Incorporating an Academic Coaching Role to Regional Recruiters Employed in a Co-enrollment Program in Engineering

Ed Bassett; Cindy Lawley

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Transfer issues between 2-year colleges and 4-year Engineering and Engineering Technology programs 2
Tagged Division: Two-Year College Division (TYCD)
Tagged Topic: Diversity
Page Count: 7
DOI: 10.18260/1-2--47603
Permanent URL: https://peer.asee.org/47603
Download Count: 42

Paper Authors

biography

Ed Bassett Texas A&M University

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Currently: Director of Engineering Academies and Engineering Co-Enrollment programs, Texas A&M Engineering Experiment Station and Texas A&M University College of Engineering, College Station, TX

- Lead academic and outreach initiatives for TAMU College of Engineering’s statewide two-year partnership program for transitioning general engineering students to Texas A&M University’s Engineering majors.
- Facilitate smooth transitioning of co-enrolled students from two year partners to 4 year Texas A&M University College of Engineering through coordination of institutions departments
- Regularly evaluate the impact that co-enrollment with 2yr partners, curriculum/academic pathways, and non-traditional coursework have on the recruitment and retention of a diverse student population.
- Membership – American Society of Engineering Education (ASEE); National Institute for the Study of Transfer Students (NISTS); League for Innovation Community Colleges; American Management Association (AMA); Texas Association for College Admission Counseling (TACAC)
- Presentation - Bassett, E., De Sousa, D., “Stay Local, Save Money: An Innovative Engineering Education Pathway”, NISTS Conference, Portland OR. 1/2023; Onate, P., Bassett, E., De Sousa, D., Innovation Conference, “Texas A&M – Dallas College: A New Way to an Engineering Degree” (3/2023); Cedor, T., Bassett, E., Onate,P. TRACS Summit, “Promoting Social Capital and Environmental Citizenship: Partnership between A&M, Dallas College, and Chevron.” Bassett, E., De Sousa, D., TACAC Conference “Alternative Pathways to Engineering Majors” (9/2022).

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biography

Cindy Lawley Texas A&M University orcid.org/0000-0001-6551-6348

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Dr. Cindy Lawley is the Assistant Vice Chancellor for Engineering Academic and Outreach Programs and is responsible for the PK-12 Engineering Education Outreach Program, the Engineering Academies Program, the Professional and Continuing Education Program, the System-wide Engineering Academic Program, TEES Regional Divisions, and the Conference and Events Division for Texas A&M Engineering. She has a Ph.D. in Higher Education Administration from Purdue University, a M.A. in Education from the University of Alabama, and a B.S. in Computer Information Systems from Mississippi University for Women. She has over 30 years of experience in project management, with over 25 years in Higher Education. Dr. Lawley does research in engineering education, PK-12, professional and continuing education, and workforce development. Over the last 30 years, Dr. Lawley has worked extensively with industry and academia in creating a talent pipeline, upskilling, and reskilling workers, as well as providing pathways for underserved populations to obtain degrees in engineering. Dr. Lawley is currently PI on five ($21 M total) workforce development projects with the Department of Defense to create a talent pipeline for the defense industry to identify specific local workforce shortfalls and skills gaps. Dr. Lawley was recently selected by the Texas A&M Board of Regents as a Regents Fellow, one of the highest honors bestowed on an individual within the Texas A&M University System.

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Abstract

Incorporating an Academic Coaching Role to Regional Recruiters Employed in a Co-enrollment Program in Engineering The Texas A&M Engineering Academy program is the first engineering transition program of its kind in the United States. Unlike traditional transfer programs, students admitted into an Academy are admitted to Texas A&M and begin earning Texas A&M transcribed credit from semester one. Students enroll in math, science and core curriculum courses through the partner college and enroll in Texas A&M engineering courses taught by Texas A&M faculty face-to-face on the partner college campus. Students spend one to two years co-enrolled at the community college before transitioning full time to Texas A&M University in College Station to finish their bachelor’s degree. Academy students save on average $4,100 per semester on tuition fees compared to students that are full time at Texas A&M University. The Academies have three goals: 1. Access: Expand accessibility to an Aggie engineering degree by partnering with community colleges. 2. Affordability: Increase affordability of an Aggie engineering degree by maximizing student services to make education more equitable. 3. Completion: Integrating student success programs to increase completion rates. In the Fall of 2019, the Engineering Academy program integrated academic coaching duties, similar to advising but also incorporating retention to the regional staff where previously their main focus was student recruitment. This paper will describe: 1) year to year growth since this implementation; 2) student success since 2019; and 3) lessons learned. There are Academies at Blinn College-Brenham, Tarrant County College in Fort Worth, South Texas College in McAllen, Tyler Junior College in Tyler plus the Chevron Academies with Austin Community College, Alamo College, Dallas College and Houston Community College, and the Concho Engineering Academy at Midland College. This education partnership model leverages the significant role of community colleges in educating the next generation of engineers.

Citation
Format

Bassett, E., & Lawley, C. (2024, June), Incorporating an Academic Coaching Role to Regional Recruiters Employed in a Co-enrollment Program in Engineering Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47603

TY - CPAPER
AB - Incorporating an Academic Coaching Role to Regional Recruiters Employed in a Co-enrollment Program in Engineering
The Texas A&amp;amp;M Engineering Academy program is the first engineering transition program of its kind in the United States. Unlike traditional transfer programs, students admitted into an Academy are admitted to Texas A&amp;amp;M and begin earning Texas A&amp;amp;M transcribed credit from semester one. Students enroll in math, science and core curriculum courses through the partner college and enroll in Texas A&amp;amp;M engineering courses taught by Texas A&amp;amp;M faculty face-to-face on the partner college campus. Students spend one to two years co-enrolled at the community college before transitioning full time to Texas A&amp;amp;M University in College Station to finish their bachelor’s degree. Academy students save on average $4,100 per semester on tuition fees compared to students that are full time at Texas A&amp;amp;M University. The Academies have three goals:
1. Access: Expand accessibility to an Aggie engineering degree by partnering with community colleges.
2. Affordability: Increase affordability of an Aggie engineering degree by maximizing student services to make education more equitable.
3. Completion: Integrating student success programs to increase completion rates.
In the Fall of 2019, the Engineering Academy program integrated academic coaching duties, similar to advising but also incorporating retention to the regional staff where previously their main focus was student recruitment. This paper will describe: 1) year to year growth since this implementation; 2) student success since 2019; and 3) lessons learned. There are Academies at Blinn College-Brenham, Tarrant County College in Fort Worth, South Texas College in McAllen, Tyler Junior College in Tyler plus the Chevron Academies with Austin Community College, Alamo College, Dallas College and Houston Community College, and the Concho Engineering Academy at Midland College. This education partnership model leverages the significant role of community colleges in educating the next generation of engineers.

AU - Ed Bassett
AU - Cindy Lawley
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Incorporating an Academic Coaching Role to Regional Recruiters Employed in a Co-enrollment Program in Engineering
UR - https://peer.asee.org/47603
DO - 10.18260/1-2--47603
ER -