Engineering Prerequisites at Florida Universities

Paper ID #25757

Dr. Elizabeth Schott, Florida SouthWestern State College

Dr. Elizabeth Schott received a PhD in Industrial Engineering and a MS in Mathematics from New Mexico State University, a MS in Industrial Engineering from Georgia Institute of Technology, and a BS in Mathematics from the United States Military Academy at West Point. Prior to becoming a Professor in the School of Pure and Applied Sciences at Florida SouthWestern State College (FSW), she served as a Quartermaster ofﬁcer in the United States Army, where she retired as an Academy and Associate Professor from the Department of Systems Engineering at West Point. She currently teaches math and engineering courses at FSW, as well as operations management courses for the University of Arkansas. Her research interests include optimization and engineering education. Dr. Cynthia Orndoff, Florida Gulf Coast University

Dr. Cynthia Orndoff received a J.D in 2014 from Ave Maria Law School and a B.S. in 1984, an M.S. in 1997 and a Ph.D. in 2001, all in Civil Engineering from University of Illinois, Urbana-Champaign. Prior to Everglades University, she was an Associate Professor at Florida Gulf Coast University and an Assistant Professor in Civil and Environmental Engineering at the University of Missouri, Columbia. She has taught courses in infrastructure management, planning, transportation and construction management. Dr. Orndoff has more than ten years of engineering ﬁeld experience. Her application-based engineering research incorporates sustainability, policy, legal issues, economics, decision-making, planning as well as public administration, policy, ﬁnance, and their stakeholders. She is active in engineering leadership and management practice issues. She has also served on several professional committees, including the American Society of Civil Engineers, the NSF Transportation Research Board, American Society of En- gineering Educators and economic development initiatives.

c American Society for Engineering Education, 2019 Engineering Prerequisites at Florida Universities

Introduction and Background

Engineering, being a specialized profession, requires specific courses to be completed prior to entering the junior year of an ABET-accredited program. The subset of the undergraduate population that transfers into an engineering program "has become significant as the United States looks to ameliorate the erosion of its preeminence in science and technology in the world" [1]. According to the Committee of Science, Engineering, and Public Policy and the National Science Board, as reported by Ashby, there are those that argue given “the decline of U.S. born baccalaureate and graduate degreed engineers and scientists and increasing global competition for engineers and scientists, . . . the very security and future economic prosperity of the country is threatened if the U.S. does not reverse these trends [1].”

This is the second in a series of papers that seeks to assist the students, the institutions that serve them, their surrounding economic region, and the engineering profession in understanding and articulating the educational requirements to graduate from an ABET-accredited engineering program. This paper expands on the authors' previous research investigating the current Florida community and State college curricula in order to determine the degrees, programs, and courses currently available to students interested in pursuing a degree in engineering at the bachelor’s level. Thus, the next step is to identify the prerequisites required for the various engineering programs offered at Florida universities. Transferring as a junior into an engineering Bachelor of Science degree program within the Florida University System is optimal. Because of the unique math and science requirements, it is very challenging to transfer directly into an engineering program. Florida has a strong 2+2 program, but the availability of a two-year degree program specifically set up to allow students the ability to transfer directly into an engineering program as a junior is woefully lacking. By investigating the pre-requisite requirements in the various engineering programs at Florida universities, the viability of a degree in pre-engineering can be determined. Identifying the needed transfer courses in order to enter the upper-level engineering division courses can help will increase engineering graduation rates. Moreover, these graduation rates will impact the rate that typically underrepresented populations will enter the engineering profession due to the fact that State colleges and community colleges typically serve a wider minority population.

The goal of this paper is to reveal the common prerequisites that are required for select ABET engineering programs in the state of Florida. Many of these prerequisites are common to other engineering programs nationwide, particularity other ABET accredited programs in similar fields. As a result of this investigation, options can be explored as to how best meet the needs of students as well as increase the number of quality engineering students who, for possibly many reasons, chose to not enroll in an engineering program as a freshman student at a university. By investigating upper-level engineering pre-requisites, it is proposed that new programs or policies be developed that provide guarantee transfer entrance as a junior into a Florida university engineering Bachelor of Science degree program. An analysis of the pre-requisites for these programs increases the probability that students desiring to transfer into an engineering Bachelor of Science degree program will be successful.

