Covarrubias, J., & Woo, J. (2025, April), The Hidden Cost of Missing the Associate Degree for Transfer (ADT) in Engineering  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55193

\bibitem{asee_peer_55193}
  Covarrubias, J., \& Woo, J. (2025, April), \emph{The Hidden Cost of Missing the Associate Degree for Transfer (ADT) in Engineering}
  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California.
  10.18260/1-2--55193

Jose Covarrubias and Jeyoung Woo P.E..  "The Hidden Cost of Missing the Associate Degree for Transfer (ADT) in Engineering".  2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April.  ASEE Conferences, 2025.  https://peer.asee.org/55193 Internet.  21 Jul, 2025

\bibitem{asee_peer_55193}
  Jose Covarrubias and Jeyoung Woo P.E..
  "The Hidden Cost of Missing the Associate Degree for Transfer (ADT) in Engineering".
  \emph{2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55193 Internet.  21 Jul, 2025

@INPROCEEDINGS{asee_peer_55193
author = "Jose Covarrubias and Jeyoung Woo P.E."
title = "The Hidden Cost of Missing the Associate Degree for Transfer (ADT) in Engineering"
booktitle = "2025 ASEE PSW Conference"
year = "2025"
month = "April"
address = "California Polytechnic University, California"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55193}
number = {10.18260/1-2--55193}
}

TY  - CPAPER
AB  - California is facing a critical shortage of STEM professionals, particularly engineers. This scarcity is caused by several factors, including a significant challenge within the higher education system in the State of California: the absence of a standardized Associate Degree for Transfer (ADT) in Engineering. This gap creates misalignment between California Community Colleges (CCC) engineering programs and the four-year universities, resulting in substantial "credit loss" for students. This paper explores the pervasive issue of credit loss and its detrimental impact on students, California's STEM workforce capacity, and the state's economic competitiveness. The research begins with a thorough review of existing literature on the transfer experiences of engineering students, highlighting the obstacles arising from inconsistent articulation agreements and course equivalencies. This analysis emphasizes the difficulties students encounter navigating the transfer process, particularly when aligning their coursework with the diverse requirements of different universities. The lack of a standardized ADT in Engineering further complicates this challenge, as courses considered essential at the community college level may not be fully recognized or accepted by four-year universities. To quantify the extent of this problem, the study analyzes institutional data from one California State University (CSU) campus, examining the academic records of engineering transfer students. This analysis delves into the number of lower-division credits deemed non-transferable or inapplicable toward degree requirements, identifying the specific courses and disciplines with the highest rates of credit loss. By pinpointing these problematic areas, the research aims to highlight where curriculum alignment and articulation agreements need immediate attention. Additionally, the analysis investigates potential correlations between credit loss, Years-to-Degree (YDT), and student demographics, including factors such as socioeconomic status, ethnicity, and gender. This exploration seeks to uncover potential equity gaps within the transfer population, ensuring that the challenges associated with credit loss do not disproportionately affect underrepresented groups in STEM fields. Beyond quantifying the issue, this research delves into the systemic problems that contribute to credit loss, including inadequate advising, limited resources and support for transfer students, and a lack of coordination between CCCs and CSUs. The paper argues that the absence of a standardized Engineering ADT exacerbates these issues, forcing students to navigate a complex and often inefficient transfer process. This results in increased time-to-degree, financial burden through additional coursework and potential loss of financial aid eligibility, and delayed entry into the workforce, ultimately hindering California's ability to produce the highly skilled engineers necessary to drive innovation and economic growth. The extended time required to complete a degree can also lead to decreased motivation and increased attrition rates, further diminishing the pool of potential engineers in the state. The paper concludes by advocating for collaborative efforts between CCCs and CSUs to establish a framework for the ADT in Engineering. This framework should include the development of a standardized curriculum, improved communication and coordination between institutions, and enhanced advising and support services for transfer students. By streamlining the transfer pathway, mitigating credit loss, and ensuring equitable access to STEM education, California can effectively address its engineering workforce shortage and enhance its global competitiveness. Moreover, a successful ADT program in Engineering has the potential to serve as a model for other STEM disciplines, further strengthening California's position as a leader in innovation and technological advancement.
AU  - Jose Covarrubias
AU  - Jeyoung Woo P.E.
CY  - California Polytechnic University, California
DA  - 2025/04/10
PB  - ASEE Conferences
TI  - The Hidden Cost of Missing the Associate Degree for Transfer (ADT) in Engineering
UR  - https://peer.asee.org/55193
DO  - 10.18260/1-2--55193
ER  -