Transfer Student Pathways to Engineering Degrees: Progress and Preliminary Findings from a Multi-institutional Study Based in Texas

Abstract

In 2015 President Obama introduced America's College Promise, a new $80 billion proposal to make two years of community college free for individuals willing to earn the benefit. To maximize results from such a substantial investment, it is important to address and resolve existing challenges related to degree completion and upward transfer for community college students, especially within engineering. In this paper, we provide an overview of preliminary data from our current National Science Foundation study focused on transfer students in Texas that is aiming to better understand the transfer process in engineering so that the transfer student pathway to an engineering bachelor's degree may become better enhanced. Following a mixed methods research approach and using a conceptual framework of transfer student capital to organize the study, we use qualitative data from semi-structured focus groups with students, administrators, faculty, and staff to extend quantitative findings from an engineering transfer student survey that was administered to more than 7,800 engineering transfers students at four 4-year institutions in Texas. This study uniquely combines engineering transfer student survey responses with education outcome data (i.e., student records) to increase understanding of the complete transfer pathway experience. The sample is unique because it is comprised of a disproportionately large percentage of Hispanic students, which is the fastest growing demographic in the country and a subpopulation that engineering is seeking to attract and support. We envision that our research findings on what helps and hinders the transfer process can be used to 1) make improvements and revisions to existing policy, and 2) serve as a guide for states and institutions seeking to adopt new policies that promote upward transfer in engineering.

Easing engineering transfer students’ transitions: Recommendations from students who successfully navigated the transfer pathway

“…That project focuses on the transfer process in engineering and seeks to enhance the opportunities for this pathway to serve as an efficient, effective, and inclusive mechanism for students to earn an engineering bachelor's degree. 26,27 The project incorporates survey data linked to academic records from a sample of engineering transfer students who successfully transferred as new engineering students to one of four fouryear Texas institutions between 2007 and 2014-two of those institutions are Hispanic-Serving Institutions, and two are Predominantly White Institutions (PWIs). These institutional sites include four of the top ten producers of U.S. Hispanic engineers, 28 three are universities with high research activity, 29 and each site is a large, four-year, public institution.…”

From Deficit Thinking to Counter Storying: A Narrative Inquiry of Nontraditional Student Experience within Undergraduate Engineering Education

“…Although research that examines nontraditional student achievement and retention within engineering is nascent, it is on the rise. A substantial portion of current work focuses on understanding engineering transfer student pathways (e.g., Mobley, Shealy, & Brawner, 2012Ogilvie, 2014;Ogilvie et al, 2015Ogilvie et al, , 2016Shealy, Brawner, Mobley, & Layton, 2013;Sullivan et al, 2012). Ogilvie (2014), for example, points to a gap in the literature related to transfer student pathways in engineering and calls for more research to better understand engineering transfer student success.…”

Co-Designed Research Agenda to Foster Educational Innovation Efforts Within Undergraduate Engineering at HSIs

“…One participant framed their research question according to the clarity of the transfer process in enhancing completion of engineering degrees, "Does starting at a two-year college with clearly defined articulation to a 4-year School increase student completion of degrees?" This question builds upon existing research by [17] and [18] in their examination of the process of transfer students matriculating to an engineering specific bachelor's degree. As discussed in the paper, [17] proposes further research is necessary in communicating possible pathways to transfer students, as well as influencing existing institutional policies.…”

“…This question builds upon existing research by [17] and [18] in their examination of the process of transfer students matriculating to an engineering specific bachelor's degree. As discussed in the paper, [17] proposes further research is necessary in communicating possible pathways to transfer students, as well as influencing existing institutional policies. Within our study, participants proposed further program change, with one participant driving toward non-semester-based engineering education by wondering, "Would it be possible to let go of the 4-year model with a view toward a progress-based (not time-based) model that has student achieve mastery over a longer period of time?"…”