Alex Poster white JD PE
1
12% 27% 12% 35% 8% 8% Transfer-GEMS AY 2014-2015 Applied Sciences Biological Sciences Earth Sciences Engineering Forestry Natural Sciences Transitioning to NAU in STEM: Transfer-GEMS Alexander Ollerton, Meghan Belmares, Pauline Entin, Jennifer Duis Department of Chemistry & Biochemistry, Northern Arizona University Objectives Introduction Acknowledgments Future objectives Abstract Many students decide to start university at a two-year institution while planning to transfer to a four- year school for a range of reasons. However, four-year institutions offer more resources and scholarships to incoming freshmen. Additionally, incoming transfer Science, Technology, Engineering, & Math (STEM) students may not have finished introductory courses, e.g. pre-calculus and general chemistry, which ultimately slows down degree progression. A learning community and NSF-funded scholarship (Transfer-GEMS) was developed to support transfer students in the College of Engineering, Forestry, and Natural Sciences at NAU. Preliminary results will be presented, examining the College of Engineering, Forestry, and Natural Sciences (CEFNS) transfer experience and the impacts of Transfer-GEMS. Initial Study Results •Investigate ongoing/increased funding for transfer student scholarships. •Implement grant funding for student attendance at local, regional and national meetings. •Conduct interviews with students to delve further into survey responses. •Find ways to assist with housing. •Work with CEFNS departments to enhance transfer student information on NAU websites. •Explore re-implementation of an on- campus transfer student orientation. (In progress, Office of Admissions.) References Barbara K. Townsend, Kristin Wilson. 2006, JHU Press, 47, 439 Marian Alfonso. 2006, Res. Higher Ed., 47, 873 Toni A. Campbell, David E. Campbell. 1997, Res. Higher Ed., 38, 727 Terry T. Ishitani. 2008, Res. high ed., 49, 403 Implement a learning community for CEFNS transfer students. Assess how the learning community & other supports impact the transfer students. Create programs, based on data collected, that meet transfer students’ needs. Provide financial assistance through an NSF-funded scholarship program. Increase transfer student retention rates while decreasing time to graduation. Improve community & tribal college advisors knowledge of CEFNS degree requirements. Misc. includes: Journalism. Undeclared, Nursing, Secondary Education, Parks and Rec. Management, and Anthropology* Transfers to Graduates in Engineering, Math and Science (Transfer-GEMS), was initiated in Fall 2014 as a program to assist transfer students in Science Technology Engineering and Math (STEM) disciplines. This program is designed to provide financial support through a competitive scholarship program and improve academic and social supports for CEFNS transfer students by engaging them in a learning community, a specialized course, and academic/career advising. The goals are to increase the retention rate while decreasing time to graduation. Conclusions Academic enrichments wanted Financial issues Transfer-GEMS and CEFNS transfer students appear to be similar demographically & academically. At this early stage in program implementation & data examination, differences are not apparent between the issues CEFNS transfer and Transfer-GEMS students face despite various supports the program offers. Students are working long hours. Students would like: o Transfer student housing. o On-campus transfer orientation. o More academic enrichment opportunities. o Increased scholarship opportunities. o More accessible transfer specific websites. o To participate in a learning community. o A seminar on how to succeed in college. While Transfer-GEMS offers many of the above it currently only supports ~10% of each year’s incoming CEFNS transfer population. Research Major-focused talks/presentations Attending local/regional/national meetings Undergraduate research Internships related to major Workshops for graduate school Career advising/workshop/ seminar Better understanding of how credits transfer “On”-Campus More scholarship opportunities for transfer students. 12-16 competitive Transfer-GEMS scholarships each AY, based on financial need 38% of students work 11- 20 hr/wk 44% work 21-40+ hr/wk Online orientation not considered very useful Revised version being tested Many want on-campus transfer student specific orientation Want transfer housing on- campus Transfer specific web pages needed Jacks Transfer Guide now live Other improvements ongoing… Statements from the survey: “…The website, for someone who has not used it, actually hindered me accessing information because of how it is laid out.” “Losing my credits- half of my classes I’m taking this semester are classes that I have to re-take because NAU wouldn’t accept the credits. A waste of time and money… I was on the fence with transferring. Very unhappy.” “Definitely having a more open transfer student financial aid program would have helped me Student participants. LC Mentor: A. Koritzke Transfer-GEMS research group: Jennifer Johnson, Nena Bloom, Derek Sonderegger, Brent Nelson NAU ChemEd Research group, Sierra Rothlisberg This material is based on work supported by the National Science Foundation under Grant Number 1260138. N = 26 Initial CEFNS Transfer Student Survey Results Male/Female: 46/54 *Average GPA: 3.15 ± 0.67 Male/Female: 52/48 *Average GPA: 3.07± 0.78 6% 40% 13% 26% 5% 5% 6% CEFNS Transfer Students AY 2013-2014 Physics/Math Biological Sciences Earth Sciences Engineering Forestry N = 284 n sample = 87 Current Transfer-GEMS Learning Community Scholarship (11 students) Residential (6 students) CENS 199 only (6 students) (3 students) *Students initially entered into CEFNS but changed major by time of survey.