Literature Review

According to the Florida Department of Economic Opportunity, out of a total of 126 occupations listed for 2024 growth projection, 16% of the top 25 are engineering [2]. Of the total occupations requiring a bachelor's degree, 13% are in engineering [2]. Those employed with a bachelor's degree in engineering comprise 23% of the top one-half of the median average and 13% of the top quarter median wage earners [2]. Thus, engineering is one of the highest paying and in- demand professions for students graduating with a bachelor's degree.

There are "two viable pathways to the baccalaureate degree [which] have developed in the past one hundred years - a direct entry route where a student begins and ends at a four-year institution, and a transfer route" [1]. The transfer route is usually accomplished by the student attending a smaller institution, whether two years or four years. National Center for Education Statistics reported that "the number of bachelor's degrees conferred in the combined fields of engineering and engineering technologies increased 8 percent between 2003–04 and 2008–09, and then increased a further 29 percent between 2008–09 and 2013–14." In higher education, community colleges are surpassing the enrollment at other institutions, enrolling half of the first- time freshmen at public postsecondary institutions and 43% of all undergraduates [3]. The subset of the undergraduate population that transfers into an engineering program “has become significant as the United States looks to ameliorate the erosion of its preeminence in science and technology in the world [1].” The role played by two-year programs is an “integral part in engineering baccalaureate degree production in higher education [4].” According to the National Science Foundation's report, 42% of recipients of an undergraduate degree in engineering attended a community college [5].

Thus, research is needed on this viable and significant university transfer student population. The National Science Foundation commissioned a study that was overseen by the National Academy of Engineering’s Committee on Engineering Education and the Committee on Diversity in the Engineering Workforce as well as the National Research Council's Board on Higher Education and Workforce the National Academies. This study was, in part, to investigate how "educational institutions could improve pathways to careers in engineering and improve educational outcomes in preparing students to pursue engineering education [6]." A significant outcome of the study was that "articulation should be based on student outcomes and competencies according to ABET guidelines (rather than on course credits, curricula, or the sequences of courses) [6]." "The goal of a transfer program in engineering sciences is to prepare students to enter four-year institutions at the upper-division level where they can take specialized coursework for matriculation with bachelor's degrees in engineering. The goal of the ... institution is for the transfer to be seamless [6]." The report focuses on an engineering science curricula, not a specifically predetermined pre-engineering program.

The study did address "defining students' competencies in engineering and relevant cognate subjects after two years of college-level coursework [6]." These competencies in part include:

Level 1: calculus sequence, physics, inorganic chemistry, and introduction to engineering including design Level 2: calculus sequence, physics, introduction to engineering, statics, dynamics, fluids, thermo, circuits I and II, digital logic, mechanics, materials, organic chemistry, perhaps an introduction to process design Level 3: same as Level 2, but with a strong engineering-design and fabrication component in each course and with calculus and physics taught as engineering classes, perhaps at least by engineering faculty [6]

There is a dearth of research regarding "how much variation could be allowed without compromising the principle of common curriculum [6]." Identifying the prerequisites necessary for transfer students to complete their lower division coursework at a different institution from the engineering degree conferring university is a first step to clarifying acceptable variation. While a dedicated pre-engineering program at one institution that ensures transfer into an ABET- accredited program would be optimal, having a thorough understanding of the prerequisites required can help ensure a successful transfer if no such program is in place. Knowledge of the courses required, as well as grade requirements, allows the student to prepare themselves for transfer to a university engineering program whether those prerequisites were completed at a university, college or state community college. This paper address the question: if a student desires to transfer into a four-year Bachelor of Science engineering degree, what are prerequisite courses should they take?

As the goal of this paper is to promote the study of engineering in the state of Florida, the surveyed information will pertain directly to the prerequisite course work necessary to enter an engineering program at a Florida university. The findings, however, have the potential to be applicable nationwide.

Overview of the Florida System

The state of Florida’s system of public higher education consists of four main governing bodies for higher education. These are the Florida College System (FCS) (prior to 2009 known as the Florida Community College System), the Board of Governors State University System of Florida, the Commission for Independent Education, and the office of Student Financial Assistance [7]. The FCS currently consists of 28 public community and state colleges which are coordinated under the jurisdiction of the State Board of Education. The State University System of Florida currently consists of 12 public four-year universities and is overseen by a Chancellor and governed by the Florida Board of Governors. The Commission for Independent Education has responsibility for nonpublic post-secondary educational institutions, and the Office of Student Financial Assistance administers the scholarship and grant programs [7].

