FROM RESEARCH-BASED BEST PRACTICES TO REALITY IN SUPPORTING TRANSFER STUDENTS (Invited Presentation)

As transfer of undergraduates between institutions increases, supporting the success of transfer students becomes increasingly important for 4YCs. The results of Fort Lewis College (FLC)’s two NSF grants to support transfer students suggest that undergraduate research and summer field courses are beneficial for students, but do not solve all challenges that transfer students face.

From 2011 to 2016, FLC and San Juan College (SJC, a 2YC in Farmington, NM) collaborated on a STEP grant, intended to increase the transfer (to FLC) and graduation of STEM students. Part of the project was a summer undergraduate research program, in which FLC and SJC faculty mentored students from both institutions. Assessment indicated an increase in students’ self-efficacy, a desire to continue in STEM, and a sense of ownership of their projects, consistent with other studies of undergraduate research (e.g. Thiry et al., 2011; Hanauer et al., 2012). However, only 13 of the 40 SJC participants have transferred to a 4YC, and only 4 of those students transferred to FLC.

FLC's GEOPATHS grant, starting in 2015, attempts to improve the experience of geology transfer students. Participants complete an August field course (pre-requisite to junior geology courses) and three field trips, which introduce them to faculty and local geology. Interviews indicated that the program improved students’ preparedness for geology courses and their connectedness to the department. However, only three of the original seven members of the cohort continued at FLC in spring 2017.

Undergraduate research and field experiences were beneficial, but they did not increase student success as much as expected. Interviews indicated that despite motivation to continue in STEM, the costs associated with transferring to FLC were major barriers for SJC students. In addition, institutional barriers (e.g. financial aid policy) and differences in course content remain challenges for transfer students. Some of these problems can be addressed through course design at 4YCs. However, solving many of these problems requires work within and between departments, as well as support from administrators.