Transfer Experience for Upper Division Engineering and Computer Science Students

Mary R. Anderson-Rowland

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Special Initiatives and Programs at Two-Year Colleges
Tagged Division: Two Year College Division
Page Count: 14
Page Numbers: 23.1265.1 - 23.1265.14
DOI: 10.18260/1-2--22650
Permanent URL: https://strategy.asee.org/22650
Download Count: 327

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Mary R. Anderson-Rowland Arizona State University

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Mary Anderson-Rowland, Arizona State University
MARY R. ANDERSON-ROWLAND is the PI of an NSF STEP grant to work with five non-metropolitan community colleges to produce more engineers, especially female and
underrepresented minority engineers. She also directs two academic scholarship programs, including one for transfer students. An Associate Professor in Computing, Informatics, and Systems Design Engineering, she was the Associate Dean of Student Affairs in the Ira A. Fulton Schools of Engineering at ASU from 1993-2004. Anderson-Rowland was named a top 5% teacher in the Fulton Schools of Engineering for 2009-2010. She received the WEPAN Engineering Educator Award 2009, ASEE Minorities Award 2006, the SHPE Educator of the Year 2005, and the National Engineering Award in 2003, the highest honor given by AAES. In 2002 she was named the Distinguished Engineering Educator by the Society of Women Engineers. She has over 180 publications primarily in the areas of recruitment and retention of women and underrepresented minority engineering and computer science students. Her awards are based on her mentoring of students, especially women and underrepresented minority students, and her research in the areas of recruitment and retention. A SWE and ASEE Fellow, she is a frequent speaker on career opportunities and diversity in engineering.

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Abstract

The First Semester Transfer Experience for Upper Division Engineering and Computer Science StudentsSince 2002 academic success and professional development workshops have been held at XxxUniversity for transfer and non-transfer National Science Foundation S-STEM scholars inengineering and computer science. These workshops have grown to a one-credit class whichnow includes many students in addition to the scholarship students, especially transfers. In Fall2007, there were a total of 25 transfer students in the program; in Fall 2010, 61 of the 98 classstudents were transfers; and in Fall 2012, over 100 students out of the 175 in the class weretransfers. The growth has been largely due to the word-of-mouth advertising done by thestudents who attend the class about how much the class has helped them. This study attempts tomeasure the effectiveness of the program as the number of transfer students has increased.Specifically, the Fall 2012 transfer students in the class are asked why and when they chose theirfirst college (usually a community college), their university, and their major. The students arethen asked what their expectations and fears were upon transferring and what the reality of theirtransfer, especially for the first semester, has been. In particular it is of interest to know if thetransfer center and its activities and the class helped the student and which activities wereespecially helpful. The students are given the opportunity to say what could have been donebetter in the program and class and what help they needed that they did not receive. The studentsare further asked what they would have done differently if they could do their first transfersemester over. Final questions asked if the student thought that the transfer experience isdifferent for women than men or for underrepresented minorities than Caucasians and why thenumbers of women and underrepresented minority transfers are so low in engineering andcomputer science.The results of the Fall 2012 study are analyzed by age, gender, and ethnicity and also comparedwith the results of Fall 2010 and Fall 2007 to look for trends. Suggestions for programimprovement are made from the analysis results.

Citation
Format

Anderson-Rowland, M. R. (2013, June), Transfer Experience for Upper Division Engineering and Computer Science Students Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22650

TY  - CPAPER
AB  -             The First Semester Transfer Experience for Upper Division                     Engineering and Computer Science StudentsSince 2002 academic success and professional development workshops have been held at XxxUniversity for transfer and non-transfer National Science Foundation S-STEM scholars inengineering and computer science. These workshops have grown to a one-credit class whichnow includes many students in addition to the scholarship students, especially transfers. In Fall2007, there were a total of 25 transfer students in the program; in Fall 2010, 61 of the 98 classstudents were transfers; and in Fall 2012, over 100 students out of the 175 in the class weretransfers. The growth has been largely due to the word-of-mouth advertising done by thestudents who attend the class about how much the class has helped them. This study attempts tomeasure the effectiveness of the program as the number of transfer students has increased.Specifically, the Fall 2012 transfer students in the class are asked why and when they chose theirfirst college (usually a community college), their university, and their major. The students arethen asked what their expectations and fears were upon transferring and what the reality of theirtransfer, especially for the first semester, has been. In particular it is of interest to know if thetransfer center and its activities and the class helped the student and which activities wereespecially helpful. The students are given the opportunity to say what could have been donebetter in the program and class and what help they needed that they did not receive. The studentsare further asked what they would have done differently if they could do their first transfersemester over. Final questions asked if the student thought that the transfer experience isdifferent for women than men or for underrepresented minorities than Caucasians and why thenumbers of women and underrepresented minority transfers are so low in engineering andcomputer science.The results of the Fall 2012 study are analyzed by age, gender, and ethnicity and also comparedwith the results of Fall 2010 and Fall 2007 to look for trends. Suggestions for programimprovement are made from the analysis results.
AU  - Mary R. Anderson-Rowland
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Transfer Experience for Upper Division Engineering and Computer Science Students
UR  - https://strategy.asee.org/22650
DO  - 10.18260/1-2--22650
ER  -