Enhancing the Community College Pathway to Engineering Careers (2005) / Chapter Skim
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Pages 7-13
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many community college students in engineering do not transfer to four-year engineering programs. Nevertheless, community college transfer students who have completed an associate of science (A.S.)
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: · a lack of understanding on the part of parents, teachers, counselors, and students of the importance of community colleges in engineering education · disagreement over curricular content and quality · ineffective articulation agreements · a lack of cooperation between high schools, community colleges, four-year institutions, and state higher education agencies · inadequate attention to the transfer of women and underrepresented minority students · insufficient statistics on student transfers, experiences, and outcomes CHARGE TO THE COMMITTEE The study committee was charged with describing the evolving role of community colleges in engineering education, identifying exemplary programs at community colleges and model partnerships between twoyear and four-year institutions, and recommending critical research questions that require further study. The study committee was overseen by the National Academy of Engineering (NAE)
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During the fact-finding stage of this study, the committee gathered evidence to address its charge through the following activities: · two committee meetings with presentations by outside experts, reviews of background research, and guided discussions and deliberations · a one and one-half day workshop, which brought together twoand four-year college administrators and faculty members from notable programs · the collection and analysis of data on community college involvement by recent engineering graduates The study committee met on three occasions during 2004 -- a teleconference planning meeting on March 8, a full committee meeting in Washington, D.C., on April 1 (see agenda in Appendix B) , and a full committee meeting on July 8 and 9 (see agenda in Appendix C)
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As noted elsewhere in this report, most two-year institutions do not have the resources to compile and analyze data on the effectiveness of their preparation of engineering science students for transfer to four-year engineering programs. Therefore, the initiatives profiled in this report were selected largely on the basis of qualitative data provided in written
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CONCLUSION The community college transfer function is critical to meeting the national need for a robust, diverse engineering workforce. In fact, community college transfer may be the primary mechanism for increasing the number of students pursuing engineering degrees, particularly underrepresented minority students.
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4. Raising awareness of the community college transfer mission.
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OVERVIEW 13 For community college students, especially for nontraditional students, the institutional capacity, faculty attitudes, lack of advisors and student support, and statewide and system-wide policy barriers can all be roadblocks to successful transfer to four-year engineering programs. This report affirms the existence of these challenges, highlights innovative and interesting solutions tried by community colleges and fouryear institutions to overcome them, and notes that many important research questions have not been answered.
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