Spring 2013 Transfer Student Survey

Transcription

1 Spring 2013 Transfer Student Survey Office of Institutional Research July West Pearl City Road Freeport, IL

2 Table of Contents Background... 3 Data Collection and Analysis Procedure... 3 Identification of Graduates to Survey... 3 Identifying Transfer Student Contact Information... 3 Survey Administration... 5 Representativeness of Sample... 6 Response Rate... 6 Respondent Demographics... 6 Survey participation compared to the spring 2010 administration... 8 Results... 9 Transfer Student Education History and Status... 9 Anticipated Major at Highland Community College... 9 Class standing at time of transfer Credits earned at transfer institution as of last semester completed Participation in Dual Admissions programs Other community colleges attended prior to admittance at transfer institution Extent of Transfer Planning Experience with Transferring General Education and Elective Courses Meeting General Education Requirements and Course Requirements for Major/Minor Program at Transfer Institution Perceived ease of transferring courses Meeting expectations regarding the number courses accepted at transfer institution Perceived helpfulness of courses in providing preparation needed for success Specific issues and other challenges faced in transferring courses Utilization and Usefulness of Transfer and Admission Resources Transfer Resources Admissions Resources Conclusions Appendix A Appendix B Appendix C Appendix D Spring 2013 Transfer Student Survey - 2

3 Background Among concerns of many community college students is that the four-year institution to which they transfer to complete their baccalaureate degree will not give them academic credit for the courses they take at the community college. What has been the experience of recent transfer students that have attended Highland Community College (HCC)? This report provides an account of results for a transfer student survey that was administered in the spring 2013 semester, with comparisons made to results from the College s first administration of the survey in spring The survey contains items asking about students course transfer experience, satisfaction with transfer resources, and satisfaction with educational preparation. It was modeled after a similar survey instrument administered as part of Iowa s Teacher Quality Enhancement (TQE) grant initiative. i While the focus of the Iowa TQE survey was focused more narrowly on teacher education students transferring from community colleges to four-year institutions in Iowa, the overall content of the survey was applicable to transfer students in general. Modifications to the survey were made in collaboration with the College s Transfer Coordinator and Dean of Humanities and Social Sciences along with input from selected faculty members. Highland Community College s Transfer Student Survey is in Appendix A. Data Collection and Analysis Procedure Identification of Graduates to Survey The students targeted for the survey were those who graduated from the College with an Associate s degree sometime during the 2011 or 2012 academic year, who transferred to a fouryear institution, and were currently enrolled in the spring 2013 semester. To identify these students, the names of the 684 graduates from the College who earned an Associate s degree during the 2011 or 2012 academic year were submitted to the National Student Clearinghouse, an organization that maintains a registry of student records to provide a number of services to its members relating to the verification of degrees and student enrollment at institutions of higher education. Analysis of the return file from the Clearinghouse revealed that the service found enrollment information for almost 97 percent (N = 666) of the students submitted. Using the data in the file, roughly 35 percent of these students (N = 231) had transferred to a four-year institution and were currently enrolled in the spring 2013 semester. Identifying Transfer Student Contact Information According to the Clearinghouse return file, these 231 graduates identified for inclusion in the study transferred to one of 56 different four-year institutions. Table 3 lists these four-year institutions and provides the number of graduates who were enrolled at each in the spring 2013 semester. As shown in this table, the top five institutions of transfer for this population of Spring 2013 Transfer Student Survey - 3

4 students were: University of Wisconsin Platteville, Northern Illinois University, Columbia College, Illinois State University, and Western Illinois University. Table 3. Transfer Institution and Number of Students Enrolled Number Institution Name Enrolled University of Wisconsin - Platteville 39 Northern Illinois University 35 Columbia College 31 Illinois State University 20 Western Illinois University 15 Rockford College 12 University of Wisconsin - Whitewater 7 Southern Illinois University - Carbondale 4 Southern Illinois University - Edwardsville 4 University of Illinois at Urbana 4 Clarke University 3 Iowa State University 3 University of Dubuque 3 University of Phoenix 3 Ashford University 2 Eastern Illinois University 2 Loras College 2 Palmer College of Chiropractic 2 University of Southern Indiana 2 University of Wisconsin - Madison 2 Cairn University 1 Capella University 1 Carroll University 1 Carthage College 1 Central State University 1 Chamberlain College of Nursing 1 Columbia College, Chicago 1 Eastern Kentucky University 1 Elmhurst College 1 Freed Hardeman University 1 Iowa Wesleyan College 1 Judson University 1 Kendall College 1 Lewis University 1 Liberty University 1 Lincoln Christian University 1 MacMurray College 1 Marshall University, Huntington 1 Missouri Western State University 1 Spring 2013 Transfer Student Survey - 4

