Free ticketed event
This workshop will build on the data collected in a recent NAE-ASEE project showing that two-year transfer student populations are as diverse (particularly in underrepresented populations) as the four-year “resident” students in our project, and that two-year students overall have graduation rates comparable to those of students that began their engineering studies in four-year schools. Our project found an average graduation rate of 57 percent in engineering and engineering technology for two-year transfer students three years after reaching their junior year.
The workshop will focus on successful transfer student policies and programs that are “evidence-based.” For the purposes of the workshop, “evidence-based” will be defined as policies and programs that have been undertaken by engineering schools for more than one year and/or one cohort and include evaluation data demonstrating their impact on the target student populations.
Examples of topics covered in the workshop include:
• Importance of orientation sessions and use of cohorts of transfer students to facilitate successful assimilation by transfer students into four-year schools;
• Effective mentoring and advising programs for transfer students; and
• Role of summer bridge programs that facilitate transfer students’ knowledge, comfort, and understanding of the expectations for being successful in the four-year engineering programs they are undertaking.
Catherine Didion is a Senior Program Officer at the National Academy of Engineering (NAE). Her portfolio includes the Diversity of the Engineering Workforce Program with a charge to provide staff leadership to NAE's efforts to enhance the diversity of the engineering workforce at all levels. In addition, Didion is director of the Committee on Women in Science, Engineering, and Medicine. This is a standing committee with a mandate to work as a focal point on gender across the three National Academies – National Academy of Sciences, National Academy of Engineering and the Institute of Medicine.
Valerie Lundy-Wagner is a senior research associate in the Community College Research Center, Teachers College, Columbia University, and co-project lead for Corridors of College Success. She has conducted research related to postsecondary access and completion, with specific attention to the science, technology, engineering, and mathematics (STEM) fields, minority-serving institutions, and the role of demography (e.g., ethnicity/race, class, and gender). She holds a Ph.D. in higher education from the University of Pennsylvania, a master’s degree in education from Stanford University, and a B.S. in civil and environmental engineering from UCLA.
Ashok Agrawal is managing director for professional services and director of outreach and engagement at ASEE. Previously, he was vice president for academic affairs and dean of math, science, engineering, and technology at St. Louis Community College. During his 35 years in academe, he has been a National Science Foundation program officer and served on the 2004 Committee of Equal Opportunities in Science and Engineering (CEOSE), the National Academy of Engineering (NAE) Committee on Community Colleges' Role in Engineering and Education, and the National Research Council (NRC) Board on Engineering Education. A Fellow of ASEE, Agrawal holds a doctorate in management from the University of Maryland and master's degrees in materials science and mining engineering from the University of Kentucky.