Wigal, C. M., & MeGhee, T. (2011, June), Providing and Ensuring an Effective Community College Transfer Pre-Engineering Program  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18949

\bibitem{asee_peer_18949}
  Wigal, C. M., \& MeGhee, T. (2011, June), \emph{Providing and Ensuring an Effective Community College Transfer Pre-Engineering Program}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18949

Cecelia M. Wigal and Tim MeGhee.  "Providing and Ensuring an Effective Community College Transfer Pre-Engineering Program".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18949 Internet.  15 Apr, 2024

\bibitem{asee_peer_18949}
  Cecelia M. Wigal and Tim MeGhee.
  "Providing and Ensuring an Effective Community College Transfer Pre-Engineering Program".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18949 Internet.  15 Apr, 2024

@INPROCEEDINGS{asee_peer_18949
author = "Cecelia M. Wigal and Tim MeGhee"
title = "Providing and Ensuring an Effective Community College Transfer Pre-Engineering Program"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18949}
number = {10.18260/1-2--18949}
}

TY  - CPAPER
AB  - Many states, including Tennessee, are actively addressing strengthening the ties betweenthe states’ 2-year and 4-year degree granting institutions. The stated purpose for thisactivity is to define articulation agreements that aid students in completing 4-year degreesin 4 years whether the students begin their academic careers at the 4-year institution or atthe 2-year institution. For professional programs, such as Nursing and Engineering, thistask creates much apprehension. The major concern is how can generically definedengineering courses meet our programs’ needs?The State of Tennessee’s solution for engineering is to define an A.S. degree of 66 hoursthat includes meeting the state’s general education requirements (42 hours) as well as 24hours in the major. For most engineering programs this means meeting mathematics,chemistry, and physics requirements and a few major specific courses (Circuits I, Statics,Dynamics for example) that are necessary for students to progress at the Junior level oncethe A.S. degree is obtained.However, due to the general education requirements of the A.S. degree, it is not possibleto include all required sophomore level engineering courses in the agreement. Thus theseagreements have only been accepted by the 4-year programs if they include notessuggesting the student complete other courses prior to entering the 4-year institution.This paper presents another means to addressing the 2-year Pre-Engineering curriculum –an A.A.S degree that does not have the same general education completion requirements.This paper summarizes the teaming between a 2-year institution and a 4-year institutionto provide students the first two years of the engineering program in parallel. This paperdefines the curricular, instructional, and structural components of the curriculum andpartnership. However, the paper emphasizes the actions taken to ensure (1) desiredlearning outcomes are coordinated between the two institutions and (2) means aredeveloped to consistently and accurately test the outcomes to support accreditation needsfor both programs.
AU  - Cecelia M. Wigal
AU  - Tim MeGhee
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Providing and Ensuring an Effective Community College Transfer Pre-Engineering Program
UR  - https://peer.asee.org/18949
DO  - 10.18260/1-2--18949
ER  -