Montreal, Quebec, Canada
June 22, 2025
June 22, 2025
August 15, 2025
Minorities in Engineering Division(MIND) Technical Session 16
Minorities in Engineering Division(MIND)
Diversity
10
https://peer.asee.org/57050
Daniel Adeniranye holds a bachelor’s degree in Mechanical Engineering, a dual master’s degree in Petroleum Engineering and Project Development, and a master’s degree in Project Management. He currently serves as a Research Assistant at the School of Universal Computing, Construction, and Engineering Education at Florida International University (FIU). His ongoing research focuses on the experiences of engineering transfer students at four-year institutions, with the goal of strengthening engineering identity and supporting national STEM advancement.
Prior to joining FIU, Daniel served as a STEM Specialist with the Ministry of Education in Dubai. He is also an author and founder committed to advancing inclusive and impactful STEM education.
Dr. Bruk T. Berhane received his bachelor’s degree in electrical engineering from the University of Maryland in 2003. He then completed a master’s degree in engineering management at George Washington University in 2007. In 2016, he earned a Ph
Dr. Jingjing Liu is a Postdoctoral Associate in the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University.
Julian is a graduate research assistant at Florida International University. He holds a BSc in Electronics Engineering from Pontificia Universidad Javeriana in Colombia and a MSc in Electrical and Computer Engineering from The University of Arizona. He is pursuing his PhD degree in Engineering and Computing Education at Florida International University. He has professional experience in Information Technology, Semiconductors, and Telecommunications in international companies such as Ecopetrol, Texas Instruments, and Ericsson. His research interests focus on inclusive STEM learning and teaching methodologies for students with physical disabilities.
This Work in Progress study explores strategies to support historically marginalized engineering students transitioning from community colleges to four-year institutions. The transfer process presents systemic challenges, requiring leadership from policy and program leaders to foster institutional collaboration. Utilizing the collective impact framework, this study examines perspectives from seven transfer program leaders who participated in structured discussions during a two-day convening in May 2024. Key findings highlight the importance of academic preparation, articulation agreements, financial aid, summer bridge programs, and industry partnerships in facilitating smoother transitions. This study offers actionable insights for policymakers and educators seeking to improve transfer pathways in engineering education.
Adeniranye, D. I., & Berhane, B. T., & Liu, J., & Sosa-Molano, J. R., & Najera, G. (2025, June), Policy and Program Leaders’ Lenses: Enhancing Educational Transitions and Success for Engineering Transfer Students (Work in Progress) Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/57050
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