Twenty-Four Hours in a Day: A Systematized Review of Community College Engineering Students with Outside Responsibilities

Anne Victoria Wrobetz

Download Paper | Permalink

Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Student Division (STDT) Technical Session 6: Underserved Student Experiences
Tagged Division: Student Division (STDT)
Tagged Topic: Diversity
Page Count: 24
DOI: 10.18260/1-2--44524
Permanent URL: https://strategy.asee.org/44524
Download Count: 89

Request a correction

Paper Authors

biography

Anne Victoria Wrobetz Front Range Community College, Colorado

visit author page

Anne Wrobetz currently serves as the lead engineering faculty at Front Range Community College in Colorado, in addition to pursuing a PhD in Engineering Education as a Hybrid Student at Purdue University. She hopes to analyze the factors that impact nontraditional students’ success and persistence in engineering, particularly at the community college level. Anne received a BS and MS in Civil & Environmental Engineering from the University of Colorado at Boulder. Since graduating in 2015, Anne has worked as a clean technology researcher and engineer in the environmental remediation sector. She has taught engineering at the University of Colorado and Front Range Community College.

visit author page

Download Paper | Permalink

Abstract

This systematized literature review examines students who are in engineering-for-transfer programs at community colleges and have responsibilities outside of class (such as caring for family or working). Many community colleges across the U.S. offer engineering courses which transfer to a four-year university, and 42.7% of engineering students are enrolled at a community college at some point in their education (NSF, 2019). However, year-over-year retention of students in community colleges is low – freshman-to-sophomore rates of retention hover around 55% on average (Monaghan and Sommers, 2022). One reason for low retention is that community college students tend to have more commitments outside of school than their counterparts at four-year universities. Many colleges offer programs intended to increase retention and engagement among these students (such as research, scholarships, and formal mentorship). In this review, I sought to answer the following research questions: 1) What types of programs are offered to support community college students in engineering-for-transfer programs? 2) What aspects of these programs contribute to the success of students who have responsibilities like employment or caretaking of another person? The systematized literature review resulted in nineteen peer-reviewed journal articles, published after 2010, collected from the Compendex and ERIC databases. These papers were thematically analyzed and results compared. These papers all addressed, to some extent, the experiences and transfer outcomes of working or caretaking community college students in Science, Technology, Engineering, and Mathematics (STEM) degrees. Results showed that STEM transfer students were more likely to graduate and transfer when programs provide community engagement, networking opportunities with professionals in the field, financial aid, schedule flexibility, and the information students need to complete their degrees. Engineering programs are increasingly focused on recruiting and retaining a diverse student body, which requires supporting those students with responsibilities outside the classroom. The results of this paper are intended to inform policy makers of programs which can have a positive impact on working or caretaking students at community colleges.

Citation
Format

Wrobetz, A. V. (2023, June), Twenty-Four Hours in a Day: A Systematized Review of Community College Engineering Students with Outside Responsibilities Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44524

TY  - CPAPER
AB  - This systematized literature review examines students who are in engineering-for-transfer programs at community colleges and have responsibilities outside of class (such as caring for family or working). Many community colleges across the U.S. offer engineering courses which transfer to a four-year university, and 42.7% of engineering students are enrolled at a community college at some point in their education (NSF, 2019). However, year-over-year retention of students in community colleges is low – freshman-to-sophomore rates of retention hover around 55% on average (Monaghan and Sommers, 2022). One reason for low retention is that community college students tend to have more commitments outside of school than their counterparts at four-year universities. Many colleges offer programs intended to increase retention and engagement among these students (such as research, scholarships, and formal mentorship). In this review, I sought to answer the following research questions:
1)	What types of programs are offered to support community college students in engineering-for-transfer programs?
2)	What aspects of these programs contribute to the success of students who have responsibilities like employment or caretaking of another person?
The systematized literature review resulted in nineteen peer-reviewed journal articles, published after 2010, collected from the Compendex and ERIC databases. These papers were thematically analyzed and results compared. These papers all addressed, to some extent, the experiences and transfer outcomes of working or caretaking community college students in Science, Technology, Engineering, and Mathematics (STEM) degrees. Results showed that STEM transfer students were more likely to graduate and transfer when programs provide community engagement, networking opportunities with professionals in the field, financial aid, schedule flexibility, and the information students need to complete their degrees. Engineering programs are increasingly focused on recruiting and retaining a diverse student body, which requires supporting those students with responsibilities outside the classroom. The results of this paper are intended to inform policy makers of programs which can have a positive impact on working or caretaking students at community colleges. 

AU  - Anne Victoria Wrobetz
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Twenty-Four Hours in a Day: A Systematized Review of Community College Engineering Students with Outside Responsibilities
UR  - https://strategy.asee.org/44524
DO  - 10.18260/1-2--44524
ER  -