UCLA Transfer Student Survey (TSS)

1. UCLA Transfer Student Survey (TSS) Findings, Implications,& Applications The Student Affairs Information & Research Office (SAIRO) TAP Council Meeting—April 28, 2006

2. 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

3. 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.”

4. 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.

5. 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

6. Demographics Family Characteristics Self-Concept Academic Background Past Behaviors & Time Allocation Reasons for Going to College Financial Concerns Expectations for College Anticipated Living Situation Educational Aspirations Transfer Student Survey - Content

7. Summary of Findings on Academic Background

8. 25% of TSS Respondents Previously Applied to UCLA

9. Most TSS Respondents Come from CA Community Colleges

10. Transfer GPA is Comparable to Direct Entry Students

11. Summary of Findings on TAP vs. Non-TAP Comparisons

12. 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)

13. 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

14. 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%)

15. TAP Participants More Confident in Personal Skills & Abilities

16. 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

17. 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

18. 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 TAP Participants Have Different Degree Aspirations

19. 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?

20. 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