Toward Viable STEM Pathways from Community Colleges to Four-year Institutions: Course-taking Patterns of Community College STEM Transfers

This study examines course-taking patterns of beginning community college students who plan to transfer into 4-year science, technology, engineering, and math (STEM) majors and how these patterns map against critical junctures of the students’ STEM pathways, including upward transfer and persistence and attainment at 4-year institutions. Focusing on a pivotal yet extremely understudied topic dealing with postsecondary STEM education and pathways, this study will offer new insight into course and program features that help contribute to efficient and effective academic STEM pathways for interested community college students.



Xueli Wang


Completed on May 31, 2015