Bridges to Engineering Success for Transfers

桥梁工程成功的转移三个城市大学的纽约学院，城市学院的纽约（CCNY），Eugenio玛丽亚德霍茨社区学院和自治市的曼哈顿社区学院已经形成了一个合作伙伴关系，旨在：增加学生的数量入学和毕业的副学士和学士学位课程的工程;提高学生在学术技能领域的准备，为他们在上师工程课程的成功奠定基础;提高学生参与研究的准备;并提供社区和高级学院之间的无缝和成功的过渡。项目活动包括：（a）协调和改进早期必修课程。作为该项目的重点之一，伙伴机构正在共同努力，重新设计每年三个低年级科学，技术，工程和数学（STEM）课程，使这些课程在学习成果方面功能相同，并且通常更有效地促进学生掌握。重新设计包括将协作，小组工作整合到第一和第二级STEM课程中;将高兴趣的研究主题注入科学，数学和工程基础的更一般的介绍中;以及使用新技术工具，让学生获得STEM概念的视觉表示，澄清理解并创建虚拟学习社区。B）为新生和大二学生扩大教师实验室的研究机会，并为转学前的学生引入夏季研究计划。c）、通过为转学生举办夏季迎新周，以及举办高年级和社区大学生之间的设计竞赛，将校园文化联系起来。该项目的智力价值体现在其多种干预措施相结合所产生的知识中，这些干预措施成功地解决了渴望获得工程学位但面临早期教育不足挑战的学生的内容学习和动机需求。准备和可能出现的问题时，转移在学习过程中。通过将各种方法与已证明的成功结合起来，并制定一项活动计划，将成果评估作为核心设计和评价战略，项目领导人正在使项目成果协同增效，该项目产生了几个重要的广泛影响，这些影响超出了项目本身，正在得到广泛传播：早期改进的课程作业正在加强广大学生的学习，因为受影响的课程包括各种各样的学生;参与机构正在就该项目以外的其他举措进行合作;而且，由于伙伴机构各自为高度多样化的学生群体提供服务，该项目正在扩大STEM专业中代表性不足的群体的参与。

BRIDGES TO ENGINEERING SUCCESS FOR TRANSFERSThree City University of New York colleges, City College of New York (CCNY), Eugenio Maria de Hostos Community College and The Borough of Manhattan Community College have formed a partnership designed to: increase the number of students enrolling in and graduating from Associate and Bachelors degree programs in Engineering; improve student preparation in academic skill areas providing the foundation for their success in upper division Engineering coursework; enhance student readiness for research participation; and provide seamless and successful transitions between community and senior college. Project activities include: a) Coordination and improvement of early required courses. As one of the keystones of the project, the partner institutions are working together to redesign three lower division science, technology, engineering and mathematics (STEM) courses per year to make these courses functionally identical in terms of learning outcomes and generally more effective in promoting student mastery. The redesign includes integration of collaborative, small-group work into first- and second level STEM courses; infusion of high-interest research topics into more general presentations of science, mathematics and engineering fundamentals; and use of new technology tools to give students access to visual representations of STEM concepts that clarify understanding and to create virtual learning communities. b) Expanding research opportunities in faculty laboratories for freshmen and sophomores and introducing a summer research program for pre-transfer students. c) Connecting campus cultures through a summer orientation week for transfer students and design competitions linking senior and community college students.The intellectual merit of the project is found in the knowledge that is being generated by its combination of multiple interventions that have demonstrated success in addressing the content learning and motivational needs of students who aspire to an engineering degree but face the challenges of inadequate early preparation and problems that can arise upon transfer in mid-course of study. By combining approaches with demonstrated success and building an activity plan that uses outcomes assessment as a core design and evaluation strategy, project leaders are synergizing project outcomes.The project has several important broad impacts extending beyond the project itself that are being widely disseminated: early, improved coursework is enhancing the learning of a broad range of students as affected courses include a diverse range of students; the participating institutions are collaborating on other initiatives beyond this project; and, because the partner institutions each serve a highly diverse student population, the project is expanding the participation of underrepresented groups in STEM professions.