Conference Session

Information Literacy, Computer Efficacy and Readiness

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Renee Henson, Mineral Area College

Tagged Divisions

Two Year College Division

, younger students who are financially disadvantaged may lacksufficient computer skills. Computer technology changes rapidly; therefore, people who cannotafford updated equipment and broadband Internet services as well as new technologocial devicesoften have less proficiency because of limited access. If regular and personal access to suchdevices correlates to computer skills, those who cannot afford them may be academicallydisadvantaged.A significant factor related to task completion is self-efficacy. “Self-efficacy” refers to a person’sconfidence in his or her ability to perform a specific act. Consequently, a student’s personalbelief in his or her ability to complete computer-related tasks may affect results. Individualswith low self-efficacy

Conference Session

Two-Year College Division Transfer Topics Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Berkeley; Catherine T. Amelink, Virginia Tech

Tagged Divisions

Two Year College Division

science and engineering that is offered in the college ofengineering at the University of California, Berkeley. This program was designed to prepareselected student participants for enrollment in a four-year institution within the University ofCalifornia system. This paper also describes the comprehensive evaluation methods that wereused to determine whether the summer program reached the intended aims and goals. Initialfindings indicate that the program was successful with preparing students to transfer to a four-year institution as academic goals were clarified and the self-efficacy of students was improved.The outcomes of the evaluation results discuss how to refine the program for future offerings andhow other institutions and programs can

Conference Session

Two-Year College Division Transfer Topics Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amelito G Enriquez, Canada College; Wenshen Pong, San Francisco State University; Hamid Shahnasser, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Cheng Chen, San Francisco State University

Tagged Divisions

Two Year College Division

implementation of theprogram have generated high quality research outcomes from the participating community collegestudents. Post-program surveys also indicate success in strengthening students' identity asengineers, in increasing student interest to further engage in research activities, and in enhancingstudent self-efficacy for successfully transferring to a four-year university, completing abaccalaureate degree in engineering, and pursuing a graduate degree.1. IntroductionA recent report prepared by the President’s Council of Advisors on Science and Technology(PCAST) indicates that the United States needs to produce one million additional STEMprofessionals in the next decade in order to retain its historical preeminence in science andtechnology.1 The

Conference Session

Two-Year College Division Transfer Topics Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erin Shealy, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Department of Sociology and Anthropology, Clemson University; Richard A. Layton, Rose-Hulman Institute of Technology

Tagged Divisions

Two Year College Division

significant.There may also be differences between lateral and vertical transfer students in GPA and otherstudent outcomes. Specifically, in a study of one-time transfers who were non-science and non-professional majors, Kirk-Kuwaye and Kirk-Kuwaye15 found that vertical transfer students Page 23.39.5scored higher than lateral transfers on three out of four measures of engagement: active andcollaborative learning, a supportive campus environment, and enriching educational experiences.The lateral transfer students scored higher than vertical transfers on the student-facultyinteraction measure. The authors conclude that because of the inconsistency in culture