5 Neumann University 1 Northeastern Illinois University 1 Northern State University 1 Olivet Nazarene University Graduate 1 Rasmussen College Ocala 1 St. Ambrose University 1 Texas Southern University 1 University of Colorado Boulder 1 University of Illinois at Chicago 1 University of Iowa 1 University of Minnesota-Twin Cities 1 University of North Carolina Pembroke 1 University of North Dakota 1 University of Northern Iowa 1 University of Wisconsin - La Crosse 1 Upper Iowa University 1 Wartburg College 1 Each of 56 institutions were sent an to an appropriate contact (i.e. Registrar s office staffer) which requested directory information for each Highland Community College 2011 or 2012 graduate identified by the Clearinghouse as attending their institution in spring Appendix B contains the template request that was made to each institution. A large majority of student addresses were provided by the institutions that responded to the directory information request and the other institution whose student directory information was available on their web site. However, in an effort to try and reach every graduate, the most recent permanent address of record in the College s student information system was pulled for the remaining students. If it seemed reasonable that the student may still be reached at that address, a survey was mailed to that address. Using these resources, 218 students were mailed surveys that were delivered successfully via the United States Postal Service (USPS). Survey Administration The invitations to complete these surveys were mailed to the students as address information from the transfer institutions was received. Reminder letters were delivered approximately two weeks later. A sample invitation and reminder letter to complete the surveys may be found in Appendix C. The deadline for completing the survey, a statement of confidentiality, how responses would be analyzed and reported, and the purpose of the survey was included in the correspondence. In addition, students were given an incentive to complete the survey those who completed the survey were given the opportunity to enter a drawing for one of two $100 Visa gift cards. Spring 2013 Transfer Student Survey - 5

6 Representativeness of Sample Response Rate Of the 218 students who were mailed a transfer student survey, 86 completed and returned it, for an overall response rate of 39.4 percent. Table 4 provides the individual response rates for the top five transfer institutions identified above. Table 4 also provides the confidence intervals at a 95 percent confidence level for both the overall response rate and the response rate by institution. Confidence intervals and levels essentially provide a way of indicating whether the response rate for a given population size is acceptable. As shown in this table, the confidence interval for the entire survey is 8.2. This means that one may be 95 percent sure that the percentage of students who chose a response option in this survey is within roughly 8 percentage points of what the (true) percentage would have been had all 218 students completed the survey. While it may be argued that the confidence interval for overall response rate is acceptable, the confidence levels for the response rates for each of the individual transfer institutions are rather large. Smaller confidence levels would be pretty difficult to obtain due to the small numbers of students transferring to these institutions. Because the small numbers make it difficult to obtain an acceptable confidence interval in which to interpret the results and increase the risk of violating the confidentiality of individual responses, the results are, for the most part, presented in the aggregate (for all institutions) only. Where responses are disaggregated by transfer institution (the responses to the open-ended items), the disaggregation was done only in order to facilitate the understanding of the challenges students may have experienced in transferring their courses to specific institutions. Table 4. Response Rates and Confidence Intervals Surveyed* Responded Response Rate Confidence Interval** All transfer institutions % 8.2 Northern Illinois University % 20.6 University of Wisconsin Platteville % 17.2 Columbia College % 24.1 Illinois State University % 34.3 Western Illinois University % 37.0 *The number surveyed reflects the number of students whose surveys were delivered successfully via USPS. **At a 95% confidence level Respondent Demographics Figures 1, 2, 3, and 4 provide the demographic breakdowns of the survey respondents (N = 86) for gender, age, ethnicity, and HCC degree earned. These figures also compare the demographic breakdowns of the survey respondents to that of the total population of 2011 and 2012 graduates that were enrolled at a four-year institution in the spring 2013 semester (N = 231). As shown in Spring 2013 Transfer Student Survey - 6

7 these figures, proportions of survey respondents by gender, ethnicity, age, and type of HCC degree earned were, for the most part, very similar. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 1. Gender 55.40% 59.30% 44.20% 38.40% 2011 and 2012 Graduates Survey Respondents Unknown Female Male 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 90.00% 90.70% 2011 and 2012 Graduates Figure 2. Ethnicity Survey Respondents Unknown American Indian/Alaskan Native Asian Hispanic Black/African American White Spring 2013 Transfer Student Survey - 7

8 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 3. Age 4.30% 3.50% 14.40% 8.10% 79.70% 83.70% 2011 and 2012 Graduates Survey Respondents Unknown % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 4. HCC Degree Earned 7.80% 5.80% 37.20% 43.00% 50.20% 46.50% 2011 and 2012 Graduates Survey Respondents Other AES AAS AGS AS AA Survey participation compared to the spring 2010 administration When the transfer student survey was administered for the first time in 2010, the pool of recent graduates was less (539 total graduates in 2008 and 2009 compared to 684 total graduates in 2011 and 2012), the number of students eligible to complete the survey (recipient of an Associate s degree and enrolled in at a transfer institution the spring semester of the survey administration) was about the same (229 in spring 2010 compared to 231 in spring 2013), as was the number of students for which addresses were available (209 in spring 2010 compared to 218 in spring 2013). The response rate for the spring 2013 administration of 39 percent was less than the 47 percent response rate for the spring 2010 administration, resulting in a larger confidence interval (roughly 8% for the spring 2013 administration compared to 7% in spring 2010). It is possible Spring 2013 Transfer Student Survey - 8

