Conference Session

Engineering and Engineering Technology Transfer and the Two-Year College Student Part 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Ford, University of Washington, Tacoma; Aleya Dhanji, Highline Community College; Kira Glynn King; Jie Sheng, University of Washington; Skyler Roth, Highline Community College; Emese Hadnagy, University of Washington

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Diversity

Tagged Divisions

Two-Year College Division (TYCD)

and research interests include solid mechanics, engineering design, and inquiry-guided learning. He has supervised undergraduate and master’s student research projects and capstone design teams.Dr. Aleya Dhanji, Highline Community College Physics faculty at Highline College with research interests in culturally responsive STEM education, inclusive advising and mentoring practices, and antiracist faculty development.Kira Glynn KingDr. Jie Sheng, University of Washington Jie Sheng received her Ph.D. in Electrical Engineering in 2002 from the University of Alberta, Canada. Since then, she has been an NSERC Postdoctoral Fellow at the University of Illinois, Urbana-Champaign (2003-2004); a lecturer at the University of

Conference Session

Transfer Issues Between 2-Year Colleges and 4-Year Engineering and Engineering Technology Programs 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caroline Lubbe, University of Florida; Sindia M. Rivera-Jiménez, University of Florida; Justin Ortagus, University of Florida; Hope Allegra Allchin, University of Florida; Sofia Isabel Montiel, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

to four-year universities to studyengineering bring a diverse range of experiences and perspectives, which greatly contribute to thefield of engineering and help national and regional workforce development. However, thesestudents face specific challenges, referred to as the vertical transfer penalty, when they transfer tofour-year universities. This can lead to lower completion rates for community college starterscompared to students who start at four-year universities. The issue seems to be related to factorsregarding the students' experiences, institutional characteristics, and geographic location. Thisstudy marks the initial stage of a comprehensive research project aiming to compare historicaltransfer student data over the past two