Abstract
There are many academic and non-academic factors that influence transfer student success at the senior institution. The most well researched factor is GPA at the community college. Other academic factors include part-time status and number of courses taken at the community college. Transfer student success in individual disciplines has not been thoroughly researched. Statement of Problem This study is designed to test for relationships between the types of coursework completed prior to transferring and the success of transfer students in the Biotechnology major at Northern Valley University (NVU). This study also identifies tools used by transfer students to select courses at the community college and other academic factors affecting transfer student success. Methodology This study employed two methodologies to collect data: focus groups and transcript review. Focus groups were conducted with current transfer students in the Biotechnology major at NVU. Transcript data were collected for previous transfer students in the Biotechnology major at NVU. Specific data points collected included grade point averages pre-transfer and post-transfer, number of major and non-major required courses completed at the community college, and terms enrolled at NVU prior to graduation. Conclusions Reached No significant relationship exists between course selection at the community college and grade point average. There was a significant negative relationship between the number of non-major required and total courses completed prior to transferring and terms to degree, r= .424 (p<.01) and r=-.583 (p<.01), respectively. Results for the relationship between the number of major courses completed prior to transferring and terms to degree is inconclusive. To select courses at the community college students identified major and general education courses, discussed course selection with peers, counselors, and instructors, reviewed articulation agreements, and read catalogs, handouts, school Web sites, and instructor rating Web sites. Students identified many factors that affected their success: lack of student-instructor interaction, large class size, adjustment to the speed of the quarter system, and use of instructional technologies.