Science (during the fall semesters) AND intended to stay in those majors
from 2005-2010
GOAL:
Elucidate critical factors that are common among students that INTEND to stay as Math and Science
majors.
54
Number of Transfer Students into NSM (fall semesters) from 2005-2010 and those Included in the NSM
Transcript Project
Transfer Year
Total Number that Transferred into NSM from Community College during
the Fall Semester
Number of Fall NSM Transfer Students Included in the Transcript Project*
2005 172 18 (10.5)2006 226 62 (27.4)2007 165 80 (48.5)2008** 115 93 (80.9)2009 156 121 (77.6)2010 202 158 (78.2)
TOTAL 1,036 532 (51.4%)
*Query ran on September 20, 2010 (census date for fall 2010) **TEST:UP Project began
55
Academic Outcomes of Students Included in the NSM Transcript Project
Transfer Year
Students included
in the Transcript
Project
Graduated (% per year)
Persisted* (% per year)
Disqualified, but continued
through Extended Ed.
(% year)
Did not Persist**
(% year)
Pending (possible stop-out or
disqualified)(% year)
2005 18 7 (38.9) 3(16.7) NONE 8 (44.4) NONE
2006 62 31 (50.0) 6 (9.7) NONE 23 (37.1) 2
2007 80 21 (26.4) 15 (18.8) 3 41 NONE
2008 93 10 (10.6) 42 (45.2) 5 34 2
2009 121 PENDING 90 (74.4) 4 23 4
2010 158 PENDING 137 (76.7) NONE 11 10
TOTAL 532 69 (13.0)
293 (55.1)
12 (2.3)
140 (26.3)
18 (3.4)
*Still enrolled at CSUF by spring 2011 **Withdrew from CSUF, disqualified (never returned)
56
Results- Variables (n=532)
Demographics: Sex Race (Asian, Latino and
White)
Pre-transfer: Transfer units considered for
GPA Transfer GPA Number of schools attended
Post-transfer:• Math level of entry• Science level of entry• First semester GPA• First semester academic status• First semester time-status (full or
part-time)• STEM course pass completion
proportion• STEM units Earned• CSUF units attempted • CSUF units earned • CSUF GPA• Persistence at CSUF• Stopping-out (taking a semester off)• Participate in undergraduate research
57
Results- Multivariate Logistic Regression (n=532) (Sex and race equal, where appropriate)
Asian students have a 1.9 (CI: 1.2- 3.0) higher odds of persisting at CSUF versus other race groups when considering important PRE-TRANSFER factors-Transfer units considered for GPA-Transfer GPA-Number of school attended pre-transfer
Asian students have a 1.8 (CI: 1.1- 3.0) higher odds of persisting at CSUF versus other race groups when considering important POST-TRANSFER factors-First semester academic status-First semester time enrollment status-STEM units passed-CSUF units passed-CSUF GPA
58
Results- Multivariate Logistic Regression (n=532)(Sex and race equal, where appropriate)
Students are 1.8 (CI: 1.15-2.87) as likely to persist at CSUF for every one point higher in Transfer GPA
Students are 2.0 (CI: 1.6-2.6) as likely to persist at CSUF for every point higher in their First Semester GPA
Students on probation after their first semester have a lower odds of persisting at CSUF versus those that were not on probation
59
Results- Multivariate Logistic Regression (n=532) (Sex and race equal, where appropriate)
Student are 1.05 (CI: 1.04-1.07) as likely to persist at CSUF with every unit of STEM courses passed
Student are 1.05 (CI: 1.3-1.06) as likely to persist at CSUF with every unit of CSUF courses passed
Student are 3.0 (CI: 2.3-3.9) as likely to persist at CSUF for every one point higher in CSUF GPA
60
Results- Multivariate Logistic Regression (n=529) (Sex and race equal, where appropriate)
Students that participating in formal undergraduate research had a lower odds of persisting at CSUF versus those that did not participate (at the univariate level)
Participating in formal undergraduate research is NOT predictive of persistence at CSUF when considering the following variables :
-STEM units earned-CSUF units earned-CSUF GPA
61
Questions