Are Transfer Students Different? First Year Grades and Course Withdrawals Jo Stewart Brock University

Background Investigate concerns that transfer students from community colleges or other universities may be disadvantaged. Transfer credits for introductory-level Social Science courses from community college are not typically given at Brock. This means that all transfer students captured in intro courses. Jo Stewart

Background All transfer students in all full-year (September to April) introductory courses were identified. Jo Stewart

Transfer Students Defined Transfer students defined as anyone who had received at least 0.5 transfer credit from another post-secondary institution. Jo Stewart

Research Question? Do community college transfer students and university transfer students perform as well as those entering from high school in introductory-level Social Science courses? Jo Stewart

Measures Course withdrawal First-term failing grades Final grades Improvement from first- to second-term Jo Stewart

Data 3,636 students enrolled in 11 intro courses 5,640 student-courses 261 community college transfer students 346 student-courses 92 university transfer students 119 student-courses Jo Stewart

Characteristics of Students GenderNon-Transfer Transfer from College Transfer from University Male Female Percentage of Students: Jo Stewart

Characteristics of Students Faculty Non-Transfer Transfer from College Transfer from University Applied Health Sciences Business Combined Major Education a 2.17 General Studies a Humanities Mathematics and Science a Social Sciences a 33.7 Undeclared b Percentage of Students: a p<.01; b b<.10

CourseNon-Transfer Transfer from College Transfer from University Child and Youth Studies Communication Studies Film Studies Human Geography a Physical Geography b Labour Studies Popular Culture Political Science b 6.72 Psychology Sociology b Women’s Studies b Percentage of Student-Courses a p<.05, b p<.10 Characteristics of Students

Results VariableNon-Transfer Transfer from College Transfer from University Final Course Grade b Withdrew Failed First Term b Improved a 8.31 Means of the dependent variables a p<.01; b p<.10

VariableNon-Transfer Transfer from College Transfer from University Final Course Grade b Withdrew Failed First Term b Improved a 8.31 Means of the dependent variables a p<.01; b p<.10 Results

Community college students do not differ from high-school entry students on: Final course grade Likelihood of withdrawal Receiving a failing grade in term one Results are robust when controls for gender, course, faculty and previous credits are in place. Jo Stewart Results

VariableNon-Transfer Transfer from College Transfer from University Final Course Grade b Withdrew Failed First Term b Improved a 8.31 Means of the dependent variables a p<.01; b p<.10 Results

Among those students who failed the first term: college transfer students improved by more than those of non-transfer students in the second term. Jo Stewart Results

VariableNon-Transfer Transfer from College Transfer from University Final Course Grade b Withdrew Failed First Term b Improved a 8.31 Means of the dependent variables a p<.01; b p<.10 Results

University transfer students received higher final grades and were less likely to have failed the first term of their courses than both other groups. Jo Stewart Results

Students with a declared major had higher final grades than General Studies or Undeclared students. Indirect evidence for “transfer shock”: Community college students must attain a minimum 75% (B) average at the college yet the average final grade for college transfer students at the university was 65%, indicating a drop of ten marks. Other Results Jo Stewart

Implications Finding: College transfer students with failing first term grades showed greater improvement from mid-term to final grade. Community college transfer students have the ability to succeed at university. Would a bridging course avoid first-term failures? Jo Stewart

Finding: Community college students succeed at university. Resources allocated by universities to community college transfer students will be well-spent. Support may allow students to reach their academic potential earlier. Implications Jo Stewart

Finding: University students had higher final grades and were less likely to fail at midterm. University students may use previous experiences to outperform their peers. Implications Jo Stewart

Finding: Community college transfer students showed no differences from other students in final grades or withdrawal rates. College to university transfers should continue to be encouraged. Implications Jo Stewart

Universities that implement policies and programs that facilitate transfer from community college to university will be recruiting a student group that is prepared to succeed with university-level coursework. Implications Jo Stewart

Policies and Programs Programs to encourage transfer from community college to university could include: Bridging courses Assistance with major exploration Academic advising Student development/learning skills workshops Collaboration with colleges to offer preparation programs Etc. Jo Stewart

Acknowledgements Felice Martinello for his assistance with data collection and analysis. Shelagh Towson for her valuable feedback. Dean Tom Dunk, Faculty of Social Sciences for his support.