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

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

communitycollege. To make students feel included and comfortable, it is important for [the four-yearinstitution] to create a welcoming campus environment” (p. 196). This suggests that the four-year institution plays a significant role in retaining students and helping them through thetransfer adjustment process.Another factor that plays a role in the adjustment process is student identity, particularly forstudents broadly classified as Black. However, understanding the transfer student identities ofBlack undergraduates is another understudied area. Current literature often does notdisaggregate the experiences of traditional Black STEM four-year college students from BlackSTEM community college transfer students, nor Black undergraduates born and raised in

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Yushin Ahn; Karen Willis, Fresno City College; Deanna Craig, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

feedback from student participants during Year 1. We present the results of thementorship strategies by year and include feedback from both student participants and facultymentors in the sections that follow.Year 1 Mentorship FeedbackStudent participants from Cohort A responded to ten question prompts at the end of the fallsemester. All feedback that program participants provided was positive. The ESP was describedby participants as “very thorough” and acted as a “bridge that covered the gap between classroomlecture/lab and individual interests”. Participants reported that they felt invited into this uniquecommunity and that the program components fostered community. Some students raised concernsregarding social awkwardness and finding a balance