Lumina-Urban-Transfer-Research-Network管腔城市轉(zhuǎn)移研究網(wǎng)絡(luò)課件

1、Lumina Urban Transfer Research NetworkFindings & Questions for DiscussionLumina Urban Transfer ResearchFour Research Questions that Guided the Lumina Transfer Research StudyWhat pathways through community college and university lead to or hinder successful baccalaureate completion?How do transfer an

2、d degree attainment rates of various sub-groups differ?What are the major contributors to discrepancies in attainment rates?How are the patterns similar or different across sites, and how do state, regional or institutional policy contexts contribute to those differences? Four Research Questions tha

3、t GResearch DesignFocused on students who begin at local-area community colleges and exhibit characteristics and behavior consistent with preparing for transfer to a baccalaureate-granting institutionSupplemented with faculty, staff, administrator, and student interviews at both PSU and urban commun

4、ity colleges in Oregon.Research DesignFocused on studSummary of FindingsEnrolling as close to full-time as possible is a positive predictor of success.Students who enroll in developmental credits during Year 1 are less likely to transfer.Efficacy of swirling depends on type of swirling and disciplin

5、e area.Associate degree facilitates transfer, but not baccalaureate completion.Asian students are most likely to transfer; Hispanic/Latino students are least likely to transfer.Summary of FindingsEnrolling aPredictors of Transfer and Bachelors Attainment Total Terms FT CCTransfer(1 = Transferred to

6、Univ 0 = No Transfer)Credits/Term CCBachelors Degree(1 = Univ Degree 0 = No Univ Degree)Enrl PatternNote: Covariates include age, gender, need-based aidType of CreditsTransfer/Other DegreePredictors of Transfer and BacFactors Contributing to TransferFactorTotal Terms FT CC & Average Credits/Term+Yea

7、r 1 Dev Credits-Year 1 Prof/Tech Credits-Year 1 Transfer Credits+Year 1 Other Credits-Earned Transfer Degree+Earned Other Assoc+Transfer module onlyNAReceived CC Need-Based Aid-Age-Hispanic/Latino-Black/African AmericanNSNative AmericanNSAsian+ Female v. MaleNSFactors Contributing to TransfFactors C

8、ontributing to Bachelors Degree for Transfer StudentsFactorTotal Terms FT CC & Average Credits/Term+Year 1 Dev CreditsNSYear 1 Transfer Credits+Year 1 Other CreditsNSEarned Transfer DegreeNSEarned Transfer Module OnlyNAStructured Swirl v. Linear+Received CC Need-Based Aid-Age+Hispanic/Latino & Nativ

9、e American & AsianNSBlack/African AmericanNSFemale v. MaleNSFactors Contributing to BachelFindings: Course Taking BehaviorStudents who take more lower-division college credits during Year 1 are associated with greater successStudents who take more developmental credits are associated with lower rate

10、s of successFindings: Course Taking BehavQuestions to ConsiderHow do the findings from this study help inform us about ways to improve outcomes for transfer-oriented students?How will the findings impact future inter-institutional communication and relationships between community colleges and univer

11、sities?How can the CCs and OUS institutions work together to improve student completion and persistence in Oregon?Questions to ConsiderHow do tPolicy Questions: Course Taking BehaviorWhat can CC/OUS institutions offer to reduce the time or amount of developmental education courses that prepare stude

12、nts for lower-division transfer courses? What math completion level at the community college would best serve transfer-bound students?What math completion level should be required for transfer-bound students with majors in non-math intensive disciplines/fields?Policy Questions: Course TaFindings: Fi

13、nancial AidFinancial Aid information was available for approximately 20% of community college students (the rest did not apply for financial aid)Despite earning more credits during year one, students who receive need-based aid at the community college (31%) are less likely to transfer than other stu

14、dents (35%)Findings: Financial AidFinancPolicy Questions: Financial AidWhat can CC/OUS institutions do to discourage loan debt prior to transferring to a four-year college or university?What state-level policy discussions need to occur to reduce students/family reliance on student loans?Policy Quest

15、ions: Financial AFindings: Enrollment & Degree PathwaysMost students (79%) never leave their home community collegeBased on Logistic Regression:Students who are able who take more credits per term are more successfulTaking more lower-division college credits during Year 1 is associated with greater

16、successStructured pathways are the most productive pathways to baccalaureate successFindings: Enrollment & DegreePolicy Questions: Enrollment & Degree PathwaysHow long should students stay at a community college prior to transfer and how can transfer policy encourage them to earn some kind of valuab

17、le credential prior to transfer?Should Oregon community college students be encouraged/required to earn the Oregon Transfer Module (OTM) prior to being admitted to the Oregon University System?Policy Questions: EnrollmentFindings: Attainment of Associate DegreeMost students (87%) do not earn an asso

18、ciate degree at the community collegeMost students (81%) who transfer have not earned an associate degreeFew students (6% ) earned a transfer degreeBased on logistic regression, earning a transfer degree facilitates transfer, while other types of associate degrees do not.Findings: Attainment of AssocPolicy Question