9 that the lower response rate may be explained by the larger number of transfer institutions returning local (to Freeport) addresses for students rather than an address closer to the transfer institution. Thus, it may be that fewer transfer students for this administration received the invitation to complete the survey or did not receive it in a timely fashion. Nevertheless, the response rate was sufficient enough to ensure an appropriate confidence level and the responses of the students who make up the sample adequately represent that of the larger population of transfer students who were invited to complete the survey. Results The presentation of the transfer student survey results generally follows the order in which the items were presented on the survey itself. The following represent the major sections of the survey and thus, this report: Transfer Student Education History and Status Extent of Transfer Planning Experience with Transferring General Education and Elective Courses Utilization and Usefulness of Transfer and Admissions Resources Relative to the important distinction made between general education courses and elective courses for the students completing the survey, comparisons are made between the transfer of general education courses and the transfer of elective courses in presenting the results in this report. Comparisons are made to the responses of the transfer students surveyed in spring 2010 and where it is relevant, a comparison is also made between the two sets of graduates in each cohort (i.e. between the 2011 and 2012 graduates for the spring 2013 administration). Transfer Student Education History and Status This section of the report provides the survey results related to the education history and current status of the transfer student respondents. Anticipated Major at Highland Community College Table 5 categorizes the open-ended responses provided by the transfer students regarding what their anticipated major was while enrolled at HCC. As shown in this table, the largest proportions of the transfer students responding to this survey reported a major in the Business/Technology/Occupational (33.7%) or Humanities/Social Sciences fields (34.9%). Table 5. Anticipated major while at HCC Freq % Business, Technology, Occupational Science, Engineering, Math Humanities, Social Sciences General Studies, Undecided No response Spring 2013 Transfer Student Survey - 9

10 Class standing at time of transfer As shown in Figure 5, the majority of respondents indicated that they transferred in as a junior. However, a greater percentage of 2013 respondents than 2010 respondents indicated they transferred in as a junior rather than a sophomore (84% as compared to 77%). 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 5. Class standing at time of transfer 77% 84% 13% 9% 7% 4% 2010 Survey 2013 Survey Other Senior Junior Sophomore Freshman Credits earned at transfer institution as of last semester completed Figure 6 contains the credits each cohort of graduates had earned at their transfer institution as of their last semester completed. As would be expected, given a longer period of time at the transfer institution than the more recent year of graduates surveyed, the 2008 graduates surveyed in spring 2010 and the 2011 graduates surveyed in spring 2013 reported overall having earned more credits than the more recent 2009 and 2011 graduates in each survey administration. However, the cohort of transfer students who completed the 2013 survey reported earning slightly less credits than the cohort of transfer students who completed the 2010 survey. Spring 2013 Transfer Student Survey - 10

11 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 6. Course credit earned as of last semester completed 37% 51% 12% 2008 Transfer Graduates 14% 22% 35% 44% 10% 42% 29% 25% 28% 2009 Transfer Graduates 31% 2011 Transfer Graduates 20% 2012 Transfer Graduates More than Less than 15 Participation in Dual Admissions programs Only nine percent of the transfer students who completed the survey this past spring and only seven percent who completed the survey in spring 2010 indicated that they participated in a dual admissions program. The majority in both survey administrations indicated that they did not participate (73% in 2013 and 68% in 2010). The remainder indicated that they were not sure if they participated (17% in 2013 and 25% in 2010). Other community colleges attended prior to admittance at transfer institution While only six percent of the transfer students who completed the survey in 2010 indicated that they attended another community college prior to being admitted at their current institution, this figure was greater for those who completed the survey in 2013 at 20 percent. Sauk Valley Community College and Rock Valley College were the two most reported institutions. Extent of Transfer Planning Students were asked when they initially sought information about transferring from HCC to their current four-year institution. As shown in Figure 7, a greater percentage of the 2013 transfer students who completed the survey indicated that they initially began seeking information about transferring earlier in their college career. While a combined 61 percent of the 2010 survey respondents reported seeking this information sometime during their second year or before, this figure was 77 percent for the 2013 survey respondents. Spring 2013 Transfer Student Survey - 11

