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A combination of strategies was implemented to reduce barriers to transfer from associate to baccalaureate programs, and baccalaureate degree completion. These strategies include creation of the STEM Transfer Collaborative (STC). an adaption of the CUNY Pathways articulation initiative. Components of the STC include articulation agreements, shared professional development to align pedagogy and curriculum, outreach and collaboration by both the sending and receiving college faculty to begin transfer preparation and support before transfer occurs, and regular updates to community college faculty on the success of their transfer students. The second strategy employed is Momentum to the Baccalaureate (MB), an adaption of the CUNY Accelerated Study in Associate Programs (ASAP). MB provides support for junior and senior-level transfer students who are either community colleges associate degree graduates (external transfer) or associate degree graduates who transferred to bachelor’s programs at the same comprehensive college they earned their associate degree at, which has a 2+2 degree structure (internal transfer). Components of MB include personalized mentoring, advisement, and monthly stipends to students who maintain full-time enrollment and good academic standing. Participating majors include computer engineering technology, computer systems technology, construction management and civil engineering technology, electrical engineering technology, and applied chemistry. Propensity matching was used to evaluate the effectiveness of these strategies. Participating campuses are part of the City University of New York (CUNY), and include six community colleges (Borough of Manhattan Community College, Bronx Community College, Guttman Community College, Hostos Community College, Kingsborough Community College, and LaGuardia Community College), five of which are Hispanic Serving Institutions (HSIs), and New York City College of Technology (City Tech), also an HSI, which offers associate and bachelor’s programs (2+2 structure). Our first cohort of 40 students started upper-level studies in fall 2019, and has completed 2 years (four semesters) of post-associate degree study. The second cohort of 40 students, started in fall 2020, and has completed one year (two semesters) of post-associate degree study. Cohort 1 students receiving MB, supports had a significantly higher graduation rate after two years than the college average. Additionally, for cohort 1, the STC seems to have reduced “transfer shock,” the typical drop in GPA the first semester after transfer. There was no statistical difference in GPA, credits completed and semester-to-semester persistence of internal and external transfers in the MB program. Cohort 1 external transfer students who received support though MB also had a statistically significant improvement in their semester GPAs for their first 3 semesters at City Tech compared to matched students who were not provided support in the junior and senior years. There was no statistically significant difference by the 4th semester. Cohort 2 internal transfers receiving MB supports in their junior year had a statistically significant improvement in credits earned and persistence compared to a matched cohort without MB supports. There was no statistically significant improvement of external transfers compared to a matched cohort, who did not receive MB supports The inability of external transfer students to come to campus due to the pandemic, may have negated the sense of community and belonging that MB was intended to create. Overall, these preliminary results suggest that targeted pre-transfer and post-transfer supports improve transfer student outcomes. This project (NSF grant #1832457) was funded through the NSF Division of Education, Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program.
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STEM Persisters, Switchers, and Leavers: Factors Associated with 6-Year Degree Attainment for STEM Aspiring Community College Transfer Students
Focusing on community college transfer students who declared a STEM major at their initial transfer to a four-year research university, this study examined the extent to which students’ sociodemographic characteristics and academic factors were related to STEM persistence and attrition. This study tracked multiple cohorts of transfer students matriculated at the fouryear university between fall 2007 and fall 2014, and used data drawn from their transcript records. The findings indicated that STEM switchers, who obtained a non-STEM degree within six years of their initial transfer, were more likely to be older learners, female, and of non-Asian race/ethnicity than STEM persisters, who earned a STEM degree within six years. STEM Leavers, who did not earn any degree within six years, were more likely to be older, non-Asian, first-generation, and had a low or middle family income than STEM persisters. The study also found that STEM switchers and leavers were more likely to transfer over a lower number of courses, attempted fewer courses in the first semester, withdrew one or more courses, and received a lower semester GPA. In terms of mathematics preparation, STEM switchers and leavers were less likely to complete Calculus I or more advanced courses. The study contributes to the literature on STEM persistence and attrition, especially for STEM aspirants who transferred from community colleges to four-year universities. The findings also provide new knowledge about STEM attrition by comparing students who departed from STEM with or without earning a non-STEM degree.
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- Award ID(s):
- 1652622
- PAR ID:
- 10258127
- Date Published:
- Journal Name:
- Community College Journal of Research and Practice
- ISSN:
- 1066-8926
- Page Range / eLocation ID:
- 1 to 16
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/10668926.2021.1906784
