Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bruk T. Berhane, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Danielle Melvin Koonce, University of Maryland; Christin Jacquelyne Salley, University of Maryland, College Park; Sharon Fries-Britt, University of Maryland, College Park; Darryll J. Pines, University of Maryland, College Park

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Diversity

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Two-Year College

. c American Society for Engineering Education, 2019On Transfer Student Success: Exploring the Academic Trajectories of Black Transfer Engineering Students from Community CollegesAbstract According to the National Science Foundation (NSF), half of Blacks who received abachelor’s degrees in an engineering or science discipline attended a community college at somepoint during their academic career. However, while research highlights the importance ofsupporting underrepresented racial and ethnic minorities (URMs) in STEM disciplines, there is adearth of literature focusing on URMs in community colleges who pursue engineering and otherscience/math-based majors. Further, Black undergraduates in community colleges are oftenhomogenized by

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carl Whitesel, South Mountain Community College; Nicholas Langhoff, Skyline College; Marco Wehrfritz, Skyline Community College

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Diversity

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Two-Year College

, financial and political barriers preventedoffering engineering courses, and native Skyline students had to complete their engineeringcoursework elsewhere in the district, a neighboring district, or worse, transfer without lowerdivision coursework completed. In Fall 2014, the college offered its first and only Engineeringcourse (Introduction to Engineering), developed and taught by an adjunct instructor in theirphysics department, whose technical background was in engineering. This adjunct professorbegan to develop a few other engineering courses over 2015, and in Spring 2016 the college wasleveraging external grant funds to hire him as a temporary full-time faculty member to begin thedevelopment of what was to become the Engineering and Computer

Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

Authors

Surendra K. Gupta, Rochester Institute of Technology (COE); Franz Allen Foltz, Rochester Institute of Technology; James E Moon, Rochester Institute of Technology (COE); Roy W Melton, Rochester Institute of Technology (COE); Michael Kuhl, Rochester Institute of Technology (COE); Daniel P. Johnson, Rochester Institute of Technology (CET); James Lee, Rochester Institute of Technology (CET); Rob Garrick, Rochester Institute of Technology (CET); Maureen S. Valentine, Rochester Institute of Technology (CET)

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Diversity

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Two-Year College

is to retain and graduate at least 95% of these scholars.To enhance the success of these scholars, a zero-credit six-week orientation course wasdeveloped in Fall 2017 focusing on four dimensions of student wellness: academic, financial,social, and personal. This paper describes the development of this course, its content, and themodifications that were made to the course for Fall 2018.The paper will also address the research conducted in order to generate knowledge about theprogram elements that will be essential for the success of vertical transfer programs at otheruniversities. Two research instruments are described: an online survey and a focus groupinterview that were developed, and administered to the transfer scholars in their first

Conference Session

Technology and Manufacturing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Arizona State University/ Science Foundation Arizona Center for STEM; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Science Foundation Arizona Center for STEM at Arizona State University

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Diversity

Tagged Divisions

Two-Year College

’ students and faculty; the challenges that students at HSIs faceand institutional responses to the challenges; and resources that could help to address unmetneeds. As people around the tables learned that their institutions shared similar challengesdespite their locations in disparate parts of the country and different-sized enrollments,participants shared more details about successes and impediments they had encountered inbuilding STEM technician programs on their campuses.The groups identified the following strategies for positive project outcomes: •   Bring relevant business and industry people onto advisory teams while planning an initiative.   •   Involve advisory team members in internships, mentoring and other experiential