12 Figure 7. Time began seeking transfer information 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 12% 14% 9% 2% 33% 35% 23% 29% 15% 13% 2010 Survey 2013 Survey Other or No response After enrolling at my fouryear institution After completing my degree at HCC During my third year at HCC During my second year at HCC During my first year at HCC Before enrolling at HCC Experience with Transferring General Education and Elective Courses After being provided a definition of general education courses and elective courses and how they were different from one another, students were asked a series of questions regarding their experience in transferring general education courses, followed by a series of similar questions about their experience in transferring elective courses. The first set of questions in each series asked the students whether they enrolled in courses at Highland that they thought would meet the general education requirements and course requirements for their major/minor program(s) at their current institution, whether they attempted to transfer any of those courses, and whether their current institution counted any of these courses and their Highland Community College degree. Students were then asked about the ease in which their general education and elective courses transferred, the extent to which their expectations were met in regard to the number of courses that transferred, and how helpful the courses they took at HCC were in providing them with the knowledge and skills they needed to be successful in the coursework they are taking at their current institution. Finally, students were asked about specific issues they may have encountered in transferring both their general education and elective courses and were given the opportunity to describe any other challenges they may have experienced. Meeting General Education Requirements and Course Requirements for Major/Minor Program at Transfer Institution As shown in charts in Figure 8, nearly 90 percent of students responding to both surveys (2010 and 2013) indicated that they enrolled in courses at HCC that they thought would meet their institution s general education requirements and well over 90 percent indicated that they attempted to transfer these courses and that their current institution counted them toward its general education course requirements. Eighty-two percent of the transfer students who Spring 2013 Transfer Student Survey - 12

13 completed the survey in 2010 indicated that their transfer institution counted their HCC degree as credit toward its general education course requirements. For the transfer students who completed the survey in 2013, this percentage is five percent greater (87%). Figure 8. Meeting general education course requirements 2010 Survey 0% 20% 40% 60% 80% 100% Did you enroll in HCC courses that you thought would meet your institution's general education requirements? 87% 7% Did you attempt to transfer these courses? 95% Did your institution count any of these courses? 98% Did your institution count your HCC degree as credit? 82% 10% Yes No I don't remember or not applicable No response 2013 Survey 0% 20% 40% 60% 80% 100% Did you enroll in HCC courses that you thought would meet your institution's general education requirements? Did you attempt to transfer these courses? 86% 98% 7% Did your institution count any of these courses? 99% Did your institution count your HCC degree as credit? 87% 7% Yes No I don't remember or not applicable No response As shown in Figure 9, 75 percent of the transfer students who completed the 2010 survey indicated that they enrolled in elective courses that they thought would meet their institution s major/minor program(s) requirements. Roughly 90 percent indicated that they attempted to transfer these courses and that their current institution counted them toward the requirements for their major/minor program(s). Responses from transfer students who completed the 2013 survey, however, were rather different. Compared to the 2010 cohort, a greater percentage (83%) indicated that they enrolled in elective courses that they thought would meet their institution s major/minor program(s) requirements. While about the same percent indicated they attempted to Spring 2013 Transfer Student Survey - 13

14 transfer these courses, the percentage indicating that their institution counted the electives taken at HCC was seven percent less (81%). Figure 9. Meeting course requirements for major/minor program at current institution 2010 Survey 0% 20% 40% 60% 80% 100% Did you enroll in HCC courses that you thought would meet your institution's requirements for your major/minor program(s)? 75% Did you attempt to transfer these courses? 93% Did your institution count any of these courses? 88% Yes No I don't remember or not applicable No response 2013 Survey 0% 20% 40% 60% 80% 100% Did you enroll in HCC courses that you thought would meet your institution's requirements for your major/minor program(s)? 83% Did you attempt to transfer these courses? 87% Did your institution count any of these courses? 81% Yes No I don't remember or not applicable No response Perceived ease of transferring courses As shown in Figure 10, both the students responding in 2010 and 2013 reported more ease in transferring general education courses than elective courses overall. However, there are differences in the reported ease in transferring each type of course (general education and elective). For the general education courses, nearly 90 percent of students surveyed in 2010 indicated that the process of transferring HCC courses to meet the general education course requirements at their current institution was easy (66%) or somewhat easy (23%). For the Spring 2013 Transfer Student Survey - 14

15 students who were surveyed in 2013, this figure was 93 percent, although there were fewer respondents who indicated the process was easy (58%) as compared to the students surveyed in 2010 and more who indicated the process was somewhat easy (26%). Similar differences occurred with the ease of transferring elective courses. The reported ease in transferring HCC elective courses to meet major/minor program requirements was roughly 80 percent by both students surveyed in 2010 and 2013, but more students surveyed in 2010 than in 2013 indicated it was easy (55% versus 47%) rather than somewhat easy (26% versus 36%). 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 10. Perceived ease in transferring courses 5% 23% 66% General education courses 8% 26% 35% 55% 58% Elective courses 6% General education courses 9% 36% 47% Elective courses No response I don't remember or Not applicable Difficult Somewhat difficult Somewhat easy Easy 2010 Survey 2013 Survey Meeting expectations regarding the number of courses accepted at transfer institution Figure 11 charts the extent to which the students expectations were met with regard to the number of general education and elective courses accepted by their transfer institution. As shown in this figure, eighty-five percent of students surveyed in 2010 indicated that the number of HCC courses that their current institution accepted for its general education course requirements was either the same as expected (63%), or more than expected (22%). For elective courses, the percentage of students whose expectations were met was about 10 percent less: 76 percent indicated that the number of HCC elective courses that their current institution accepted for major/minor program requirements was either the same as expected (62%), or more than expected (14%). This difference in expectations for general education and elective courses did not occur in the administration of the 2013 survey. Specifically, expectations were met for 81 percent of students in considering their general education courses and for 78 percent of students in considering their elective courses. This lack of difference in the 2013 administration is mostly due to the increase of students indicating that the number of HCC elective courses that were accepted by their current institution was more than expected: 14 percent of students in the 2010 survey compared to 21 percent in the 2013 survey. Spring 2013 Transfer Student Survey - 15

