Tapping into the talent: Exploring The barriers of the engineering transfer pathway

Abstract

In order to remain globally competitive, the United States must maximize our nations capacity for innovation. Although the United States has long been a world leader in innovation, global competition in the production and retention of Science, Technology, Engineering and Mathematics (STEM) talent is currently a major threat to the country2. In fact, to address heightened concern regarding the United States global position, several national efforts have been implemented to increase the number and diversity of students pursuing degrees and entering STEM careers. In 2012, the Presidents Council of Advisors on Science and Technology announced that by 2022, the country would need 1 million more STEM professionals than projected to be produced18. One critical asset to reaching this capacity lies in the cultivation of competent, adaptable engineers prepared to lead in a global economy. As many engineering careers begin at community colleges, maximal engagement of students from community colleges at the university level is of paramount importance3,4,22. The Center for Diversity in Engineering at the University of Virginia (U.Va.) is interested in and committed to enhancing pathways to engineering for all students. However, in efforts to achieve this, university specific barriers to the transfer process must first be identified and understood. The purpose of this qualitative (work in progress) study is to understand the barriers from the students perspective in transitioning from engineering in the community college environment to that of the School of Engineering and Applied Sciences (SEAS) at the U.Va.