Case Study Research Proposal
- 1. A Case Studyof an Academic Success Course for Transfer Students Dawn F. Adolfson
- 2. The Transfer Student Challenges Adjust to campuslife Lack of attention Increased demands Navigating resources Building new social circle (Davies & Casey, 1999)
- 3. Literature Review • Adulttransitional theory • Culture shock • Transfer Shock • Predictors of transfer shock (Duggan & Pickering, 2008; Ishitani, 2008; Ivins, Copenhaver, & Koclanes, 2017)
- 4. Literature Review • Minorities(68%), 26+ years old (Ishitani, 2008) • GPA • No significant difference (Glass & Harrington, 2002) • Low GPA correlates with departure (Ishitanti, 2008) • High first-term GPA correlates with persistence (Nadasen & List, 2016) • Recommended institutional support (Flaga, 2006; Townsend & Wilson, 2006)
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- 6. SLS 3140: Academic Success Strategies for Transfer Students Self-RegulatedLearning Goal Setting Campus Resources Time & Task Management Reading & Listening Strategies Note-Taking Strategies Test Study Strategies Academic Leadership Scholarly Thinking
- 7. Purpose Conduct a casestudy of the effectiveness of SLS 3140 on persistence, academic success, and transfer shock
- 8. Research Questions What is theeffect of SLS 3140 on undergraduate transfer students' persistence and academic success? How do transfer students perceive that taking SLS 3140 effected their feelings of transfer shock and their academic skills?
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- 10. Participants • New transferstudents • Academic probation students
- 11. Materials SLS 3140 Student assignments Measures Interviews Artifact Analysis TransferStudent Survey (Duggan & Pickering, 2008)
- 12. Transfer Student Survey(TSS) • Demographics • Cognitive variable: transfer GPA • Noncognitive variable: “probation score” Probation Score: • Reasons to attend college • Reasons for choosing the university • Previous academic challenges • Attitudes & perceptions • Self-ratings & descriptions (Duggan & Pickering, 2008)
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- 14. Limitations Cannot generalize Excludes non- students Implications Caninform future research Improve the course Promotes the use of the course
- 15. Thank You! • Davies,T. G. & Casey, K. (1999). Transfer student experiences: Comparing their academic and social lives at the community college and university. College Student Journal, 33(1). • Duggan, M. H. & Pickering, J. W. (2008). Barriers to transfer student academic success and retention. Journal of College Student Retention: Research, Theory, and Practice, 9(4), 437-459. doi:10.2190/CS.9.4.c • Flaga, C. T. (2006). The process of transition for community college transfer students. Community College Journal of Research and Practice, 30(1), 3-19. doi:10.1080/10668920500248845 • Glass, J. C. & Harrington, A. R. (2002). Academic performance of community college transfer students and “native” students at a large state university. Community College Journal of Research and Practice, 26(5), 415-430. doi:10.1080/02776770290041774 • Ishitani, T. T. (2008). How do transfers survive after “transfer shock”? A longitudinal study of transfer student departure at a four-year institution. Research in Higher Education, 49(5), 403-419. doi:10.1007/s11162-008-9091-x • Ivins, T., Copenhaver, K., & Koclanes, A. (2017). Adult transitional theory and transfer shock in higher education: practices from the literature. Reference Services Review, 45(2), 244-257. doi:10.1108/RSR- 08-2016-0048 • Nadasen, D. & List, A. (2016). Using community college prior academic performance to predict re- enrollment at a four-year online university. Online Learning, 20(2), 120-133. Retrieved from https://eric.ed.gov/?id=EJ1105933
- 16. Problem Research Design Research Questions Phenomena & Variables ParticipantsData Sources Procedures Transfer students struggle with persistence, academic success and transfer shock, and it remains to be known whether SLS 3140 course helps transfer students Case Study Multiple Methods What is the effect of SLS 3140 on undergraduate transfer students' persistence and academic success? Predictor: • Probation Status • Pre-Course Survey • Transfer GPA • Demographics • Grade in Course Outcome: • Persistence • Academic Success New Transfer Students Returning Transfer Students under Academic Probation Pre & Post Course Survey • IRB Approval • Recruit Participants • Administer Surveys • Collect Artifacts • Conduct Interviews • Analyze Data How do transfer students perceive that taking SLS 3140 effected their feelings of transfer shock and their academic skills? Transfer Shock Academic Abilities Interviews Artifact Analysis