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					UCLA Transfer Student Survey (TSS)


Findings, Implications,& Applications



The Student Affairs Information & Research Office
                       (SAIRO)

       TAP Council Meeting—April 28, 2006

                                            1
         Transfer Students at UCLA
   The number of community college students
    transferring to public institutions in
    California increased by an average of 5.5%
    annually between 1999 and 2005.
   Numbers of incoming UCLA transfer
    students have also grown:
     • Fall 1995: 2,194
     • Fall 2005: 3,150 – now 42% of all new students


*Source: UCLA student records                  2
         Enhancing Support for
     Transfer Students is Part of the
      Student Affairs Strategic Plan

Student Affairs will: ―Implement programs and
services that focus on the unique needs of transfer
students. …. In the past, transfer students have, in
large measure, entered the UCLA experience ‗on the fly,‘
missing the opportunity to take advantage of many co-
curricular and extra-curricular activities… Specific
[Student Affairs] units will develop programs and
services that are responsive to the specific needs of
transfer students and to the specific nature of their
campus experience.‖

                                                3
                Purpose of the Survey
   Understanding transfer students‘ distinctive strengths and
    challenges is critical to the support of these students.

   As the student research unit with Student Affairs, it‘s SAIRO‘s
    function to inform those who are developing programs and
    services with accurate, empirical information about transfer
    students.

   Need baseline data – to understand who transfer students are as
    they arrive, so we can recognize how their time at UCLA affects
    them.

   The survey of transfer students at the start of their first quarter
    was developed with input from colleagues in Student Affairs and
    the College.

                                                              4
       2005 TSS Administration
          & Response Rate
   On-line administration
   First 3 weeks of Fall Quarter
   1,140 transfer student respondents
   42% response rate (N=1,140)
    • 62% women; 38% men
    • 37% Asian; 34% White; 15% Latino; 7% ―Other‖; 2%
      African-America; 1% Native American
    • 24% of respondents (n=266) participated in TAP
   2005 CIRP Freshman Survey (CIRP) offered
    comparison data for direct-entry students
                                                 5
Transfer Student Survey - Content
   Demographics          Reasons for Going to
                           College
   Family
    Characteristics       Financial Concerns
   Self-Concept          Expectations for
                           College
   Academic              Anticipated Living
    Background             Situation
   Past Behaviors &      Educational
    Time Allocation        Aspirations


                                         6
    Summary of
    Findings on
Academic Background


                 7
 25% of TSS Respondents
Previously Applied to UCLA




                         8
Most TSS Respondents Come from
     CA Community Colleges




                          9
Transfer GPA is Comparable to
    Direct Entry Students
  Summary of
  Findings on
TAP vs. Non-TAP
 Comparisons

                  11
Demographic Comparisons of TAP
         & Non-TAP
TAP respondents have a higher representation of:
•   Traditionally-aged transfers (+7.7%)
•   White/Caucasian students (+6.4%)
•   Female students (+5.2%)
•   First-generation college students (+4.6)
TAP & Non-TAP respondents are similar in:
•   Marital status & dependent children
•   SES/Financial concerns
TAP respondents have a lower representation of:
•   Asian American/Asian students (-10.9)

                                               12
     Different “Very Important”
    Reasons for Going to College
Reasons for attending college:    TAP   Non-TAP        Diff.

To make me more cultured          65%     60%           5
To prepare myself for graduate/
 professional school              81%    76%            5
Gain a general education &
 appreciation of ideas            84%    79%            5
My parents wanted me to go        40%    36%            4
To prepare myself to give back
  my community                    58%    54%            4
Wanted to get away from home       4%    10%           -6

                                                  13
             Comparison of
          Academic Preparation
TAP respondents report a higher degree of:
•   Consultation with counselors re: transfer (+6.6%)
•   Interaction with professors outside of class (+6.2%)
TAP & Non-TAP respondents report similar levels of:
•   Previous use of remedial courses & tutoring
•   Intensive writing at previous college
•   Development of analytical skills in previous college
•   Preparation for academic standards of UCLA
TAP respondents report lower levels of:
•   Extensive reading at previous college (-3.5%)
•   Intellectual challenge from previous college (-4.7%)
                                                  14
TAP Participants More Confident
  in Personal Skills & Abilities
 TAP Participants Have a History
   of Traditional Involvement
Involvement:                         TAP Non-TAP      Diff.
3+ hrs/week in student clubs         38%   25%        13
Socialized with someone of another
 racial/ethnic group                 77%   66%        11
3+ hrs/week in volunteer work        34%   23%        11
Studied with other students          85%   80%         5
Worked on-campus                     25%   20%         5
6+ hrs/week socializing with friends 46%   55%        -9


                                                 16
  TAP Participants Tend to Have
  Higher Expectations for College
Expect to:                            TAP   Non-TAP Diff.
Percentages higher for TAP:
 Find UCLA welcoming to transfers     51%    43%        8
 Get a job to help pay for college    59%    52%        7
 Earn at least a ―B‖ average          78%    72%        6
 Interact regularly with professors   33%    28%        5
 Be satisfied with UCLA               72%    68%        4
Percentages lower for TAP:
 Live in UCLA housing                 41%    44%        -3
 Need tutoring or remedial work       10%    12%        -2
 Volunteer                            31%    33%        -2
                                                   17
 TAP Participants Have Different
       Degree Aspirations

Highest Degree Intended         TAP    Non-TAP    Diff.
Less than a Bachelor's degree    6%      8%        -2
Bachelor's degree                6%      7%        -1
Master's degree                  23%     32%       -9
Doctorate                        27%     27%        0
Medical/Dental degree            14%     11%        3
Law degree                       21%     14%        7
Other                            3%      3%         0




                                                 18
         Discussion Questions
   What stands out to you from the
    findings?

   What is surprising to you from the
    findings?

   What else do you think is important to
    find out about transfer students? Do
    you have suggestions for other survey
    items?

                                         19
            For More Information
   SAIRO web site:

             www.sairo.ucla.edu
   Contact us:
    • Judith Richlin-Klonsky
      jrichlin@saonet.ucla.edu
      310-206-5070
    • Jennifer Keup
      jkeup@saonet.ucla.edu
      310-206-5072
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