THE EVOLUTION OF A FIRST YEAR ENGINEERING TRANSFER PROGRAM: 1995-2010

There is a substantial amount of thought and insight that goes into the development and success of a one year engineering transfer program. As our program has grown from 33 students to over 200 students in 15 years, there have been considerable "growing pains" associated with this process. As a result, the program has evolved. This article speaks to the history and development of a one year engineering transfer program that prepares students to complete a Bachelor of Science in Engineering (B.Sc.) degree at a university that is located in the same city. During this time, our institution has also evolved from a community college to a university, which has had a huge impact on the engineering program as well. The experience gained through this evolutionary period could be useful to other institutions that are currently going through similar growth. There are many facets of our program (bootcamp) that have been incorporated into other engineering programs, and likewise our program has adopted educational activities that are similar to other institutions. In all cases these changes were made to enhance the engineering education of students and ultimately lead to the successful completion of an engineering degree. The ultimate goal: the success of our students. This article will focus on many of the educational activities that have been developed over the last fifteen years at our institution, and how we tried to measure their success. In some cases we have continued and enhanced many of the activities, and in some cases we have discontinued or modified them. These activities include a one week bootcamp, extra engineering tutorials, development of an engineering club to facilitate tours, engineering/math student assessment exams, and a Student Night as well as a variety of other additional activities that go towards enhancing the student experience. All of these activities constitute what might be called the "engineering educational experience", which is paramount to learning improvement. In addition, there will be some discussion regarding the articulation process with our receiving transfer institution. It is essential for the success of the program to develop a strong rapport, with constant feedback regarding student achievement after transfer takes place. It is also essential to maintain close relationships with faculty at the transfer institution regarding course curricula so that the education of the students can have a strong sense of continuity after transfer takes place. It is extremely important to foster a cooperative rather than competitive relationship with the transfer institution. The author will briefly discuss the forums used to achieve these goals. In summary, the purpose of this analysis is to provide a summary of the development of a one year transfer program in what was once a small community college. The synthesis and discussion of the evolutionary process can provide information which may enhance the engineering educational experience at other institutions. In the last several years, there has been a concerted effort to increase the availability as well as improve the opportunities for an engineering education.