16 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 11. Extent to which expectation were met regarding number of courses accepted 11% 63% 22% General education courses 16% 62% 14% Elective courses 17% 15% 58% 57% 23% 21% General education courses Elective courses No response Not applicable Less than expected The same as expected More than expected 2010 Survey 2013 Survey Perceived helpfulness of courses in providing preparation needed for success As shown in Figure 12, 83 percent of the students indicated that they felt that the general education courses they took at HCC were either very helpful (41%) or helpful (42%) in providing them with the knowledge and skills that they need to be successful in the coursework at their current institution. Roughly the same percentage of students responding to the 2013 survey indicated that HCC general education courses were helpful in preparing them (85%). As far as the helpfulness of the electives, only 68 percent of 2010 respondents responded very helpful or helpful, but in the 2013 administration, this percentage was much greater at 79 percent. This increase was due to the greater percentage of students indicating that the HCC elective courses were very helpful in preparing them: 29 percent in 2010 compared to 41 percent in % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 12. Perceived helpfulness of courses in preparation 11% 42% 41% General education courses 21% 39% 29% Elective courses 13% 17% 47% 38% 38% 41% General education courses Elective courses No response I don't know Not at all helpful Somewhat helpful Helpful Very helpful 2010 Survey 2013 Survey Spring 2013 Transfer Student Survey - 16

17 Specific issues and other challenges faced in transferring courses As shown in Figure 13, having to take one or more courses that they did not take at HCC (40%) and having taken more courses at HCC than needed (28%) were two issues that a large percentage of students responding to the 2010 survey reported that they encountered in transferring general education courses. In 2013, the percentage of students who reported having to take one or more courses that they did not take at HCC was much greater at 54 percent. Roughly the same percentage of students surveyed in 2010 and 2013 reported having taken more courses at HCC than needed. Only 11 percent of the 2010 respondents indicated that they needed to retake one or more courses that they took at HCC, but this figure rose to 20 percent for the students who responded to the 2013 survey. Figure 13. Issues encountered when transferring general education courses to current institution Retook one or more courses Needed to take one or more additional courses Took more general education courses at Highland Took an exam at current institution Took an exam at Highland that was not accepted Took a remedial course at current institution 1% 2% 1% 2% 27% 28% *Percentages do not equal 100 percent as respondents were instructed to select all that apply. 11% 20% 40% 54% 0% 10% 20% 30% 40% 50% 60% 2010 Survey 2013 Survey As shown in Figure 14, taking more elective courses at HCC than needed to meet academic requirements for their major/minor program(s) at their current institution was an issue encountered by 28 percent of students in transferring their elective courses in 2010 and 23 percent of students in Having to retake elective courses, while reported by only 15 percent of students in 2010, rose to 27 percent of students in There were also increases in the percentages of students who reported having taken one or more HCC elective courses that were not accepted and who indicated that their current institution did not accept other program requirements fulfilled at HCC (i.e. field experience), but these percentages were 15 percent or less. Spring 2013 Transfer Student Survey - 17

18 Figure 14. Issues encountered when transferring elective courses to meet major/minor program requirements at current institution Retook one or more courses Took more elective courses at Highland than needed Took one or more Highland courses that was not Pursued meeting other requirements while at 3% 10% 9% 15% 15% 23% 27% 28% 0% 5% 10% 15% 20% 25% 30% 2010 Survey 2013 Survey *Percentages do not equal 100 percent as respondents were instructed to select all that apply. Sixteen students provided responses to the open-ended question asking students to describe any other challenges they faced in transferring the general education courses they took at HCC to meet course requirements at their current institution. Twenty students provided responses to the open-ended question asking students to describe any other challenges they faced in transferring the elective courses they took at HCC to meet course requirement for their major/minor program(s). As most of these responses were specific to the institution of transfer (and no real common theme seemed to surface), these responses were categorized by the institution of transfer and may be found in Appendix D. Utilization and Usefulness of Transfer and Admission Resources The last section of the survey asked students to rate the usefulness of a set of resources that they may have used in transferring HCC courses to their current institution and the usefulness of the resources they may have used to help with the admissions process at their current institution. Transfer Resources As shown in Figure 15, the transfer resource rated useful by the most students in the 2010 survey was an advisor or staff person from their current institution. Seventy-seven percent rated this resource as either very useful (55%) or useful (22%). Their current institution s web site was rated the next most useful with 68 percent of students rating this resource as very useful (36%) or useful (32%). The results from the 2013 survey were very similar in terms of ordering of the resources from most used to least used and the percentage of students finding each resource very useful or useful. The greatest difference was with the degree audit from current institution resource. While 57 percent of the 2010 survey respondents indicated this resource was either very useful or useful, only 46 percent of the 2013 survey respondents indicated the same. This difference is largely due to the percentage of students who indicated they didn t utilize the resource at all: roughly 30 percent of the 2010 respondents compared to 40 percent of the 2013 respondents. Spring 2013 Transfer Student Survey - 18

