cte / occupational major research
DESCRIPTION
CTE / Occupational Major Research . DESIGN, COMMUNICATE, ENGAGE. Facilitators Eva Schiorring, RP Group Terrence Willett, Cal-PASS. Learning Outcomes . Identify and use tools and strategies to research transfer in occupational majors - PowerPoint PPT PresentationTRANSCRIPT
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CTE / Occupational
Major Research
Facilitators
Eva Schiorring, RP Group Terrence Willett, Cal-PASS
DESIGN, COMMUNICATE, ENGAGE
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Learning Outcomes
• Identify and use tools and strategies to research transfer in occupational majors
• Understand challenges and opportunities particular to such research
• Identify and use tools and strategies to engage stakeholders in research cycle
• Identify and use tools and strategies to communicate findings
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Agenda
• Why study transfer in Occupational Majors?
• Perspectives on OM Transfer
• Investigating OM Transfer
• Using Research Findings to Engage and Activate Stakeholders
Group Think and Exchange of Ideas, Experience{ }
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Case for OM Research: Labor Market OutlookOccupations With Largest # of Jobs Requiring BA
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Projected Growth 2006-2016
Case for OM Research: Labor Market OutlookFastest Growing Occupations Requiring BA
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Perspectives Two Paths to Transfer & Baccalaureate
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Perspectives Two Paths to Transfer & Baccalaureate
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Opportunities to Improve/Facilitate Transfer
• Expand pipeline
• Increase % pipeline participants who reach the transfer point
• Reduce time and increase speed to transfer
• Encourage students to complete as much coursework in major as possible prior to transfer
• Reduce time and units to completion of BA/BS
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Discussion Questions
• What data does your college collect to assess transfer in occupational majors?
• How is this data used?
• What other data would you like to have?
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Investigating OM TransferResearch Questions
– Backward mapping the pathways of successful transfer students: What did they do?
– Listening to successful transfer students: Why and how did they do it? What was the experience like? Advice?
– Listening to and following would-be transfer students: Who is entering the PW? How prepared are they? What’s helping, complicating their progress?
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Investigating OM Transfer
Research components– Quantitative
• Backward mapping path taken by degree completers
– Qualitative• Collecting and analyzing perspectives from
transfer students• Colleting and analyzing perspectives from
those embarking on the transfer pathway
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Investigating OM Transfer: Quantitative Approach Using Cal-PASS Data System• Backward Mapping from students earning
Bachelor’s degree in selected disciplines
• Obtain permissions from colleges
• Define CIP and TOP codes for target disciplines
• Define inclusion criteria
• Determine variables of interest
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11%21%
31%12%
22%
22%
77%
57%47%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Engineering (N=3,746)
Accounting (N=1,907)
Nursing (N=2,246)
Perc
ent o
f Stu
dent
s w
ith
Com
mun
ity C
olle
ge M
ath
Enro
llmen
t
First Math Attempted at Community College
Transfer Level Math
Intermediate Algebra
Below Intermediate Algebra
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12-29 30-55 56-69 70-85 86+
Perc
enta
ge o
f All
Com
mun
ity C
olle
ge U
nits
Ear
ned
Prio
r to
Tran
sfer
By
Subj
ect A
rea
Transferable Units Earned at the Community College Prior to Transfer
Engr Tech Engr, Other Engr, Transfer English GE Math All STEM
Engineering Unit Balance
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48%
29%
14%9%
65%
24%
7%4%
37% 36%
17%10%
0%
20%
40%
60%
80%
100%
1 2 3 4+
Number of Community Colleges Attended
Engineering (N=4,219) Accounting (N=2,118) Nursing (2,820)
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Investigating OM Transfer:Quantitative ApproachSelected Regression Findings• African American students had fewer total CC units in Engineering• Male students spent longer time to degree in all three disciplines• Special admit students spent shorter time to degree in all three
disciplines• Higher percentage of total units taken in the major equals:
– Shorter time to degree in Engineering and Nursing– Shorter time at university in Engineering– Fewer total CC units in all three disciplines– Fewer total university units in Engineering and Nursing– More likely to swirl in Engineering
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Investigating OM Transfer: Quantitative Approach Caveats• Not all universities participate