As part of the Florida Department of Education, Florida has created as Statewide Course Numbering System (SCNS). This system articulates a common course numbering system to be used by the colleges and universities in the state. The SCNS specifies the level at which the course is taught as well as the topics covered in each course with the same number. Courses with the same number are guaranteed to transfer to institutions offering a course with the same course number. According to their website, the SCNS was created in the 1960s and “is a key component of Florida's K-20 seamless system of articulation. The system provides a database of postsecondary courses at public vocational-technical centers, community colleges, universities, and participating nonpublic institutions. The assigned numbers describe course content to improve research, assist program planning, and facilitate the transfer of students [8].” At the university level, the SCNS ties in with the development of common prerequisites. According to the FloridaShines, “in 1996, institutions of higher education in the state of Florida, under legislative mandate and through the direction of the Articulation Coordinating Committee, established a list of common prerequisite courses for every degree program. The purpose of such a list is to provide students, especially those who plan to transfer between institutions, with information regarding the courses that they will need to take to be admitted into upper-division programs" [9]. By the Board of Governors, “Common Prerequisites are standardized across all public universities, state and community colleges in Florida to facilitate efficient transfer of lower-level academic credit into the State University System. Typically, students will be informed of all degree program common prerequisite requirements through the academic advising process [10]”

Students who have previously attended a postsecondary institution and have earned more than twelve (12) semester hours of credit are considered transfer students. Students wishing to transfer to a public university are strongly encouraged to do so after earning an associate in arts degree from a Florida College System (FCS) institution in order to ensure a smooth transition and transfer of credit [10].

As the private universities do not fall under the same governing body as private universities, this paper focuses primarily on the public universities and their engineering programs within the state of Florida, and the common program prerequisites for each program. The 12 Universities in the State University System of Florida are listed in Table 1 and are shown on the accompanying map in Figure 1.

Table 1: Universities in the State University System of Florida [11] Florida Agricultural and Mechanical University New College of Florida Florida Atlantic University University of Central Florida Florida Gulf Coast University University of Florida Florida International University University of North Florida Florida Polytechnic University University of South Florida Florida State University University of West Florida Figure 1: Map of the Universities in The State University System of Florida [12]

Overview of Florida University's Engineering Programs

The following tables provide a breakout of the universities in Florida that offer engineering programs based on a search of each universities website as well as ABET listings of accredited programs [11], [13]. Engineering at Florida public universities includes twelve institutions spanning twenty engineering disciplines. The University of North Florida, offering three programs, has the fewest number of engineering programs (of those offering engineering degrees) and the University of Florida, offering thirteen programs, has the largest offering. The five private universities that offer engineering span fourteen programs. The number of programs ranges from Jacksonville University which offers two to the University of Miami which offers nine programs. Florida Polytechnical University, Florida’s newest university, is currently undergoing the process of initial ABET accreditation for many of their engineering programs.

Table 1: Engineering Degrees at Florida Public Universities

[18]

[16]

[21]

[23] [24]

[15]

[25]

[14]

[19]

[20]

[22]

Florida Atlantic University Atlantic Florida University Coast Gulf Florida University International Florida [17] University Polytechnic Florida University State Florida Florida of College New Florida Central of University Florida of University Florida North of University South of Florida University Florida West of University

University M & A Florida

•

Aerospace Engineering •

•

Agricultural Engineering •

•

Bio and Biomedical Engineering •

•

Biological Engineering •

• • •

Chemical Engineering •

• • • • • • • •

Civil Engineering •

• • • • • • • •

Computer Engineering o

•

Construction Engineering o

Electrical and Electronics

• • • • • • • • • Engineering o

Engineering, Engineering Physics

& Engineering Science •

Engineering

• • • o

Environmental Engineering o

• • • • • •

Industrial Engineering o

Materials Engineering •

• • • • • • • • o

Mechanical Engineering o

Nuclear and Radiological

Engineering •

•

Ocean Engineering •

Photonic Science and Engineering o

Software Engineering •

Surveying and Geomatics

Engineering •

Systems Engineering •

• ABET Accredited Programs [13] o Program offered

Table 2: Engineering Degrees at Florida Private Universities

[27]

[29]

[26]

[28]

[30]

RiddleUniversity

Florida Institute of Technology Institute Florida of University Jacksonville University Southeastern Nova Miami of University

Emery

• •

Aerospace Engineering •

Agricultural Engineering

•

Bio and Biomedical Engineering •

Chemical Engineering •

• •

Civil Engineering •

• • •

Computer Engineering •

Construction Engineering •

• • • •

Electrical Engineering •

Environmental Engineering •

Industrial Engineering •

Materials Engineering

• •

Mechanical Engineering •

Ocean Engineering o Other *1 *2 *3 *4 o Program offered • ABET Accredited Programs [13] *1 Software *2 Information Technology *3 General *4 Engineering Science