19 Figure 15. Usefulness of Transfer Resources Spring 2010 Survey 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Advisor/staff person from current institution 55% 22% Website for current institution HCC Advisor Transfer evaluation from current institution Degree audit from current institution Course equivalency guide Articulation agreement between HCC and current Transfer plan from HCC 36% 39% 32% 26% 27% 25% 23% 32% 24% 27% 31% 26% 21% 22% Online transfer tool 11% 15% Very useful Useful Somewhat useful Not useful Did not use this resource No response Spring 2013 Survey 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Advisor/staff person from current institution Website for current institution HCC Advisor Transfer evaluation from current institution 38% 40% 28% 21% 35% 24% 35% 40% Degree audit from current institution Course equivalency guide Articulation agreement between HCC and current institution 19% 26% 19% 27% 22% 22% Transfer plan from HCC 12% 19% Very useful Useful Somewhat useful Not useful Did not use this resource No response Spring 2013 Transfer Student Survey - 19

20 Admissions Resources As shown in Figure 16, the admissions resources rated useful by most students in the 2010 survey was an admissions counselor or advisor from their current institution. Slightly more than 80 percent of these students rated this resource as very useful (44%) or useful (37%). Their current institution s website was rated the next most useful with 72 percent of students rating this resource as very useful (37%) or useful (35%). With the 2013 survey (see 2013 survey chart on next page), there were increases in both the percent of students using each resource as well as the extent to which they found them useful as compared to the 2010 survey. For example, while only 43 percent of students who responded to the 2010 survey indicated they used an instructor at HCC as a resource, 68 percent of students who responded the 2013 survey did. And of the 2010 students who utilized an HCC instructor as a resource, 35 percent indicated that the instructor was helpful or very helpful. This compared to 44 percent of students responding to the 2013 survey. Figure 16. Usefulness of Admissions Resources Spring 2010 Survey 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Admissions couselor/advisor at current institution 44% 37% Website of current institution 37% 35% Individual/Group visit to current institution Printed materials from current institution HCC advisor Faculty member at current institution Instructor at HCC 29% 25% 31% 20% 19% 27% 29% 23% 27% 16% Open house for transfer students at current 15% 11% Transfer fair at HCC 3% 6% Very useful Useful Somewhat useful Not useful Did not use this resource No response Spring 2013 Transfer Student Survey - 20

21 Spring 2013 Survey 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Admissions couselor/advisor at current institution Website of current institution Individual/Group visit to current institution 43% 36% 36% 29% 34% 43% Printed materials from current institution 12% 49% HCC advisor Faculty member at current institution Instructor at HCC 28% 27% 23% 19% 21% 29% Open house for transfer students at current 12% 22% Transfer fair at HCC 5% 13% Very useful Useful Somewhat useful Not useful Did not use this resource No response Students were also asked to rate the ease of the admissions process at their current institution. As shown in Figure 17, 96 percent of the students indicated that the process was either easy (71%) or somewhat easy (25%). For students responding to the 2013 survey, 100 percent of the students indicated the process was either easy (71%) or somewhat easy (29%). 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 15. Ease of Admissions Process 4% 25% 29% Difficult Somewhat difficult 71% 71% Somewhat easy Easy 2010 Survey 2013 Survey Spring 2013 Transfer Student Survey - 21

22 Conclusions The College is pleased with the survey results reported here. While students reported that they encountered certain challenges in transferring their courses (with the most predominant challenge having to take one or more additional general education courses at their transfer institution), the fact that students found it easy to transfer courses, the extent to which expectations were met regarding the number of courses accepted, and helpfulness of HCC courses in preparing them for coursework at their current institution was noted and are commendable. Over or nearly 80 percent of students reported satisfaction in each of these areas. Moreover, there was improvement in many of these percentage ratings as compared to results gleaned from the administration of the survey in In moving ahead, the College is prepared to continue to collect longitudinal data having to do with students' opinions about transferring to a baccalaureate institution and also address potential opportunities for reverse transfer registration by former HCC students. Spring 2013 Transfer Student Survey - 22

