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Transfer Students: Lessons Learned over 10 Years

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

NSF Grantees’ Poster Session

Tagged Division

Division Experimentation & Lab-Oriented Studies

Tagged Topic

NSF Grantees Poster Session

Page Count


Page Numbers

24.1275.1 - 24.1275.8



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Paper Authors


Mary R. Anderson-Rowland Arizona State University

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Mary Anderson-Rowland, Arizona State University
MARY R.ANDERSON-ROWLAND is the PI of an NSF STEP grant to work with five
non-metropolitan community colleges to produce more engineers, especially female and
underrepresented minority engineers. She also directs three academic scholarship programs, including one for transfer students. An Associate Professor in Computing, Informatics, and Systems Design Engineering, she was the Associate Dean of Student Affairs in the Ira A. Fulton Schools of Engineering at ASU from 1993-2004. Anderson-Rowland was named a top 5% teacher in the Fulton Schools of Engineering for 2009-2010. She received the WEPAN Engineering Educator Award 2009, ASEE Minorities Award 2006, the SHPE Educator of the Year 2005, and the National Engineering Award in 2003, the highest honor given by AAES. In 2002 she was named the Distinguished Engineering Educator by the Society of Women Engineers. She has over 185 publications primarily in the areas of recruitment and retention of women and underrepresented minority engineering and computer science students. Her awards are based on her mentoring of students, especially women and underrepresented minority students, and her research in the areas of recruitment and retention. A SWE and ASEE Fellow, she is a frequent speaker on career opportunities and diversity in engineering.

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Transfer Students: Lessons Learned Over 10 YearsIn 2002, an upper division C-SEMS grant was awarded by the National Science Foundation to anengineering school at a large university. Transfer students, primarily from community colleges,made up half of the students the first year of the program. The next year, a second C-SEMS grantwas awarded by the National Science Foundation, focused on upper division transfer students.This program ran for five years and was continued for an additional five years by a NationalScience Foundation S-STEM grant.This paper will summarize the accomplishments of the S-STEM program. This program had 78students: 43.6% underrepresented minority, 29.5% female, and 65.4% either female orunderrepresented minority. Therefore, this program overrepresented minority engineering andcomputer science students in the university by almost double and females by over 60%. All ofthe students had unmet financial need. The graduation rate of these students is over 95%. Of thestudents who have graduated, 50% have gone right on to graduate school, an amazing numbergiven that nationally only about 20% of engineering students go right on to graduate school.The accomplishments of this group of students will be compared with the 62 students who wentthrough the first transfer program in 2003-2008. A major difference is in the percentage ofstudents going right on to graduate school. In the first C-SEMS programs, about 40% of thenative students went right to graduate school and about 30% of the transfer students. While thereare very good rates compared to students not in the scholarship program, these rate are quite a bitlower than the current 50% for transfer students. Program changes will be noted which mayhave been factors in the differences between the groups.

Anderson-Rowland, M. R. (2014, June), Transfer Students: Lessons Learned over 10 Years Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23208

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