– Creates biases for certain disciplines– Limits representativeness
• No common university course coding schema• Forward mapping desirable but difficult due to
focus on GE courses at CC and lack of incentive for CC students to declare and update majors
• Ignored concurrent and post-graduate CC
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Investigating OM Transfer: Qualitative Approach
• Research Activities– Survey 600 transfer students– Focus groups/interviews with 140 students– Surveying 35 students beginning pathway– Follow and interview 16 students to
document progress toward transfer
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Investigating OM Transfer: Qualitative Approach
• Transfer Student Perspective– Motivation– Factors supporting/compromising transfer– Use of support services– Ed plan– Advice to students, CCs, 4-years– Most/least prepared for 4-year
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Investigating OM Transfer: Qualitative Approach
• Accounting, Engineering & Nursing Majors @:– 4 CSUs– 1 UC– 2 private non-profit– 1 private for-profit
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Investigating OM Transfer: Qualitative Approach
– Invite faculty to add own questions– Test surveys with students– Distribute survey to students through
known faculty– Adjust survey along the way (ed plan, BS
courses)– Report back to faculty and students
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Investigating OM Transfer: Qualitative ApproachSample Findings/Transferred Students• GPS and “yes you can” factors found across disciplines• Students completed large number of courses that did
not count toward transfer (Engr, Acct)• Insufficient access to required courses major barrier
(Engr)• Students in private institutions more diverse, older,
often don’t see themselves as transfer students
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Investigating OM Transfer: Qualitative Approach
• Intro to Engineering – How many are serious about transfer? – Why do so many not make it? – What can we do to increase success?– What happens on the way to transfer?
Where are students derailed and why?
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Small Group ActivityConsider a research design for an occupational program with a transfer component at your college.
1. What data do you think your college would want to have on transfer in OM?
2. What is a potential research question? 3. What resources do you have to answer the question? 4. What data sources would you use or create (qualitative and
quantitative)?5. What interaction would you have with stakeholders during
various stages of the research cycle?
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Using Research Findings to Engage and Activate Stakeholders• We have a lot of findings – now what? • Who (should) care(s)? Identifying
stakeholders– Faculty, others at CCs in targeted
disciplines– Faculty, others at universities in targeted
disciplines– Students (both sides of transfer)– Employers in targeted disciplines
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Designed by Gregory M Stoup
Research
Request
Collabo-
ratively explore research
questions
Determine what evidence will
help answer the questions
Conduct
research &
analysis
Act on findings &
evaluate results
Explore
action stepsDialog to interpret
results
Collaborative Dialog on Student
Success
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Communication Tools & Devices• Briefs, discipline-specific, audience-specific• Student advice to students, faculty• Case studies• Website• Social media?
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State of Engagement / Activation
• Points and Scope of Engagement – Statewide, inter-segmental Engineering Group
– Regional Engineering Consortium
– Inter-segmental, regional Accounting meeting
– Debrief w. Engineering students
• Bringing industry on board? • Regional vs Statewide Convenings?
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Small Group Discussion Communicating OM Transfer Data 1. What kind of communication strategies have you used in
the past and for what kind of transfer findings?
2. Have you communicated findings to students in the past? How? How did it work?
3. Would any of the communication tools used in the study work for your purpose(s)? Why? Why not?
4. Have you used social media tools to communicate research findings? Do you have any interest in doing so?
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Revisiting the Learning Outcomes
• Identify and use tools and strategies to research transfer in occupational majors
• Understand challenges and opportunities involved in such research
• Identify and use tools and strategies to engage stakeholders in research cycle
• Identify and use tools and strategies to communicate findings
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CTE/OM Web Page & Contact InformationCTE Transfer Study Web Pagewww.rpgroup.org/css/CTETransfer.html
Eva Schiorring, RP [email protected] Willett, Cal-PASS/[email protected]
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