No abstract

A majority of California community college students enter college with low levels of preparation for college level work, especially in STEM (Science, Technology, Engineering and Math). As a result, community college students wishing to pursue careers in Engineering are often under prepared for the foundation courses required as prerequisites to beginning engineering classes. Due to their low preparation many students withdraw from courses or even change majors before completing transfer-level STEM courses. This paper describes the development and implementation of two programs designed to improve retention and success in these critical prerequisite courses. Programs include supplemental instruction to target prerequisite physics and math classes and Physics Jam, a pre-semester physics preparation program. This paper will discuss the successes and obstacles that were met implementing these programs in a two-year college setting. We will highlight the unique set of challenges in implementing even well-established programs such as Supplemental Instruction in a two-year college setting as well as those encountered when transitioning a successful Math boot camp model to Physics.