2026 ASEE Annual Conference & Exposition

This study examined how low-income community college engineering students develop transfer readiness and how their perceptions of support align with those of transfer students who have already transitioned to a four-year university. Conducted within a multi-institutional NSF-funded S-STEM program, the research compared experiences of students at two partner community colleges with those of program scholars at a large public research university. Guided by Schlossberg's Transition Theory, the study aimed to identify which academic, social, and institutional supports most effectively prepare students for successful transfer and persistence in engineering programs.

A mixed-method design was used, integrating survey and focus group data. Surveys incorporated validated measures of self-efficacy, social support, and transfer student capital. Additional program-specific items captured students' awareness, utilization, and perceived usefulness of campus and program resources. Data were collected from community college participants and transfer students at the four-year institution. Qualitative focus groups at each site explored students' perspectives on mentoring, resource navigation, and the continuity of support across campuses.

The scholars in the [Anonymized] program reported strong mentoring and peer support networks but noted ongoing challenges in navigating institutional systems and balancing academic rigor after transferring. This paper presents an analysis of the self-reported academic confidence among the [Anonymized] program scholars at the partnering community colleges. It also explores the correlation between pre-transfer students' confidence in seeking support and the actual engagement of post-transfer students with mentoring and resource centers. Focus group data further highlight the importance of early exposure to four-year university environments and the continuity of mentorship relationships established prior to transfer.

Our research emphasizes the importance of coordinated programming across institutions, structured mentoring, and early introduction to university-level resources. It shows that these activities, supported by cross-campus visits within this program, enhance community college students' readiness and smooth their transition into four-year engineering programs. Findings demonstrate that sustained collaboration between community colleges and universities can bridge preparation gaps, strengthen social and academic confidence, and ultimately foster persistence among transfer engineering students.