Lesson plans may offer options to change majors (if the school remains open) and transfer options through formal partnership/consortium agreements between schools. This quality improvement project will help senior management at UB understand the impact of the teaching transfer process on students and make recommendations to the university to ensure adequate institutional support. Tinto and Pascarello's models provided UB senior management with a context for understanding the needs and expectations of students during teaching and their responsibilities for meeting these needs and managing expectations.
UB's support measures did not meet the needs and expectations of students throughout the teaching transfer process.
The Higher Learning Commission defines "a teach-out program as a process by which an educational institution engages in the orderly closure of either a school, a department, or a program of study." When an educational institution announces that it is closing or suspending a programme, it must provide interim plans detailing the arrangements it will make for students still in the courses to be completed (Higher Learning Commission, 2020). Students who are in a teach-out program choose to change institutions in order to continue their education or change their field of study and continue their education at the same educational institution, if this is an option. Teaching programs present new challenges for university administrators as they grapple with how best to support students who transfer or change majors.
The University of Bridgeport (UB) started an undergraduate program for 112 students in the fall of 2020 and found themselves in uncharted territory.
Organizational Context
Problem of Practice
University Park.” The three colleges sought approval from their accrediting body, the New England Commission on Higher Education (NECHE), for special accreditation of programs under the new University Park format and a tuition agreement for programs that would not. This mixed-methods quality improvement study aimed to identify and explore factors influencing transfer students' success and their perceptions of the institutional support they received during their teaching experience. The research lacks studies designed to measure students' perspectives on curricular support for transfer.
This study will guide college administrators at UB to navigate student exit through instructional programs.
Literature Review
It will be up to UB to provide an action plan for students learning to achieve transfer success. Developing a curriculum is a federal requirement for educational institutions beginning a curriculum. According to NECHE, this curriculum should provide for equal treatment of students when higher education institutions cease to function.
The learning transfer process at the UB must be designed to take into account models of student success, attrition and theories of student social interaction and departure.
Conceptual Framework
Instead, UB could undermine its reputation, alumni legacy, stakeholder trust, and future enrollment if it does not prioritize faculty transitions and ensure student success. Duchesne, Ratelle, and Roy developed the table of student contextual constructs in Figure 2 to organize the constructs that “contribute to successful education based on research. Although most students transition and adapt to new circumstances despite the challenges, others find that the transition is negatively influenced by the contextual constructs present in their field (Duchesne, . Ratelle, & Roy, 2012).
This study will investigate whether these characteristics also form a good foundation for successful teaching transfer behavior. The teaching process is similar to traditional transfer, except that students did not have an original transfer goal. Earnest Pascarella's (1977) Student-Faculty Interaction Model, developed as an extension of Tinto's theoretical model of attrition, incorporates a student-faculty interaction model that indicates that with the influence of student pre-enrollment characteristics held constant, significantly positive.
In fact, Pascarella (1980) identified different forms of student-faculty interaction during students' college life and the influence and outcome of each interaction. With no individual framework for teaching transfer success, UB administrators, faculty, and students can be guided by these frameworks. Additionally, a successful teaching transfer experience will bode well for other higher education institutions that may need to undertake similar exercises at their colleges.
Teach-out Teach-out occurs when a provider has decided to phase out a course or program that still has students in it. Teach-out agreement A contract between schools that allows a student to complete his study program at one or more schools.
Research Questions
Study Design
I used archival data from UB's student management system to create a table of factors identified within the conceptual framework, such as high school grades and comparisons of academic progress before and after instruction. An explanation of the study, an invitation to participate, and a link to the survey were emailed to eligible students. The target population consisted of students enrolled in a program at UB scheduled to begin teaching in November 2020.
The survey was developed using Qualtrics and was delivered to students via their personal and school email addresses on record in UB's student management system. The survey (see Appendix C) was organized to collect academic and demographic information, student experience, perceived academic advising, support, and resources. There were two interactive GPA scales for students to indicate their high school GPA and their GPA before tutoring.