What follows are breakout tables for each engineering programs offered at public universities that are noted in the previous table. Within each table, the required prerequisites for each institution are noted. Although not listed as it is not a direct prerequisite for upper-level classes, most programs require some type of course or seminar course covering the engineering profession and/or engineering design. For the universities that do not offer a specific discipline, that column has been shaded. Table 3. Civil Engineering Programs at Florida Public Universities

[34]

[33]

[36]

[38] [39]

[32]

[31]

[35]

[37]

lytechnic University lytechnic

CIVIL ENGINEERING

Florida Atlantic University Atlantic Florida University Coast Gulf Florida University International Florida Po Florida University State Florida Florida of College New Florida Central of University Florida of University Florida North of University Florida South of University Florida West of University &University M A Florida BSC General Biology with Lab x101 CHM General Chemistry I X X X X X * * X * x045 CHM General Chemistry I Lab X X X X X X X * x045L CHM General Chemistry II X x046 CHM General Chemistry II Lab X x046L CHM Organic Chemistry I x210 CHM Organic Chemistry I Lab x210L COP Intro to Computer Science x000 COP Introduction to x250 Programming MAC Calculus I X X X X X X X X X x311 MAC Calculus II X X X X X X X X X x312 MAC Calculus III X X X X X X X X X x313 MAP Differential Equations * * X X * X X X X x302 PHY General Physics w/Lab I X X X X X X X X X x048L PHY General Physics w/Lab II X X X X X X X X X x049L STA Statistical Methods / * X * * X X X x023 / Probability and Stats for x032 Engineers X – course required * - course or similar course required (one option from a selection)

Table 4. Electrical Engineering Programs at Florida Public Universities

[42]

[43]

[45]

[47] [48]

[41]

[49]

[40]

[44]

[46]

ELECTRICAL

ENGINEERING

Table 5. Mechanical Engineering Programs at Florida Public Universities

[52]

[53]

[55]

[57] [58]

[51]

[59]

[50]

[54]

[56]

sity of West Florida West of sity

MECHANICAL University International da

ENGINEERING

Florida Atlantic University Atlantic Florida University Coast Gulf Florida Flori University Polytechnic Florida University State Florida Florida of College New Florida Central of University Florida of University Florida North of University Florida South of University Univer &University M A Florida BSC General Biology with Lab x101 CHM General Chemistry I X X X X X * * X * X x045 CHM General Chemistry I Lab X X X X X X X X * X x045L CHM General Chemistry II x046 CHM General Chemistry II Lab x046L CHM Organic Chemistry I x210 CHM Organic Chemistry I Lab x210L COP Intro to Computer x000 Science COP Introduction to X X x250 Programming MAC Calculus I X X X X X X X X X X x311 MAC Calculus II X X X X X X X X X X x312 MAC Calculus III X X X X X X X X X X x313 MAP Differential Equations X * X X X X X X X X x302 PHY General Physics w/Lab I X X X X X X X X X X x048L PHY General Physics w/Lab II X X X X X X X X X X x049L STA Statistical Methods / x023 or Probability and Stats for X * X X x032 Engineers * X – course required * - course or similar course required (one option from a selection) Table 6. Computer Engineering Programs at Florida Public Universities

[63]

[64]

[62]

[66]

[68]

[61]

[69]

[60]

[65]

[67]

versity

COMPUTER OR SOFTWARE

ENGINEERING (FGCU)

Florida Atlantic University Atlantic Florida University Coast Gulf Florida University International Florida University Polytechnic Florida Uni State Florida Florida of College New Florida Central of University Florida of University Florida North of University Florida South of University Florida West of University &University M A Florida BSC General Biology with Lab x101 CHM General Chemistry I X X * X X X * * * X x045 CHM General Chemistry I Lab X X * X X X X * X x045L CHM General Chemistry II X x046 CHM General Chemistry II Lab x046L CHM Organic Chemistry I x210 CHM Organic Chemistry I Lab x210L COP Intro to Computer Science X x000 COP Introduction to X X X x220 Programming MAC Calculus I X X X X X X X X X X x311 MAC Calculus II X X X X X X X X X X x312 MAC Calculus III X X * X X X X X X X x313 MAP Differential Equations X * * X X X X X * X x302 PHY General Physics w/Lab I X X X X X X X X X X x048L PHY General Physics w/Lab II X X X X X X X X X X x049L STA Statistical Methods / X X x023 / Probability and Stats for x032 Engineers X – course required * - course or similar course required (one option from a selection) Table 7. Industrial Engineering Programs at Florida Public Universities

