Pathway patterns mobility study of first time vs. transfer students in computer science and information technology programs at a public university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Prateek Basavaraj ◽  
Ivan Garibay ◽  
Ozlem Ozmen Garibay
Keyword(s):  
Information Technology ◽  
Student Success ◽  
Computer Science ◽  
Transfer Students ◽  
Public University ◽  
Transfer Student ◽  
Mobility Patterns ◽  
Content Type ◽  
First Time ◽  
Progression Patterns

PurposePostsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in college (FTIC) and transfer students. Transfer student success rates are significantly low, with most transfer students nationwide failing to complete their degrees in four-year institutions. The purpose of this study is to better understand the degree progression patterns of both student types in two undergraduate science, technology, engineering and mathematics (STEM) programs: computer science (CS) and information technology (IT). Recommendations concerning academic advising are discussed to improve transfer student success.Design/methodology/approachThis study describes how transfer student success can be improved by thoroughly analyzing their degree progression patterns. This study uses institutional data from a public university in the United States. Specifically, this study utilizes the data of FTIC and transfer students enrolled in CS and IT programs at the targeted university to understand their degree progression patterns and analyzes the program curricula using network science curricular analytics method to determine what courses in the curriculum require more assistance to retain students.FindingsThe major findings of this study are: (1) students’ degree mobility patterns within an institution differ significantly between transfer and FTIC students; (2) some similarities exist between the CS and IT programs in terms of transfer students' degree mobility patterns; (3) transfer students' performance in basic and intermediate level core courses contribute to differences in transfer students' mobility patterns.Originality/valueThis study introduces the concept of “mobility patterns” and examines student degree mobility patterns of both FTIC and transfer students in a large public university to improve the advising process for transfer students regarding courses and identifying secondary majors.

Connecting information literacy instruction with transfer student success

2017 ◽  
Vol 45 (3) ◽  
pp. 511-526 ◽  
Author(s):  
Mark Robison
Keyword(s):  
Student Success ◽  
Transfer Students ◽  
Information Literacy ◽  
Academic Integration ◽  
Transfer Student ◽  
Content Type ◽  
Critical Window ◽  
Group Settings ◽  
Transfer Success ◽  
Students Attitudes

Purpose This paper aims to investigate the academic library’s role in supporting transfer student success, specifically by providing information literacy (IL) instruction. This paper examines whether IL instruction contributes to a transfer student’s sense of academic integration. Design/methodology/approach The author designed and distributed a survey to incoming undergraduate transfer students at Valparaiso University, gathering information about students’ IL instruction experiences, their attitudes and their preferences for receiving information about the library at their new university. Inferential statistics were used to test correlations between IL instruction and students’ attitudes. Findings In all, 38 students completed the survey. The t-test results show significantly higher levels of confidence among those students who had participated in formal IL instruction. IL instruction is shown neither to contribute to transfer students’ sense of academic integration nor to benefit students during the transfer process. Respondents believed that transfer students do need information about their new library. They preferred small group settings or private communications for receiving this information, and the critical window is the period from when they arrive on campus through the second week of class. Practical implications This study provides guidance into librarians’ outreach efforts to transfer students, including the desirability, format and timing of this information. Originality/value This paper is the first to situate IL instruction as a factor in transfer success.

Takes Two to Tango: Essential Practices of Highly Effective Transfer Partnerships

2017 ◽  
Vol 45 (4) ◽  
pp. 294-310 ◽  
Author(s):  
John Fink ◽  
Davis Jenkins
Keyword(s):  
Community College ◽  
Student Success ◽  
Transfer Students ◽  
Bachelor's Degree ◽  
Transfer Student ◽  
College Transfer ◽  
Student Records ◽  
Highly Effective ◽  
Transfer Advising ◽  
Effective Transfer

Objective: The objective of this study was to describe practices of 2- and 4-year institutional partnerships effective in supporting transfer student success. Method: Using student records from the National Student Clearinghouse (NSC) for the entire 2007 fall cohort of first-time-in-college community college students nationwide, researchers identified partnerships of 2- and 4-year institutions that were more effective than expected (controlling for student and institutional characteristics) in enabling community college entrants to transfer to a 4-year institution and earn a bachelor’s degree. Based on this methodology, and in partnership with the Aspen Institute’s College Excellence Program, researchers visited six pairs of 2- and 4-year college transfer partnerships identified as high performers, interviewing more than 350 faculty, student-facing and senior-level staff, and transfer students. Results: From these in-depth interviews, researchers identified a set of essential transfer practices common among these highly effective institutional partnerships. The practices were grouped under three broad strategies: (a) make transfer a priority, (b) create clear programmatic pathways with aligned high-quality instruction, and (c) provide tailored transfer advising. Contributions: This study offers a set of essential transfer practices culled from national fieldwork to 2- and 4-year institutional transfer partnerships identified using NSC data as highly effective in supporting transfer student success.

