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Successes and Difficulties Experienced by Engineering Transfer Students at a Large Public University
- Conference Session
- Engineering/Engineering Technolgy Transfer Issues: Two-year College to Four-year College
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Susan P. Gentry, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Jennifer H Choi, University of California, Davis; Jason White, University of California, Davis
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
Environmental Engineering(CEE) piloted an Aggie Connection as a one-unit course for students transferring to the CEEdepartment. The goals of the Aggie Connection program include connecting students with peopleand campus resources, helping students explore career opportunities, and aiding students inbuilding social connections. This particular “connection” group met weekly for an hour to bringtogether nineteen newly admitted CEE transfer students, staff, and faculty from CEE. Groupmeeting topics included transfer student experiences (including the transition to UC Davis),exploration of the Civil Engineering program and CoE student organizations, discussion of theprofessional expectations and licensure, and post-graduate opportunities. Activities
- Conference Session
- Engineering/Engineering Technolgy Transfer Issues: Two-year College to Four-year College
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Amelito G. Enriquez, Cañada College; Nicholas Langhoff, Skyline College; Erik N Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College; Wenshen Pong P.E., San Francisco State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
calculus in particular insolving physics problems. The program is administered by a faculty member assisted by a smallgroup of student tutors. The program’s content focuses initially on a math review using an onlineadaptive math program to get students up to pre-requisite requirements for physics. Students aregiven a pre-test on key math concepts. The results of the pretest are used to automatically createa customized study plan. Once a student has finished the math review they can continue on to anintroduction of core physics concepts, which are introduced though online video lectures andmini-lectures given by the instructor. They then have the opportunity to test their new physicsknowledge on practice problems. Since its pilot implementation of