Osborn, E., & Woo, J. (2025, April), Engineering Pathways in Education and The Credit Loss Challenge  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55171

\bibitem{asee_peer_55171}
  Osborn, E., \& Woo, J. (2025, April), \emph{Engineering Pathways in Education and The Credit Loss Challenge}
  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California.
  10.18260/1-2--55171

Elizabeth Osborn and Jeyoung Woo P.E..  "Engineering Pathways in Education and The Credit Loss Challenge".  2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April.  ASEE Conferences, 2025.  https://peer.asee.org/55171 Internet.  18 Jul, 2025

\bibitem{asee_peer_55171}
  Elizabeth Osborn and Jeyoung Woo P.E..
  "Engineering Pathways in Education and The Credit Loss Challenge".
  \emph{2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55171 Internet.  18 Jul, 2025

@INPROCEEDINGS{asee_peer_55171
author = "Elizabeth Osborn and Jeyoung Woo P.E."
title = "Engineering Pathways in Education and The Credit Loss Challenge"
booktitle = "2025 ASEE PSW Conference"
year = "2025"
month = "April"
address = "California Polytechnic University, California"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55171}
number = {10.18260/1-2--55171}
}

TY  - CPAPER
AB  - There are unique credit loss challenges that exist within engineering education when a student transfers from a community college to a university, which affect workforce development and degree completion rates.  Since 42% of engineering students attend community college at some point, mitigating credit loss becomes a critical issue to address in the path to the engineering profession.  Research reveals that challenges transfer students face are related to the nature of sequential coursework, complex articulation systems, and fragmented information about credit transfer policies. This study examines credit loss using a comparative analysis of engineering pathways across California, Texas, Florida, and Arizona, focusing on five major disciplines: Mechanical, Electrical, Aerospace, Chemical, and Civil Engineering. The research specifically investigates the relationship between institutional transfer requirements and student comprehension of transfer processes, addressing a gap in research for multi-state comparative analysis of engineering transfer systems.  Using a mixed-method approach with concurrent triangulation, the study combines two key components: (1) a comparative analysis of transfer requirements, articulation agreements, and course equivalency tables across four state systems (California, Texas, Florida, and Arizona) focusing on prerequisites, course sequencing, and credit transfer policies in five engineering disciplines (Mechanical, Aerospace, Chemical, Civil, and Electrical), and (2) a survey administered to pre-transfer engineering students of the same engineering disciplines from a California community college that measures the comprehension levels of course sequencing, major requirements, general education transfer requirements, unit requirements for transfer, credit loss possibilities, methods employed to avoid or cope with credit loss, resources of transfer information, and transfer timing.  This research is expected to identify elements from different state models that align with students’ comprehension of credit transfer and transfer processes.  These findings can provide a multi-state comparative framework for evaluating engineering transfer pathways to inform educators on methods of credit loss prevention which will support workforce development and degree completion rates.
AU  - Elizabeth Osborn
AU  - Jeyoung Woo P.E.
CY  - California Polytechnic University, California
DA  - 2025/04/10
PB  - ASEE Conferences
TI  - Engineering Pathways in Education and The Credit Loss Challenge
UR  - https://peer.asee.org/55171
DO  - 10.18260/1-2--55171
ER  -