Do engineering students who begin at community colleges perform as well, better than, or not as well as other students? (A considerable amount of anecdotal information on this question was provided by workshop participants.)
What factors in the culture, student services, and learning environments of community colleges and four-year engineering programs correlate with the retention and persistence of students to the B.S. degree?
What evidence is there that community college engineering science students learn effectively via online courses?
How can the teaching of mathematics be more focused on engineering applications?
What competencies should students have after two years in engineering science programs?
What data would persuade faculty and administrators of two-and four-year educational institutions and state and federal policy makers to enhance the community college pathway to engineering degrees and careers?
Although this study examines partnerships between community colleges and four-year engineering programs, the primary focus is on the needs of community colleges and their students related to articulation agreements and transfer processes. Research on the perspectives of four-year educational institutions would also be helpful, as would an in-depth examination using both quantitative and qualitative data-collection methods of the experiences of a cohort of students entering and progressing through the community college pathway to engineering careers.