Through three lenses: transfer students and the library

2017 ◽  
Vol 45 (3) ◽  
pp. 400-414 ◽  
Author(s):  
Anna Sandelli
Keyword(s):  
Higher Education ◽  
Transfer Students ◽  
Academic Libraries ◽  
Information Science ◽  
Student Experiences ◽  
Transfer Student ◽  
Multiple Perspectives ◽  
First Year Students ◽  
Content Type ◽  
Science And Education

Purpose The aim of this paper is to examine literature related to transfer students and students in transition through three interrelated lenses: student demographics and experiences, considerations encountered by institutions of higher education working to support these students and academic libraries’ interactions with this growing population. Design/methodology/approach Library and information science and education databases were searched for articles related to transfer student experiences and initiatives. Educational research and policy centers were also investigated for supplemental data and definitions. Findings Several key considerations for academic libraries interested in supporting transfer students emerged, including the growth and diversity of this population; academic, social and procedural experiences encountered during and after students’ transition; commonalities and differences with native first-year students; and the value of partnerships in fostering student success. Practical implications This review contextualizes conversations regarding transfer student experiences, providing a resource for librarians to understand this population from multiple perspectives and to use these perspectives to develop and enhance initiatives, resources and services. Originality/value Despite an increased emphasis on transfer students across higher education, there is little literature regarding libraries’ involvement with this population. This literature review also seeks to expand upon existing conversations by examining transfer student experiences beyond the library that could inform both their interactions with the library and the ways in which libraries connect and communicate with these students.

scholarly journals Understanding the transfer student experience using design thinking

2017 ◽  
Vol 45 (2) ◽  
pp. 298-313 ◽  
Author(s):  
Linda Whang ◽  
Christine Tawatao ◽  
John Danneker ◽  
Jackie Belanger ◽  
Stephen Edward Weber ◽  
...  
Keyword(s):  
Transfer Students ◽  
Design Thinking ◽  
Rapid Development ◽  
Effective Means ◽  
Work And Family ◽  
User Needs ◽  
Transfer Student ◽  
Content Type ◽  
Time To Learn ◽  
The University

Purpose This paper aims to discuss a 2015-2016 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success. Design/methodology/approach The study uses design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience. Findings Transfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university and their need to balance academic, work and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students. Research limitations/implications This pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase. Originality/value This study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.

Application of resource dependency theory and transaction cost theory in analysing outsourcing information communication services decisions

2014 ◽  
Vol 32 (6) ◽  
pp. 786-805 ◽  
Author(s):  
Naomi Wangari Mwai ◽  
Joseph Kiplang’at ◽  
David Gichoya
Keyword(s):  
Information Technology ◽  
Transaction Cost ◽  
Public University ◽  
Resource Dependency ◽  
Transaction Cost Theory ◽  
Resource Dependency Theory ◽  
Information Communication ◽  
University Libraries ◽  
Dependency Theory ◽  
Content Type

Purpose – The aim of this paper is to establish how resource dependency theory (RDT) and transaction cost theory (TCT) can inform decisions to outsource ICT services by public university libraries in Kenya. Design/methodology/approach – The study adopted a multiple case study strategy in four selected public universities libraries in Kenya. Purposive sampling was used to identify respondents and data collection was done using a semi-structured interview schedule. Findings – The study highlights how RDT and TCT theoretical perspectives illuminate some of the reasons, and problems associated with Information and Communications Technology outsourcing in Libraries. The paper concludes with recommendations and the way forward. Research limitations/implications – The study was limited to the outsourcing of information technology services in four public university libraries in Kenya, namely, Kenyatta University (KU) in Kahawa, Nairobi; Moi University (MU) in Eldoret; University of Nairobi (UON) in Nairobi; and Jomo Kenyatta University of Agriculture and Technology (JKUAT) in Juja, Thika. This being a qualitative study (and taking into consideration the subjective views where bias could occur), the researchers ensured that the research was reliable by recording and taking notes during the interviews and by using peer-debriefing and professionals in the field to ascertain their views. Practical implications – The paper provides practical insights into outsourcing of Information Technology (IT) services in Public University libraries and information centres in Kenya. This study is useful for university libraries, information professionals, information communication technology professionals and university management. Social implications – The implications of the study are that outsourcing needs to be guided by clear policies that are documented and communicated to all the stakeholders. Originality/value – This research assesses IT outsourcing services in selected public academic libraries in Kenya.

Focusing on the Forgotten

2015 ◽  
pp. 94-124
Author(s):  
Stephanie M. Foote ◽  
Jeannine Kranzow ◽  
Sara E. Hinkle
Keyword(s):  
Community College ◽  
Transfer Students ◽  
First Year ◽  
Transfer Student ◽  
Community College Transfer ◽  
College Transfer ◽  
First Year Students ◽  
Student Transition ◽  
Four Year Institutions ◽  
First Time

Despite the increasing numbers of transfer students, particularly those transferring from two- to four-year institutions, campus programs and services continue to center on assisting first-year students who are entering higher education for the first time. This chapter brings transfer students, an often “forgotten” population, to light through the following: a review of the scholarship and research on community college transfer student transition and success, an examination of factors that affect that transition, and a description of innovative practices that respond to the need of this growing population. The information in this chapter can be used to develop campus programs and services to assist with the transfer student transition to four-year colleges and universities.