The survey was delivered to students via a hyperlink, so identifying information was not included in the results. The interviews gave context to the survey results and explored student behaviour, experiences and opinions. Secondary data sources for the study participants were the UB tuition student information database and archival student management system data, including student GPAs, demographic information, majors, academic advisors, and graduation dates.
Although only 27% of respondents completed an interview, the trends in the interviews were strong and recurring, so much so that I felt confident that they accurately reflected the views of the population surveyed. Keyword analysis can help me determine metrics and develop actionable tasks to improve learning.
Study Findings
Finding #1 was that non-cognitive factors, identified in the literature and conceptual frameworks, were present in the population of students in the transfer process. Non-cognitive factors identified in the literature and conceptual frameworks as barriers to academic success were present in the population of students in the transition process. I noticed a change in the ethnic makeup of the students in the survey compared to those interviewed, with a 12% increase among white students and a 10% increase among Asian students interviewed.
Both conceptual frameworks support the possibility that the number of students in a study who reported low SES would negatively affect student achievement outcomes. UB was responsible for providing a similar level of institutional support to transfer students as they did to graduate students. Of the students in the study, 89% reported that the transfer process was chaotic or disorganized.
Again, more students reported zero contact through each mode, but there was an increase in the number of students reporting zero contact for each mode. The learning conditions required UB to inform students of their options to remain at UB (if eligible), transfer to the consortium school, or transfer to another. Instead, they were made to feel as if they were forced to transfer to the consortium school because of the consortium agreement.
Early in the process, UB did not provide any messages to students that they had the option to transfer to the school in the consortium or to other schools. Not recommending UB to others was an important indicator of how students would represent UB in the future.
Recommendations
Yet that growth may be affected by the loss of loyalty and goodwill that students felt toward the institution because of the classes. Based on students' data on their teaching experiences, each institution was at risk of losing enrollment, reputation, and goodwill. Both institutions would benefit from following the educational plan and creating an effective transition process for students.
The teach-out process would provide consistency and ensure students the best service and support as they went through the training process. The plan was the closest thing UB had to a playbook, and given their inexperience with educational programs, working with the plan would have helped with areas of concern, confusion, and strife for students. UB and Paier should create teams of subject matter experts to help define and implement the training process and close gaps in communication and efficiency.
Student support must be as dynamic as the process and evolve as students experience the transition. The transition team tasked with leading the process must be continuously provided with information. The communication plan should also have been developed and honest, developed before the instructional transfer process began, and adjusted as the plan developed.
The teaching plan would be incomplete if it did not include trained support staff to guide students through the process. Granted, academic advisors may not have the information or skills to effectively navigate the teaching process with students.
Conclusion
This study added a new dimension to the concept of student success: additional elements introduced by curriculum. Colleges also experienced an acceleration in the number of student dropouts (enrolled students interrupting their education), and the number of students entering education programs is also increasing. During the one-hour interview I will ask you about your experiences and experiences during the teaching process.
My study will examine students' perceptions of the changes in their academic experiences when asked to participate in a teach-out program and identify differences between their. Students participate in teaching programs when their major or course of study is interrupted. Degree programs facilitate the process for students to either change majors or change schools to complete their education.
Transferring to another college or changing major as a result of the teaching program at UB is not voluntary for you, so UB needs to understand your unique experience during this transition. The results of this study will guide college administrators at UB to develop and provide relevant and adequate interventions for students like you who must navigate instructional programs. Q6 Focus on your experiences with your advisor BEFORE the Teach-out/Transition announcement, record your response to the following statements:.
Q14 The following questions relate specifically to who is advising you about the Teach-out/Transition programme. The term 'Advisor' refers to your Teaching/Transition advisor if you have one, OR your regular advisor if you do not have a Teaching/Transition advisor. How many times have you heard from your advisor or AFTER a Teach-out/Transition has been announced.
Q15 Focus on your experiences with your advisor AFTER teaching/transition notification, record your response to the following statements: contact with my advisor outside.
