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1. Narrative Analysis of a Woman’s Experience Transferring from a TYC Reveals Impact of Supporting Characters

   https://doi.org/10.1187/cbe.21-09-0253  

   Wood, Laura A.; Sawtelle, Vashti (September 2022, CBE—Life Sciences Education)

   Vemu, Sheela (Ed.)

   In this paper, we use narrative analysis to examine the case study of “Nicole” (pseudonym), a student in a science, technology, engineering, and mathematics (STEM) program who transferred from a 2-year college (TYC) to a 4-year college (FYC). We draw from longitudinal qualitative data that follow Nicole’s experience pre- and posttransfer, while acknowledging the impact of her experience at the TYC. We use an anti-deficit lens by highlighting the role of supporting characters for Nicole, especially at the TYC. Narrative analysis of Nicole’s experiences highlights differences in her sense of community at the two different institutions. Organizing our data in these narrative components revealed how impactful supporting characters are in Nicole’s story and how drastically they can shape the outcome of scenes in her story. Instructors and programmatic staff at FYCs who aim to better support transfer students in their transition can learn from the kinds of scenes Nicole cited as helpful in her time at the TYC as well as the FYC. It is our aim in sharing Nicole’s story to provide guidelines for how faculty and program directors could be impactful supporting characters to create welcoming settings for transfer students. 

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2. Board 287: Exploring the Broader Impact of the NSF S-STEM program on the Culture of a Community College Engineering Department

   https://doi.org/10.18260/1-2--42778  

   Edwards, Jan; Pizano, Ana; Petersen, Bradford (June 2023, ASEE Conferences)

   This paper and corresponding poster describe the impact of implementing an NSF S-STEM program on the overall engineering program culture at a Hispanic-serving community college. Lessons learned in earlier grants, including the importance of intentional advising, strong support services, the value of an internship, and the benefits of a makerspace environment shaped the latest proposal. Building an Academic Community of Engineering Scholars, the current grant program has continued these efforts along with collecting quantitative survey data. Scholarships are provided to academically talented low-income engineering students with the intent of increasing retention as well as successful transfer rates in order to graduate with a bachelor's degree in an Engineering or Computer Science (ECS) field. Since the spring of 2020, 43 unique students have been awarded scholarships. At this time, there are 16 active scholars, 18 have already successfully transferred to complete their ECS degree and 50% of those scholars received an additional S-STEM transfer scholarship. The remaining students have switched to applied degree programs or left college to pursue full-time employment. To develop a better understanding of the factors influencing student success, a series of overarching questions were developed for the program to examine. The focus was on the concepts of self-efficacy and sense of belonging as they relate to tutoring, experiential learning, (formally in the classroom and informally), and commitment to their degree program. One particular question has been influential in the pedagogical approach to engineering course design over the last four years. “By engaging students in experiential learning, problem-based activities, and prototyping in the Innovation lab at the beginning of their studies; can we increase both the overall number of students in the ECS program and their persistence rates? Does this hold equally true for women and under-represented minorities?” The effects of this question on the overall engineering curriculum, broader community engagement, as well as the obstacles encountered during the pandemic will be discussed as the first three years of the five-year program are examined. 

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3. Examining an NSF S-STEM Community College program through an Identity Lens

   Edwards, Jan; Mazilu, Ana (June 2025, https://peer.asee.org/)

   S-STEM scholarships are provided to academically talented low-income engineering students with the intent of increasing retention as well as successful transfer and subsequent graduation rates for a bachelor's degree in an Engineering or Computer Science (ECS) field. Since the spring of 2020, 71 unique students have been awarded scholarships. At this time, there are 22 active scholars, 34 have already successfully transferred to complete their ECS degree and a quarter of those scholars have since graduated. Beyond the financial support, NSF S-STEM programs center on providing academic, social and professional development. In addition, the research component of this program at a midwestern HSI community college is exploring the following questions: Do students recognize themselves as engineers prior to transfer? Do students feel a sense of belonging in their Engineering and Computer Science programs? Does being an NSF S-STEM Scholar impact either of these outcomes? The importance of developing a strong engineering identity as an indicator of persistence to degree completion has been the focus of considerable research over the last fifteen years. However, there is limited understanding of how community college experiences influence engineering identity development. Since the spring of 2020, students have been completing surveys during the first six weeks of the fall semester and during the last four weeks of the spring semester. Engineering identity was explored with questions centered on interest, recognition and competence as well as self-efficacy in skills such as tinkering, design and experimentation. Sense of belonging indicators were examined in terms of inclusion, sense of belonging to the community and sense of belonging to their major. This paper will provide quantitative analysis of the data examining outcomes based on demographics including ethnicity, gender, scholar status and length of time in the program. 

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4. Positive Effects of Summer Research Program on Diverse Community College Students

   https://doi.org/10.1109/EDUCON45650.2020.9125315  

   McIntyre, Nicole; Amelink, Catherine T.; Bokor, Jeffrey (April 2020, 2020 IEEE Global Engineering Education Conference (EDUCON))

   null (Ed.)

   Student participation in undergraduate research programs has been linked to improved content knowledge, skills, and confidence. However, few research opportunities exist for community college students. This study explores the positive effects of a summer research program on three diverse cohorts of such students. The Transfer-to-Excellence Research Experiences for Undergraduate program is a hands-on summer research internship for California community college students. The program seeks to inspire students to complete a Bachelor's degree in science or engineering and primarily serves identities underrepresented in those fields. Analysis of mixed methods evaluation data shows that after participating in the program, community college students were better able to find scholarly resources, design ethical scientific experiments, conduct independent research, and analyze data. Additionally, participation in the program enhanced students' science identity and confidence to pursue further education and careers in science and engineering fields. 

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5. STEM Persisters, Switchers, and Leavers: Factors Associated with 6-Year Degree Attainment for STEM Aspiring Community College Transfer Students

   https://doi.org/10.1080/10668926.2021.1906784  

   Zhang, Yi Leaf (April 2021, Community College Journal of Research and Practice)

   null (Ed.)

   Focusing on community college transfer students who declared a STEM major at their initial transfer to a four-year research university, this study examined the extent to which students’ sociodemographic characteristics and academic factors were related to STEM persistence and attrition. This study tracked multiple cohorts of transfer students matriculated at the fouryear university between fall 2007 and fall 2014, and used data drawn from their transcript records. The findings indicated that STEM switchers, who obtained a non-STEM degree within six years of their initial transfer, were more likely to be older learners, female, and of non-Asian race/ethnicity than STEM persisters, who earned a STEM degree within six years. STEM Leavers, who did not earn any degree within six years, were more likely to be older, non-Asian, first-generation, and had a low or middle family income than STEM persisters. The study also found that STEM switchers and leavers were more likely to transfer over a lower number of courses, attempted fewer courses in the first semester, withdrew one or more courses, and received a lower semester GPA. In terms of mathematics preparation, STEM switchers and leavers were less likely to complete Calculus I or more advanced courses. The study contributes to the literature on STEM persistence and attrition, especially for STEM aspirants who transferred from community colleges to four-year universities. The findings also provide new knowledge about STEM attrition by comparing students who departed from STEM with or without earning a non-STEM degree. 

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