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Transfer Student Experience at UCI

Transfer Student Experience at UCI. Judy Shoemaker, Ph.D. Assessment & Research Studies University of California, Irvine CUE Meeting June 30, 2010. Context. Master Plan for Higher Education access for all, guaranteed transfer Large numbers transfer to CSU/UC

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Transfer Student Experience at UCI

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  1. Transfer Student Experienceat UCI Judy Shoemaker, Ph.D. Assessment & Research Studies University of California, Irvine CUE Meeting June 30, 2010

  2. Context • Master Plan for Higher Education • access for all, guaranteed transfer • Large numbers transfer to CSU/UC • 55,000 to CSU and 14,000 to UC • Over half of CSU degrees and 30% of UC degrees • Leaky pipeline: • only 40% intending to transfer do so • articulation is complex • Need for 1 million more college grads by 2025

  3. New Student Enrollments F04 to F10

  4. Background Information • 92% from California Community College • Average age = 22.4 yrs • Higher percentage of • Men • Underrepresented minorities, White students • First generation/low income • International students • Non-native speakers of English • Students living in Orange and LA Counties • Working • 64% are working an average of 18 hrs per week • 23% are working more than 20 hrs per week

  5. Time Allocation

  6. Academic Information • Average college GPA = 3.32 • Class level • 92% are juniors, 5% are seniors • Average advanced standing units: 103.9 • Choice of majors • Social Sciences (36%) • Social Ecology (17%) • Humanities (17%) • All others (30%)

  7. How Majors Change 1 Includes Bio Sci, Engr, HS, ICS and PS majors 2 Includes Business majors and U/U students

  8. Academic Performance • UCI GPA • First quarter GPA = 2.88 • First quarter % GPA < 2.00 = 12% • End of first year GPA = 3.01 • At graduation GPA = 3.08 • Number of units completed, compared to normal progress requirements • 1st quarter = 12.2 (12) • 2nd quarter = 13.0 (14) • 3rd quarter = 13.0 (15)

  9. Direct Assessment of UD Writing • Two studies • 2008-09 WR 139, SE 190W • 2009-10 WR 139, BIOSCI 100LW, ENGR 190W • Scoring rubric on four dimensions of writing • Critical thinking and analysis • Use of evidence/research • Development and structure • Generic and disciplinary conventions • Transfer students produced lower quality writing products on all 4 dimensions

  10. Self-Reported Learning Gains: Academic Goals

  11. Obstacles to Academic Success • Family responsibilities – 64% • Feeling depressed, stressed or upset – 61% • Poor study behaviors – 60% • Job responsibilities – 53% • Bad study environment – 53% • Other responsibilities – 46% • Inadequate study skills – 37%

  12. Transfers Are Less Socially Engaged

  13. Post-Graduation Plans • Higher percentage • Enrolling in graduate or professional school – 47% • Working full- or part-time – 36% • Lower percentage • Taking a year off, doing something else, or “I have no idea” – 11% • Same percentage • Studying or working abroad – 4%

  14. Retention and Graduation Data Source: Fall 2003 entering cohorts

  15. Risk Factors for Dropping Out • Background variables • None • Academic preparation indicators • Transfer GPA less than 2.80 • Academic performance • First quarter GPA less than 2.20 • Second quarter GPA less than 2.00 • First quarter probation status • Second quarter probation status

  16. Strengths • Increased diversity of student body, including international students • College GPA is good indicator of UCI GPA • Academic performance is comparable to native students • More mature, more settled into majors, more definite about post-graduation plans

  17. Challenges • Academics • Writing skills • Early warning indicators/risk factors • External pressures • family responsibilities, working, poor study behaviors and environments, depression • Time to degree delayed • Units completed per quarter • Less engaged academically & socially

  18. Suggestions • Campus coordinator • Assistance with transition, through first year • Mandatory participation in Orientation • Mentors • Academic “early warning” system • Proactive advising • # of units • academic probation support • Encourage transfers to take electives, work part-time and on-campus

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