A boutique personal librarian program for transfer students

2017 ◽  
Vol 45 (2) ◽  
pp. 332-345 ◽  
Author(s):  
Helene Lafrance ◽  
Shannon B. Kealey
Keyword(s):  
Best Practices ◽  
Transfer Students ◽  
Design Methodology ◽  
Underserved Populations ◽  
Private University ◽  
Assessment Methods ◽  
Content Type ◽  
Meaningful Relationships ◽  
First Time ◽  
Practical Implications

Purpose The purpose of this paper is to discuss the planning, implementation and assessment of a personal librarian (PL) program for transfer students at a four-year private university. It highlights best practices to ensure the success of such a program, emphasizes the importance of collaboration with other campus units and explores the possible applications for other underserved student populations. Design/methodology/approach This paper explains why the PL model is particularly appropriate to serve the needs of transfer students. It clearly describes the assessment methods to evaluate such a program and proposes best practices to ensure success and sustainability. Findings Transfer students respond very positively to a PL program as shown by the number of interactions they have with their PLs and their responses to a survey. Librarians also appreciate the chance to develop meaningful relationships with students despite the addition to their workload. Practical implications Institutions looking at ways to reach out to transfer students or other underserved populations can easily adapt the PL program described here. Originality/value The PL concept is not new but, to the best of the authors’ knowledge, it is the first time it has been applied to transfer students. The program described here is also unique because of its “boutique” approach, which emphasizes customization and personalization.

scholarly journals Transforming for our transfers: the creation of a transfer student services librarian

2017 ◽  
Vol 45 (3) ◽  
pp. 485-497 ◽  
Author(s):  
Lisa R. Coats ◽  
Anne E. Pemberton
Keyword(s):  
Transfer Students ◽  
Information Literacy ◽  
Student Services ◽  
Academic Libraries ◽  
Military Service ◽  
Relevant Literature ◽  
Transfer Student ◽  
Content Type ◽  
The Creation ◽  
The University

Purpose This paper aims to describe the unique library, research and information literacy skills that transfer students need, specifically at the University of North Carolina Wilmington, which led to the creation, recruitment and appointment of a Transfer Student Services Librarian at William Madison Randall Library (Randall Library). Design/methodology/approach Along with a brief review of the relevant literature, this paper describes the specific needs that were identified that led to the creation of the position; the unique gaps in information skills that transfer students have; how the university was addressing the needs of transfer students; how the library became focused on the needs of this population of students; how the library began collaborating with campus partners to address these needs; and, to date, how the position has impacted transfer students. Findings An increase in the number of transfer students from community colleges, four year institutions and military service combined with the institution’s information literacy curriculum requirements, led to the creation of a new position called “Transfer Student Services Librarian”. Practical implications Academic libraries wishing to explore the creation of such a position, or wanting to assess their own institution’s needs for their transfer student population, will benefit from this paper. Originality/value Few, if any, libraries have adopted a position specifically for transfer student services and this paper addresses how to assess the need and decide on practical applications for other academic libraries.

scholarly journals Transfer student analysis and retention: a collaborative endeavor

2017 ◽  
Vol 45 (3) ◽  
pp. 421-439 ◽  
Author(s):  
Trudi Jacobson ◽  
John Delano ◽  
Linda Krzykowski ◽  
Laurie Garafola ◽  
Meghan Nyman ◽  
...  
Keyword(s):  
Student Retention ◽  
Transfer Students ◽  
Research University ◽  
Retention Rate ◽  
Full Time ◽  
Public Research ◽  
Content Type ◽  
Public Research University ◽  
The University ◽  
First Time

Purpose This paper aims to describe a multifaceted campus-wide initiative to retain transfer students that was undertaken when it was recognized that their retention rates were lower than those of first-time, full-time students. Design/methodology/approach The Enhancing Student Experience (ESE) Working Group at the University at Albany (UAlbany) brought together key parties from Student Affairs and academic units, including the University Libraries, and provided an energizing arena in which existing student engagement and retention endeavors were discussed and coordinated, and new initiatives were inspired. Findings This paper reflects the work of a subcommittee of the ESE group that focused on developing strategies to increase the retention rate of students who transferred to UAlbany, and identifying characteristics of those first-time, full-time students who transferred from UAlbany. The efforts discussed in this paper, which were guided by professional experiences, institutional data and published reports, resulted in a 2 per cent increase in the student retention rate in the past two years. Research limitations/implications The data collection and analysis, and the initiatives, are specific to one public research university. Practical implications Initiatives undertaken to address the retention of transfer students have begun to have an impact. Originality/value The “all-hands-on-deck” approach described in this paper demonstrates how strategic collaborations among the many institutional stakeholders at a public research university were marshalled to have a significant and positive impact on student retention.

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