Duggan, C., & Reisberg, R., & Harris, R. R., & Lehman, B., & Faux, R., & Frias, L. R. (2020, June), WIP: Mitigating Transfer Shock for Undergraduates in Engineering to Increase Diversity  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35561

\bibitem{asee_peer_35561}
  Duggan, C., \& Reisberg, R., \& Harris, R. R., \& Lehman, B., \& Faux, R., \& Frias, L. R. (2020, June), \emph{WIP: Mitigating Transfer Shock for Undergraduates in Engineering to Increase Diversity}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35561

Claire Duggan, Rachelle Reisberg, Richard R. Harris, Brad Lehman, Russell Faux, and Luis Rafael Frias II.  "WIP: Mitigating Transfer Shock for Undergraduates in Engineering to Increase Diversity".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35561 Internet.  10 May, 2024

\bibitem{asee_peer_35561}
  Claire Duggan, Rachelle Reisberg, Richard R. Harris, Brad Lehman, Russell Faux, and Luis Rafael Frias II.
  "WIP: Mitigating Transfer Shock for Undergraduates in Engineering to Increase Diversity".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35561 Internet.  10 May, 2024

@INPROCEEDINGS{asee_peer_35561
author = "Claire Duggan, Rachelle Reisberg, Richard R. Harris, Brad Lehman, Russell Faux, and Luis Rafael Frias II"
title = "WIP: Mitigating Transfer Shock for Undergraduates in Engineering to Increase Diversity"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35561}
number = {10.18260/1-2--35561}
}

TY  - CPAPER
AB  - As part of its response to the anticipated workforce needs in STEM fields, the National Science Foundation S-STEM initiative provides essential scholarship support to academically talented and diverse students with interests in STEM careers. Success for this initiative is essential to support the broadening participation of underrepresented students in STEM fields across the nation. While supporting more traditionally matriculated students remains an abiding commitment, the S-POWER (Student Pathways Opening World Energy Resources) initiative at Northeastern University has turned toward the expansion of URM students transferring from Historically Black Colleges and Universities as well as regional community colleges. The development of the S-POWER program has entailed a complex set of efforts involving a broad set of stakeholders both within Northeastern University and between Northeastern and the program’s partner schools. This paper will map out the multilevel, multifaceted strategies for the creation and maintenance of a program supporting transfer URM students in engineering.

This has considerable implications for the STEM professions, such as engineering, where racial/ethnic minorities, first-generation, women, and the socio-economically disadvantaged make up a disproportionately low percentage of the workforce. As a result of this talent development challenge, colleges and universities around the country are placing a growing emphasis on programs that allow students to gain work and research experience and are beginning to define success by more than just academic learning.

A holistic integrated approach to the recruitment, selection, and support of transfer students into engineering is essential to ensure academic and career success. The theoretical framework of Bandura’s Self-Efficacy model, along with the implementation of Chickering’s Student Development Theory is shown to be meaningful and impactful through this process. The model utilized at Northeastern University prior to and during selected student’s undergraduate experience includes but is not limited to the following.

Pre-enrollment
1. Pre-transfer identification
2. Two-way Institutional visits
3. Cross-institutional peer-to-peer student interactions
4. Experiential learning opportunities (Research Experiences for Undergraduates)
5. Application and Financial Aid support
Transition
1. Summer Bridge

During
1. Course selection support
2. Academic Advising / Persistence Advising
3. Expanded Advising/Mentoring (Faculty/Senior Administrator)
4. Peer-to-Peer networking/support
5. Tutoring/Supplemental Instruction
6. Workforce Development and Preparation

The program is mentoring and supporting a cohort of 100+ STEM Scholars across 5 institutions, which consists of community colleges, an HBCU, and PWI.

The focus of this project/paper/presentation will be based on Exploratory Research. This paper will discuss the essential elements of the program. As a result of Exploratory Research, the paper will address the following research questions:
1. What compilation of academic and social supports are essential to help mitigate transfer shock in STEM?
2. What pre-transfer elements increase the likelihood of bachelor’s degree completion in STEM?
3. How can essential program components addressing the mitigation of transfer shock be institutionalized?

This paper will also share results to date of the program, as well as the analysis and visualization of these results.
AU  - Claire Duggan
AU  - Rachelle Reisberg
AU  - Richard R. Harris
AU  - Brad Lehman
AU  - Russell Faux
AU  - Luis Rafael Frias II
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - WIP: Mitigating Transfer Shock for Undergraduates in Engineering to Increase Diversity
UR  - https://peer.asee.org/35561
DO  - 10.18260/1-2--35561
ER  -