The Transfer Student Attitudes Report

arrowBlueRightBetween 2010 and 2012, Noel-Levitz conducted an online survey of 1,708 transfer students at 72 institutions nationwide. The survey examined a broad range of attitudes and motivations the students brought with them to their new college experience.

55% of the students in this study transferred from a community college , while 45% transferred from a four-year college or university.

Key areas of the survey included: Commitment to continuing schooling, academic confidence levels, academic support and advising receptivity, expectations for transferring, and reflections/actions to consider.

Among the findings:

  • Ninety-three percent of respondents showed a high commitment to finishing college and a strong determination to succeed.
  • Between 12 and 24 percent of the transfer students in this study acknowledged that they lacked confidence in their academic abilities.
  • Many transfer students—up to 62 percent of respondents from four-year public institutions—wanted help with preparing a written academic plan for graduation.
  • Only 47 to 49 percent of respondents across institution types were able to affirm that “I have the financial resources I need to finish college.”

Access the full report here: 2013 Transfer Student Attitudes Report

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Student Retention and Completion Report 2013

Noel-Levitz recently shared the 2013 Student Retention and College Completion Report by Noel-Levitz based on the responses of an electronic survey sent via email to degree-granting institutions in the U.S. Reponses came from 263 public and private, 2-year and 4-year colleges and institutions about 87 items/factors related to retention and college completion.

Highlights (taken directly from the report) include:

  • Academic support programs, first-year student programs, and honor programs emerged as the top-ranked, most effective strategies and tactics across higher education.
  • Mandatory advising by professional staff, one-on-one, was also among the top-ranked practices across institution types.
  • Tracking students’ persistence and progression patterns, term by term, ranked at or near the top for four-year private and public institutions in a new category in this year’s report: “Top 10 internal operations practices.”
  • Programming designed specifically for students of color was rated a top practice in 2013 for two-year public institutions.

To read other articles by Noel-Levitz, visit https://www.noellevitz.com/

Social Media Survey: Infographic on Demographics of Users

Data Source: Pew Research Center, The Demographics of Social Media Users 2012

Infographic Source: Docstoc Articles, April 2013

Enhancing Collaboration and Teamwork in Your Unit

penn-state-shield-logo

The following article is shared via the Office of Planning and Institutional Asssessment at University Park as part of its Innovation Insights series.

Innovation Insights #2: Enhancing Collaboration and Teamwork

At Penn State, a collaborative team environment is characterized by values and beliefs that support the principles of continuous quality improvement (CQI). It includes participative decision-making, collaboration, and continuous learning. Members share a common vision and respect for one another. Staff are organized and/or organize themselves in formal and informal, temporary, or longer-term teams. This may include work teams, problem-solving teams, centers of excellence, research teams, and crossfunctional teams. (Page 1)

The article highlights these main areas:

  • Potential Benefits of Teams
  • One Model: Office of Student Aid
  • How to Get Started in Team Development

Changing Perspectives: Coaching, Management, and Introverts

penn-state-shield-logoIn its Newsletter #156, February 2013, the Office of Planning and Institutional Assessment at University Park (OPIA) shared the following quick looks at planning resources. The two resources below highlight coaching and managerial styles.

Innovation Extract: Perspectives on Change – Changing Your Perspectives

In Masterful Coaching Robert Hargrove points out the different levels at which change and improvement can be made: skills, processes, and relationships.

In Quiet: The Power of Introverts in a World That Can’t Stop Talking Susan Cain describes and challenges American perspectives on our styles in interacting with others. In Western culture we tend to think of the extrovert as the model for leadership. Where is the responsibility for including the introverted, thoughtful perspective in decision making and planning?

Preparing High School Students for College through a Variety of Readiness Programs

In its May 2012 report, Preparing High School Students for College: An Exploratory Study of College Readiness Programs in Texas”, the National Center for Postsecondary Research shares the findings of its study into various college readiness programs targeted at high school students.

“This study examines 37 college readiness partnership programs in Texas and the partnerships that created them, drawing on information from relevant research and Texas policy literature; an online scan of college readiness partnership programs in Texas; and site visits to high schools, colleges, and community-based organizations in the Houston and Dallas–Fort Worth areas. The authors identify key characteristics of college readiness partnerships and programs as well as benefits and challenges associated with their implementation and sustainability (NCPR Publications Page)

Associated with the report is a series of videos describing various college readiness collaborations. View one of these videos, highlighting the work of South Texas College, here:

http://www.youtube.com/watch?v=QZytw9QV5Us&feature=relmfu

Better Brainstorming!

In its Quality Endeavors Issue No. 149, May 2012, the Office of Planning and Institutional Assessment at University Park shares the results of a research project that analyzed idea generation through individual and group-based brainstorming.

At the end of the study, “The authors conclude that bringing a group together face to  face may not be the most effective way to begin the idea generation process. It  may be more useful to have those involved work independently before they come together  to share their individual ideas.”

For the full details, visit http://www.psu.edu/president/pia/extracts/