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Transcript of Alex Poster white JD PE
12%
27%
12%
35%
8%8%
Transfer-GEMS AY 2014-2015
Applied Sciences
Biological Sciences
Earth Sciences
Engineering
Forestry
Natural Sciences
Transitioning to NAU in STEM: Transfer-GEMSAlexander Ollerton, Meghan Belmares, Pauline Entin, Jennifer Duis
Department of Chemistry & Biochemistry, Northern Arizona University
Objectives
Introduction
Acknowledgments
Future objectives
AbstractMany students decide to start university at a two-
year institution while planning to transfer to a four-year school for a range of reasons. However, four-year institutions offer more resources and scholarships to incoming freshmen. Additionally, incoming transfer Science, Technology, Engineering, & Math (STEM) students may not have finished introductory courses, e.g. pre-calculus and general chemistry, which ultimately slows down degree progression. A learning community and NSF-funded scholarship (Transfer-GEMS) was developed to support transfer students in the College of Engineering, Forestry, and Natural Sciences at NAU. Preliminary results will be presented, examining the College of Engineering, Forestry, and Natural Sciences (CEFNS) transfer experience and the impacts of Transfer-GEMS.
Initial Study Results
• Investigate ongoing/increased funding for transfer student scholarships.
• Implement grant funding for student attendance at local, regional and national meetings.
• Conduct interviews with students to delve further into survey responses.
• Find ways to assist with housing.• Work with CEFNS departments to enhance transfer
student information on NAU websites.• Explore re-implementation of an on-campus transfer
student orientation. (In progress, Office of Admissions.)
ReferencesBarbara K. Townsend, Kristin Wilson. 2006, JHU Press, 47, 439Marian Alfonso. 2006, Res. Higher Ed., 47, 873Toni A. Campbell, David E. Campbell. 1997, Res. Higher Ed., 38, 727Terry T. Ishitani. 2008, Res. high ed., 49, 403
Implement a learning community for CEFNS transfer students. Assess how the learning community & other supports impact the transfer students. Create programs, based on data collected, that meet transfer students’ needs. Provide financial assistance through an NSF-funded scholarship program. Increase transfer student retention rates while decreasing time to graduation. Improve community & tribal college advisors knowledge of CEFNS degree requirements.
Misc. includes: Journalism. Undeclared, Nursing, Secondary Education, Parks and Rec. Management, and Anthropology*
Transfers to Graduates in Engineering, Math and Science (Transfer-GEMS), was initiated in Fall 2014 as a program to assist transfer students in Science Technology Engineering and Math (STEM) disciplines. This program is designed to provide financial support through a competitive scholarship program and improve academic and social supports for CEFNS transfer students by engaging them in a learning community, a specialized course, and academic/career advising. The goals are to increase the retention rate while decreasing time to graduation.
Conclusions
Academic enrichments wanted
Financial issues
Transfer-GEMS and CEFNS transfer students appear to be similar demographically & academically. At this early stage in program implementation & data examination, differences are not apparent between the issues CEFNS transfer and Transfer-GEMS students face despite various supports the program offers.
Students are working long hours. Students would like:
o Transfer student housing. o On-campus transfer orientation. o More academic enrichment opportunities.o Increased scholarship opportunities. o More accessible transfer specific websites. o To participate in a learning community. o A seminar on how to succeed in college.
While Transfer-GEMS offers many of the above it currently only supports ~10% of each year’s incoming CEFNS transfer population.
Research
Major-focused talks/presentations
Attending local/regional/national meetings
Undergraduate research Internships related to major Workshops for graduate school Career advising/workshop/
seminar Better understanding of how
credits transfer
“On”-Campus
More scholarship opportunities for transfer students. 12-16 competitive Transfer-
GEMS scholarships each AY, based on financial need
38% of students work 11-20 hr/wk 44% work 21-40+ hr/wk
Online orientation not considered very useful Revised version being tested Many want on-campus transfer
student specific orientation Want transfer housing on-campus Transfer specific web pages needed
Jacks Transfer Guide now live Other improvements ongoing…
Statements from the survey: “…The website, for someone who has not used it, actually hindered me accessing information because of how it is laid out.”
“Losing my credits- half of my classes I’m taking this semester are classes that I have to re-take because NAU wouldn’t accept the credits. A waste of time and money… I was on the fence with transferring. Very unhappy.”
“Definitely having a more open transfer student financial aid program would have helped me transition to NAU better.”
Student participants. LC Mentor: A. KoritzkeTransfer-GEMS research group: Jennifer Johnson, Nena Bloom, Derek Sonderegger, Brent NelsonNAU ChemEd Research group, Sierra RothlisbergThis material is based on work supported by the National Science Foundation under Grant Number 1260138.
N = 26
Initial CEFNS Transfer Student Survey Results
Male/Female: 46/54*Average GPA: 3.15 ± 0.67
Male/Female: 52/48*Average GPA: 3.07± 0.78
6%
40%
13%
26%
5%5%
6%
CEFNS Transfer Students AY 2013-2014
Physics/MathBiological SciencesEarth SciencesEngineeringForestryNatural SciencesMisc.N = 284
nsample= 87
Current Transfer-GEMS Learning Community
Scholarship (11 students)
Residential (6
students)
CENS 199 only(6 students)
(3 students)
*Students initially entered into CEFNS but changed major by time of survey.