[72]

[74]

[70]

[71]

[73]

tlantic University tlantic

INDUSTRIAL

ENGINEERING

Florida A Florida University Coast Gulf Florida University International Florida University Polytechnic Florida University State Florida Florida of College New Florida Central of University Florida of University Florida North of University Florida South of University Florida West of University &University M A Florida BSC x101 General Biology with Lab CHM General Chemistry I X X * * * x045 CHM General Chemistry I Lab X X X * x045L CHM General Chemistry II x046 CHM General Chemistry II x046L Lab CHM Organic Chemistry I x210 CHM Organic Chemistry I Lab x210L COP x000 Intro to Computer Science COP x250 Introduction to Programming MAC Calculus I X X X X X x311 MAC Calculus II X X X X X x312 MAC Calculus III X X X X X x313 MAP Differential Equations X X X X x302 PHY General Physics w/Lab I X X X X X x048L PHY General Physics w/Lab X X X X X x049L II STA x023 Statistical Methods / or x032 Probability and Stats for Engineers X – course required * - course or similar course required (one option from a selection) Table 8. Chemical Engineering Programs At Florida Public Universities

[78]

[75]

[76]

[77]

University

CHEMICAL

ENGINEERING

Florida Atlantic University Atlantic Florida University Coast Gulf Florida University International Florida Polytechnic Florida University State Florida Florida of College New Florida Central of University Florida of University Florida North of University Florida South of University Florida West of University &University M A Florida BSC General Biology with Lab x101 CHM General Chemistry I X X * X x045 CHM General Chemistry I Lab X X X X x045L CHM General Chemistry II X X * X x046 CHM General Chemistry II Lab X X X X x046L CHM Organic Chemistry I X X x210 CHM Organic Chemistry I Lab x210L COP Intro to Computer Science x000 COP Introduction to x250 Programming MAC Calculus I X X X X x311 MAC Calculus II X X X X x312 MAC Calculus III X X X X x313 MAP Differential Equations X x302 PHY General Physics w/Lab I X X X X x048L PHY General Physics w/Lab II X X X X x049L STA Statistical Methods / x023 or Probability and Stats for x032 Engineers X – course required * - course or similar course required (one option from a selection) Table 9. Environmental Engineering Programs at Florida Public Universities

[82]

[81]

[84]

[80]

[79]

[83]

[85]

ida

ENVIRONMENTAL

ENGINEERING

Florida Atlantic University Atlantic Florida University Coast Gulf Florida University International Florida University Polytechnic Florida University State Florida Flor of College New Florida Central of University Florida of University Florida North of University Florida South of University Florida West of University &University M A Florida BSC General Biology with Lab X x101 CHM General Chemistry I X X X X X * * x045 CHM General Chemistry I Lab X X X X X X x045L CHM General Chemistry II X X X * x046 CHM General Chemistry II Lab X X X X x046L CHM Organic Chemistry I x210 CHM Organic Chemistry I Lab x210L COP Intro to Computer Science x000 COP Introduction to x250 Programming MAC Calculus I X X X X X X X x311 MAC Calculus II X X X X X X X x312 MAC Calculus III X X X X X X X x313 MAP Differential Equations * * X X * X X x302 PHY General Physics w/Lab I X X X X X X X x048L PHY General Physics w/Lab II X X X X X X X x049L STA Statistical Methods / * X * X X x023 or Probability and Stats for x032 Engineers X – course required * - course or similar course required (one option from a selection) Summary of Prerequisites The pre-engineering prerequisites that are commonly required for each engineering program are what will be critical to the success of a pre-engineering program implemented for students to transfer to an engineering program at a Florida University for the degrees considered in this research. Each engineering degree requires General Chemistry I and the corresponding Lab at essentially all of the Florida Universities where the degrees are offered. The exceptions are Civil Engineering and Industrial Engineering at the University of Central Florida and the University of South Florida. The University of Florida requires General Chemistry I Lab for Civil Engineers. General Chemistry II and General Chemistry II Lab are required for Chemical Engineering at each institution where the programs are offered as well as Environmental Engineering except at Florida State University. Interestingly, General Chemistry II and the requisite Lab are required for Civil Engineering at Florida International University. Each engineering degree requires Calculus I, II, and III at each of the Florida Universities, except for Computer or Software Engineering at Florida Gulf Coast University does not require Calculus III. Each engineering degree requires General Physics w/Lab I and II at each of the Florida institutions. In summary, several courses were identified that should be included in a pre-engineering program designed for students to transfer to most Florida Universities to study the engineering degrees covered in this research. These courses include General Chemistry I and Lab; Calculus I, II, and III; as well as General Physics w/Lab I and II. These courses could be covered over the course of three semesters due to the Physics requirement. Additionally, there are other common courses that can be offered to help to help better engineering students be prepared. These include and Differential Equations, Statistics for Engineers, and an Introduction to Engineering Design. Challenges of Obtaining the Prerequisites

