Reconceptualizing the “First -Year Experience” to include Campus Change and Transfer Students

Dr. Shanna S. Jaggars, Assistant Vice ProvostDr. Marcos D. Rivera, Postdoctoral ResearcherRebecca Cepeda, Graduate Research AssistantOSAS: OSAS Research and Program Assessment

Session’s Goals

Understand campus change and transfer students’ experiences at OSU-Columbus.

Reflect on the ways we can support campus change and transfer students in our own roles on campus.

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Identify challenges campus change and transfer students experience.

Community colleges provide a key point of access to postsecondary education for low-income and racially minoritized students (Jenkins & Fink, 2016; Xu, Jaggars, Fletcher, & Fink, 2018).

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When students enroll in a new institution, they face social and logistical challenges that may affect their educational attainment (Ortagus & Hu, 2019; Wyner, Deane, Jenkins, & Fink, 2018).

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Students at a new campus need support, programs, mentors, and initiatives to help them acclimate into a new environment (Walker & Okpala, 2017).

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OSU Campus Change and Transfer Population

Campus Change Transfer

Autumn 2019 1,372 2,415

Autumn 2018 1,422 2,388

Autumn 2017 1,348 2,634

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Table 1. Number of campus change and transfer students enrolling into OSU-Columbus

The Ohio State University. (2019). 2019 Enrollment Report. Retrieved from http://enrollmentservices.osu.edu/report.pdf

What types of programs and initiatives are you aware of that are available for campus change and transfer students’ first-year experience at OSU-Columbus?

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OSAS Research and Program Assessment

Joyce Foundation Project

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Joyce Foundation Project

Three studies in connection with one another on campus change and transfer students at OSU:◉ GPA change study

◉ Credit articulation study

◉ Student perspective study9

Purpose

The student perspective study, specifically, focuses on the campus change and transfer process from the experiences of students who have already changed/transferred or are considering changing/transferring.

◉ What are current barriers or challenges students are facing?◉ How do students perceive the support services they receive?◉ What resources do students perceive they need to be

successful? 10

Data Collection

◉ One-on-one, semi-structured interviews

◉ Interviews with students who:

○ Campus changed or transferred

○ Will potentially change or transfer

○ Were accepted to change or transfer but did not enroll11

Data Collection

◉ Interview goal: 80 student interviews

◉ Interviews conducted thus far: 20 student interviews

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Looking forward

Interview Protocol

Campus change/transfer

process

Campus change/transfer

preparation

Transition into OSU-Columbus

and Campus Life

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What We’ve Heard So Far…

Support with campus change/transfer preparation and process

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Campus Change/Transfer Preparation and Process

◉ Different levels of understanding on transfer/change requirements and the application process

◉ Varied support for the preparation and application process ○ Academic advisors, family members, and/or friends

◉ Use of online tools such as OSU website, Reddit, or Transferology to better understand the application process 15

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On preparing and understanding degree

pathways

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“There were 5 or 6 classes that didn’t count to graduate [and

receive Associate’s degree]…I had a delay in graduating [and

transferring]… I had to take an extra six classes.”

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“I received little to none…It was definitely me going in

there to get stuff done.”

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On receiving support from faculty and staff during the

transfer process

Transitioning into Campus

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What We’ve Heard So Far…

Transitioning into campus

◉ Feeling like a “glorified freshman”

◉ Communication challenges

◉ Non-academic logistics

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◉ Feeling “lost” on a bigger campus

◉ Cost of attendance outside of tuition and fees

◉ Balancing work, school, and family

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Transitioning into campus

“

“I wish it was like a set of certain set of resources they make known to transfer

students…like how to use the OSU app…or how to use the bus…the dining options you

can get on campus…how to access clubs and gyms.”

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◉ Adjusting language in e-mails flyers, and events to include campus change/transfer students in opportunities for first-year students

◉ Explaining Carmen as a university tool and providing steps on how to use it at the beginning of each semester

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Practical Implications

◉ Creating a campus change/transfer student organization

◉ Posting signs at the bus stops with directions on how to use the COTA/school bus systems

◉ Providing additional logistical information beyond a one-time orientation

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Practical Implications

How can you support campus change and transfer students throughout their first-year experience transition into campus?◉ With your individual role?◉ Within your department?◉ Across departments?◉ Within your classroom?

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When thinking about your position on campus…

Any questions ?◉ Dr. Shanna S. Jaggars jaggars.2@osu.edu◉ Dr. Marcos D. Rivera

rivera.252@osu.edu◉ Rebecca Cepeda

cepeda.20@osu.edu

Thank You!

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References

◉ Ortagus, J. & Hu, X. (2019). Does the community college pathway influence the selectivity of students’ destination 4-year institution? Community College Review, 47, 434-461.

◉ Walker, K.Y., & Okpala, C. (2017). Exploring community college students’ transfer experiences and perceptions and what they believe administration can do to improve their experiences. The Journal of Continuing Higher Education, 65, 35-44.

◉ Xu, D., Jaggars, S.S., Fletcher, J., & Fink, J. (2018). Are community college transfer students “a good bet” for four-year admissions? : Comparing academic and labor market outcomes between transfer and native four-year college students. The Journal of Higher Education, 89, 478-502.

◉ The Ohio State University. (2019). 2019 Enrollment Report. Retrieved from http://enrollmentservices.osu.edu/report.pdf

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