Parikh, S. E., & Silverman, L. (2016, June), Asking the Right Questions in Community College Pathways Research  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26286

\bibitem{asee_peer_26286}
  Parikh, S. E., \& Silverman, L. (2016, June), \emph{Asking the Right Questions in Community College Pathways Research}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26286

Sarah E. Parikh and Lori Silverman.  "Asking the Right Questions in Community College Pathways Research".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26286 Internet.  24 Apr, 2024

\bibitem{asee_peer_26286}
  Sarah E. Parikh and Lori Silverman.
  "Asking the Right Questions in Community College Pathways Research".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26286 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_26286
author = "Sarah E. Parikh and Lori Silverman"
title = "Asking the Right Questions in Community College Pathways Research"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26286}
number = {10.18260/p.26286}
}

TY  - CPAPER
AB  - This work in progress proposes answering the research question: How do we measure success for community college transfer programs? This paper will provide background information on the current state of data collection for community colleges and pose questions regarding next steps in data collection and analysis. 

We need more engineers and community colleges may be able to provide additional students (Engineering and Council 2005; PCAST 2012). The pathways to engineering via community college should be re-examined and potentially improved. Metrics should be established in order to assess the current rate of success and identify areas of improvement in community college transfer pathways. 

Engineering students at four-year schools are identified through their applications. Measured outcomes at four-year schools include persistence in the major and obtaining a Bachelor’s degree in engineering (Ohland et al. 2008). 

Unfortunately, the data that are available to determine success of community college transfer programs are severely lacking (Baker 2015; Ogilvie 2014; Blash et al. 2012; Engineering and Council 2005), and the availability of data is getting worse (Commission 2011). Thus with limited available data, this proposed work can provide a unique perspective on metrics for success. 

Considering the input and feedback from the Educational Research and Methods Division, the proposed work could include surveys, questionnaires, interviews, registration information, and data from state or national databases. The collected data will be analyzed to give a measure of the success of the community college transfer pathway to engineering degrees. Having a measure of success will identify room for improvement in the community college engineering transfer pathways and provide a baseline for assessment of the effectiveness of future improvements to the transfer pathway programs. Increasing the number of engineering graduates will address the increasing demand for engineers. 


AU  - Sarah E. Parikh
AU  - Lori Silverman
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Asking the Right Questions in Community College Pathways Research
UR  - https://peer.asee.org/26286
DO  - 10.18260/p.26286
ER  -