The challenge of each of the programs identified in Tables 3-9 is that the math and science requirements of a general AA degree do not meet the requirements needed in order for the student to transfer directly into an engineering program. If the student were to attain the needed courses to be prepared to transfer into an engineering program, the student would exceed math and science the requirements for an AA degree.

The situation becomes even more exasperated if the student does not enter the college institution ready to take calculus. Students not ready to enter calculus as freshmen are typically unable to complete the recommended math and science courses required to transfer into an engineering program in two years. Thus, quite often the students complete the requirements of the AA degree and are ready to graduate and transfer before they meet the upper-level requirements of an engineering Bachelor of Science program. This is particularly true of dual enrolled students who are still meeting high school math requirements as part of the AA degree and are only beginning calculus at the FCS institution their senior year of high school, which is concurrently their second year of the AA degree program. Furthermore, with the initiatives to increase graduations, some school institute automatic gradation which confers a degree as soon as the requirements are met. Financial aid can be affected for students completing the AA degree requirements, but who are not yet ready could graduate. Pre-Engineering Options at Florida Community and State Colleges

While there are various programs offered at each of the 28 institutions in the FCS that appear to be directed toward engineering, only in a few specific cases will a student be able to complete that program in a two year time frame and then transfer as a junior into an engineering Bachelor of Science degree program within the Florida University System. Because of the unique math and science requirements discussed above, it is very challenging to transfer directly into an engineering program.

Thus, the current status of pre-engineering programs offered by FCS is essentially non-existent. While Florida has a strong 2+2 program, the availability of a two-year degree program specifically set up to allow students the ability to transfer directly into an engineering program as a junior is woefully lacking. The legislatively mandated Florida SCNS provides a foundation upon which a pre-engineering program can be developed so that students will be able to seamlessly make that transition.

Students who attend a community or state college as a first step to attaining their goal of earning an engineering degree, if not well versed or advised, will spend needless time and money attaining credits that will be of little or no value in attaining their engineering degree. This stark fact could very well discourage many students from pursuing an engineering degree.

A program of study specifically designed to transfer into an engineering Bachelor of Science degree program is the best approach. Future research is required into developing such a program. Focusing on a pre-engineering program would benefit the students, the engineering profession, the Florida economy, as well as the Florida Community and State Colleges. Addressing the impediments of student transfer directly into an engineering Bachelor of Science degree program in Florida via a workable and successful pre-engineering program creates a vibrant win-win situation. The culmination of this study is expected to lead to a detailed pre-engineering curriculum proposal.

Conclusions

The benefit of having a pre-engineering program designed specifically for potential engineering students would be ideal for a wide range of students for a variety of reasons. FCS institutions allow flexible programs that allow non-traditional students who are returning to the classroom from the workforce to go to school while still being employed full-time. Additionally, these institutions offer a more affordable alternative to students who are unable to afford the tuition, fees, room, and board at larger universities. Another benefit these institutions provide is usually smaller class size and additional educational support, which is attractive to many students. Younger individuals who are dual-enrolled and balancing high school while attending an institution of higher education may be less intimidated at a smaller institution, allowing them to adapt more easily, potentially leading to a higher success rate.

While students would benefit from more information being available on websites and in a more user-friendly way or by increasing the knowledge base of advisors at the community and state college level, there is still substantial risk involved. What is really needed is a program of study specifically designed to transfer into an engineering Bachelor of Science degree program. This would benefit the students, the engineering profession, the Florida economy, as well as the Florida Community and State Colleges. Addressing the impediments of student transfer directly into an engineering Bachelor of Science degree program in Florida via a workable and successful pre-engineering program creates a vibrant win-win situation.

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