scholarly journals Phase One Research Results from a Project on Vertical Transfer Students in Engineering and Engineering Technology

2020 ◽  
Author(s):  
Surendra Gupta ◽  
Franz Foltz ◽  
James Moon ◽  
Roy Melton ◽  
Michael Kuhl ◽  
...  
Keyword(s):  
Transfer Students ◽  
Engineering Technology ◽  
Vertical Transfer ◽  
Research Results

scholarly journals “BREAKING DOWN BARRIERS”: DEVELOPMENT OF AN ENGINEERING TECHNOLOGY TO ENGINEERING TRANSFER PATHWAY IN CANADA

2020 ◽  
Author(s):  
Titilope Adebola ◽  
Brian Frank ◽  
Alexandra Downie ◽  
Hannah Smith
Keyword(s):  
Transfer Students ◽  
Newfoundland And Labrador ◽  
Large Scale ◽  
Underrepresented Students ◽  
Complex Nature ◽  
Transfer Program ◽  
Engineering Technology ◽  
Higher Education System ◽  
Qualitative Research Study ◽  
Bridge Program

College pathways significantly improve access to engineering degrees for marginalized or underrepresented students. Although several provinces in Canada have established pathways for students wishing to move from an engineering technology diploma to an engineering degree, such as Newfoundland and Labrador, Alberta, and British Columbia, no province-wide pathway in Ontario’s higher education system exists. As a result, transfer students are faced with a myriad of challenges and limited transfer pathways due to the institution-specific and complex nature of transfer articulation agreements in Ontario.  This paper reports on the development of a province-wide diploma-to-degree engineering transfer pathway in Ontario. The proposed pathway program builds upon findings from a previous qualitative research study conducted by the co-authors which highlighted key factors necessary to develop future large-scale transfer pathways. The pathway was designed with the flexibility to incorporate extant institution specific pathways, while also providing a solid foundation for the development of a pilot multi-institutional bridge program. The challenges associated with creating a streamlined transfer pathway from engineering technology to engineering are myriad, and key outcomes from this project will continue to inform the development of possible approaches to a consistent, Ontario-wide engineering transfer program. 

scholarly journals Board 132: Study Success of Transfer Students in Engineering Technology: the Effect of a MOOC and a Math Diagnostic Test

2020 ◽  
Author(s):  
Lynn Van den Broeck ◽  
Tinne De Laet ◽  
Carolien Van Soom ◽  
Marlies Lacante ◽  
Greet Langie
Keyword(s):  
Transfer Students ◽  
Diagnostic Test ◽  
Study Success ◽  
Engineering Technology

scholarly journals Navigating Vertical Transfer Online: Access to and Usefulness of Transfer Information on Community College Websites

2019 ◽  
Vol 48 (1) ◽  
pp. 3-30
Author(s):  
Lauren Schudde ◽  
Dwuana Bradley ◽  
Caitlin Absher
Keyword(s):  
Community Colleges ◽  
Transfer Students ◽  
Imperfect Information ◽  
Online Information ◽  
Vertical Transfer ◽  
Face To Face ◽  
Study Approach ◽  
Ease Of Access ◽  
College Websites

Objective: To transfer, students often must navigate complex and imperfect information about credit transfer, bureaucratic hurdles, and conflicting degree requirements. This study examined how administrators and transfer personnel think about institutional online transfer resources and examined community colleges’ online transfer information. Methods: For a sample of 20 Texas community colleges, we spoke to key transfer personnel about the information provided to students and reviewed college websites, assessing the ease of access and usefulness of online transfer information. We used a qualitative case study approach to triangulate findings from our data sources. Results: Approximately two thirds of colleges in the sample fell below the highest standard on our rubric for either ease of access or usefulness, indicating room for improvement at most institutions. Many personnel recognized the strengths and limitations of their college’s online information, though several were ambivalent about the need for improving online information, arguing that online information is not as promising an intervention as face-to-face advising. Conclusion/Contributions: Our research illustrates the need for colleges to develop and update their online information intentionally, determining which information students need to transfer (including transfer guides for partner programs/colleges) and how students might search for that information, and ensuring that necessary transfer information is available and up to date. The framework provided by our website review approach, coupled with a proposed rubric to assess ease of access and usefulness of transfer information, may guide institutions in their evaluation of their online transfer information.

Predictors of Economically Disadvantaged Vertical Transfer Students' Academic Performance and Retention: A Scoping Review

2021 ◽  
pp. 152102512110311
Author(s):  
Neshat Yazdani ◽  
Leigh S. McCallen ◽  
Lindsay T. Hoyt ◽  
Joshua L. Brown
Keyword(s):  
Academic Performance ◽  
Transfer Students ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Education System ◽  
Economically Disadvantaged ◽  
Bachelor's Degree ◽  
Future Research ◽  
First Year ◽  
Vertical Transfer

Approximately 30% of students who enter the postsecondary education system do so through 2-year colleges. The majority of these students intend to earn a bachelor's degree, but most leave college before earning a diploma from a 4-year institution. The discrepancy between bachelor's degree aspirations and degree attainment rates of students who enter through 2-year colleges suggests that vertical transfer students—those who transfer from 2- to 4-year colleges—face unique obstacles to academic performance and retention that affect their likelihood of earning a bachelor's degree. Similar barriers exist for economically disadvantaged students, who may be more likely to enter the postsecondary education system through 2-year colleges. This scoping review synthesizes the literature on factors influencing economically disadvantaged vertical transfer students' academic performance in the first year posttransfer and retention between the first and second year posttransfer. Implications for 2- and 4-year institutions and recommendations for future research are discussed.

scholarly journals IMPLEMENTATION OF A BLENDED INSTRUCTION-BASED & PROBLEM-BASED LEARNING STRATEGY IN A SECOND-YEAR ENGINEERING CURRICULUM

2015 ◽  
Author(s):  
Timber K.M. Yuen ◽  
Lucian Balan ◽  
Dan Centea ◽  
Kostas Apostolou ◽  
Ishwar Singh
Keyword(s):  
Transfer Students ◽  
Learning Strategy ◽  
Real Life ◽  
Problem Based Learning ◽  
Design Parameters ◽  
Blended Instruction ◽  
Engineering Technology ◽  
Problem Solving Skills ◽  
Course Content ◽  
Second Year

This paper presents the implementation of a blended Instruction-Based Learning /Problem Based Learning (IBL/PBL) approach in an engineering technology curriculum. In a second year course “Thermodynamics and Heat Transfer”, students’ background knowledge is developed through IBL in the form of weekly lectures, and PBL in the form of labs and project. Eight weekly lab experiments are used to develop the students’ lab skills. Each one of the labs is scheduled such that it perfectly matches the material covered in the lectures. Through such a coordinated blended approach, students see in real-life how analytical solutions discussed in the textbook are applied and what the effect of altering design parameters is. This helps them develop problem solving skills. Also, they collect and analyze data to understand the limitations of the theory. Then in weeks 9-12, a PBL course project is introduced allowing students to implement the knowledge learned. In groups, they research the given topic, brainstorm solutions, build and test the prototypes, and present the results to the class. The benefits of such a blended approach include greater emphasis on important concepts, easier visualization of abstract ideas, higher adaptation of delivery method to the course content, broader scope of expected learning outcomes and increased student/professor contact time.

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