23 Appendix A Transfer Student Survey Appendix A - 23

24 Transfer Survey Education Status 1. Indicate the degree(s) you received at Highland Community College. Select all that apply. _ Associate of Arts (AA) _ Associate of Science (AS) _ Associate of General Studies (AGS) _ Associate of Applied Science (AAS) _ Other. Please specify: 2. What was your primary area of concentration (anticipated major/minor) at Highland Community College? 3. What was your status when you first transferred from Highland Community College to your current four-year institution? _ Freshman _ Sophomore _ Junior _ Senior _ Other. Please specify: 4. As of the last semester you completed, how many course credits have you earned at your current four-year institution? _ Less than 15 credit hours _ credit hours _ credit hours _ More than 60 credit hours 5. Did you participate in a dual admissions (or 2-plus-2) program at your institution? (These are programs between Highland Community College and your current institution.) _ Yes _ No _ Not sure _ Other. Please specify: 6. What other community college(s) beside Highland Community College did you attend prior to being admitted at your current institution? Transfer Survey - Page 1 _ I did not attend any other community college(s) _ Rock Valley College _ Sauk Valley College _ Kishwaukee College _ Other. Please specify Appendix A

25 Transfer Planning 7. When did you initially seek information about transferring from Highland Community College to your current four-year institution? _ Before enrolling at Highland Community College _ During my first year at Highland Community College _ During my second year at Highland Community College _ During my third year or later year at Highland Community College _ After completing my degree at Highland Community College _ After enrolling at my four-year institution _ Other. Please specify: Transferring Courses The following questions focus on your experience in transferring two types of community college courses: those that met general education course requirements and those that were considered elective courses. General education courses are the set of courses that were required for your Associate s degree. You were required to take a minimum number of specific courses from several different disciplines (i.e., Humanities and Fine Arts, Mathematics, Physical and Life Sciences, and Social and Behavioral Sciences). Elective courses are the set of courses that were required for your Associate s degree above and beyond your general education courses. While these courses needed to be on an approved list, these courses were from the discipline(s) of your choosing. Typically, students choose elective courses related to their anticipated major/minor area(s) of interest. For the first set of questions, provide your experience with transferring general education courses. For the second set of questions, provide your experience with transferring elective courses. Transferring General Education Courses For this set of questions, think about your experience with transferring general education courses. 8. While attending Highland Community College, did you enroll in courses that you thought would meet the general education course requirements at your current institution? _ Yes _ No _ I don t remember or Not applicable 9. Did you attempt to transfer any of the Highland Community College courses to meet the general education course requirements at your current institution? _ Yes _ No _ I don t remember or Not applicable Transfer Survey - Page 2 Appendix A

26 10. Did your current institution count any of your Highland Community College courses toward its general education course requirements? _ Yes _ No _ I don t remember 11. How would you describe the process of transferring Highland Community College courses to meet the general education course requirements at your current institution? _ Easy _ Somewhat easy _ Somewhat difficult _ Difficult _ I don t remember or Not applicable 12. Did your current institution count your Highland Community College degree as credit toward its general education course requirements? _ Yes _ No _ I don t remember or Not applicable 13. Was the number of Highland Community College courses that your current institution accepted for its general education course requirements: _ More than you expected _ The same as you expected _ Less than you expected _ Not applicable 14. Did you experience any of the following situations in meeting general education requirements at your current institution? Select all that apply. _ I retook one or more courses that I took at Highland Community College to meet a general education requirement at my current institution. _ I needed to take one or more courses that I did not take at Highland Community College to meet a general education requirement at my current institution. _ I took more general education courses at Highland Community College than I needed to meet a general education requirement at my current institution. _ I took an exam (e.g., CLEP, AP, or departmental) at my current institution to meet a general education course requirement. _ I took and passed an exam (e.g., CLEP, AP, or departmental) at HCC that did not meet a general education course requirement at my current institution. _ I needed to take a remediation class at my current institution to meet a general education requirement. Transfer Survey - Page 3 Appendix A

27 15. Describe any other challenges you faced in transferring the general education courses you took at Highland Community College to meet course requirements at your current institution. Also, if there were specific general education courses that you had difficulty transferring, please cite those courses. 16. Overall, how helpful do you feel the general education courses you took at Highland Community College were in providing you with the knowledge and skills that you need to be successful in the coursework at your current institution? _ Very helpful _ Helpful _ Somewhat helpful _ Not at all helpful _ I don t know Transferring Elective Courses For this set of questions, think about your experience with transferring elective courses. Again, elective courses are those that were required for your Associate s degree above and beyond your general education courses, were from the discipline of your choosing, and were most likely related to your anticipated major/minor area(s) of interest. 17. While attending Highland Community College, did you enroll in elective courses that you thought would meet the course requirements for your major/minor program(s) at your current institution? _ Yes _ No _ I don t remember or Not applicable 18. Did you attempt to transfer any of the elective courses you took at Highland Community College to meet the course requirements for your major/minor program(s) at your current institution? _ Yes _ No _ I don t remember or Not applicable 19. Did any of the elective courses you took at Highland Community College count toward the course requirements for your major/minor program(s) at your current institution? _ Yes _ No _ I don t remember or Not applicable Transfer Survey - Page 4 Appendix A

