Conference Session

Transfer issues between 2-year colleges and 4-year Engineering and Engineering Technology programs 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gregory L. Heileman, The University of Arizona; Chaouki T Abdallah, Georgia Institute of Technology; Andrew Karl Koch, John N. Gardner Institute for Excellence in Undergraduate Education

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

. Specifically, if a course offered by the commu-nity college has substantially similar learning outcomes to some course offered by the university,a student successfully completing the community college course can petition to have this courseaccepted as transfer credit by the university. The work involved in establishing these so-calledcourse equivalences typically involves a review of the community college course syllabus by afaculty member in the department that offers the potentially equivalent course at the university.This is often a time-consuming process that can take months to complete and is sometimes re-ferred to as credit recognition. Unfortunate bias can also be introduced at this stage. For instance,we have heard university faculty claim

Conference Session

STEM Education at the Two-Year College

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabe Hanzel-Sello, Growth Sector; Janet Yowell, University of Colorado, Boulder; Cheryl Martinez, Growth Sector; Ivanna Abreu

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

inadvanced courses. Summer Bridge is an opportunity to engage students in a strong foundationalalgebra curriculum to ensure precalculus readiness by their first semester of postsecondaryeducation—that is, their first fall with the STEM Core. These math courses also aim to build cohortcohesion and community by delivering them with a learning community cohort model. All butone of 12 sites offered non-credit math courses for the Summer Bridge. This allowed for flexibilityin delivery and an ability to “meet students where they are.” For example, at Evergreen ValleyCollege, the math professor began with a syllabus, but spent much more time than expected onfactoring because students lacked understanding and practice in that area—critical for success inthe