28 20. How would you describe the process of transferring the elective courses you took at Highland Community College to meet the course requirements for your major/minor program(s) at your current institution? _ Easy _ Somewhat easy _ Somewhat difficult _ Difficult _ I don t remember or Not applicable 21. Was the number of elective courses you took at Highland Community College and that your current institution accepted for the course requirements for your major/minor program(s): _ More than you expected _ The same as you expected _ Less than you expected _ Not applicable 22. Did you experience any of the following situations in meeting the course requirements for your major/minor program(s)? Select all that apply. _ I retook one or more elective courses that I took at Highland Community College to meet a course requirement for my major/minor program(s) at my current institution. _ I took more elective courses at Highland Community College than I needed to meet course requirements for my major/minor program(s) at my current institution. _ I took one or more Highland Community College courses to meet a course requirement for my major/minor program(s), but my current institution did not accept the course. _ I pursued meeting other requirements (i.e. field experience) for my major/minor program(s) at Highland Community College that did not transfer to my current institution. 23. Describe any other challenges you faced in transferring the elective courses you took at Highland Community College to meet course requirements at your current institution. Also, if there were specific elective courses that you had difficulty transferring, please cite those courses. 24. Overall, how helpful do you feel the elective courses you took at Highland Community College were in providing you with the knowledge and skills that you need to be successful in your major/minor program(s) at your current institution? _ Very helpful _ Helpful _ Somewhat helpful _ Not at all helpful _ I don t know Transfer Survey - Page 5 Appendix A

29 Resources 25. The following is a list of resources you may have used in transferring Highland Community College courses to your current institution. Indicate the degree to which these resources were useful in helping you transfer your Highland Community College courses. Highland Community College advisor Transfer plan from Highland Community College Transfer evaluation from your current university Advisor or staff person from your current university Course equivalency guide Very Useful Useful Somewhat Useful Not Useful Did not use this resource o o o o o o o o o o o o o o o o o o o o o o o o o Online transfer tool o o o o o Degree audit from your current university o o o o o Articulation agreement between Highland Community College and o o o o o your current institution Website for your current institution o o o o o 26. Describe any other resources you used in transferring Highland Community College courses to your current institution. Admissions Process We are also interested in understanding your experience with the admissions process for your current four-year institution. 27. How would you describe the admissions process for your current four-year institution? _ Easy _ Somewhat easy _ Somewhat difficult _ Difficult Transfer Survey - Page 6 Appendix A

30 28. The following is a list of resources you may have used to help with the admissions process at your current institution. Indicate the degree to which these resources were useful in helping with transferring the courses you took at Highland Community College. Very Useful Useful Somewhat Useful Not Useful Did not use this resource Highland Community College advisor o o o o o Transfer fair at Highland Community College o o o o o Instructor or faculty member at Highland Community College o o o o o Admissions counselor or advisor at your current institution o o o o o Instructor or faculty member at your current institution o o o o o Website of your current institution o o o o o Brochures or printed materials from your current institution o o o o o Open house for community college transfer students at your current o o o o o institution Individual or group visit to your current institution o o o o o 29. Describe any other resources you used to complete the admissions process for your current institution. Transfer Survey - Page 7 Appendix A

31 About you 30. Indicate your gender. _ Male _ Female 31. Indicate your ethnicity. _ White _ Black/African American _ Hispanic _ American Indian/Alaskan Native _ Asian _ Native Hawaiian/Pacific Islander _ Other. Please specify. 32. Indicate your age. _ Younger than 18 years _ _ _ _ _ _ _ 50 years or older Transfer Survey - Page 8 Appendix A

32 Appendix B Letter to Transfer Institutions Requesting Directory Information Appendix B - 28

33 Dear [Enter Contact Name]: Highland Community College has developed a transfer survey to administer to our recent graduates who have transferred from Highland to other colleges and universities. The purpose of this survey is to gather information about their transfer experience. This information will help assist us in our continuous improvement efforts. Attached is a list of our recent graduates, who according to the National Student Clearinghouse are attending [Enter college/university name] this spring semester. For the students listed in the attached, we are requesting your assistance in providing the following directory information under the Illinois Freedom of Information Act: First Name Last Name Major/Program Street Address City State Zip Code We would prefer this information in an Excel spreadsheet if possible. The directory information for each student will be used to contact the student and invite them to complete the transfer survey. Please this information to me at Misty.Thruman@highland.edu. I am requesting this information by [enter date]. Please do not hesitate to call if you need to clarify any part of this request. My phone number is (815) Highland Community College appreciates your assistance in providing this information to us. Should you be interested in receiving the aggregate results of the survey for the students who have transferred to your institution, we will be happy to share them with you once they have been compiled. Sincerely, Michelle (Misty) Thruman, Ph.D. Director of Institutional Research Highland Community College 2998 West Pearl City Road Freeport, IL Appendix B - 29