Conference Session

Workforce Preparation at the Two-year College

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ketan Thakare, Texas A&M University; Osazuwa John Okundaye Jr, Texas A&M University; Qing Li, The Embodied Learning & Experience LAB; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, University of Florida; Mathew Kuttolamadom, Texas A&M University; Francis Quek, Texas A&M University

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Diversity

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Two-Year College

], expansive learning is a theory of organizational learning thatemphasizes horizontal expertise which is “capacity to move between activity contexts and toengage in the exchange and mixing of domain-specific expertise”. In order to operationalize thehorizontal expertise development in the CTE course, a de-scaffolding approach will be used. De-scaffolding approach involves students developing expertise on a ‘in-focus’ topic while other‘out-of-focus’ topics are scaffolded, and over time ‘out-of-focus’ topic incrementally startcoming into focus as the previously ‘in-focus’ topic is scaffolded [4].2. ObjectiveThe broad objective of developing and implementing a horizontal CTE curriculum is tounderstand how an integrated horizontal learning approach in

Conference Session

The Curriculum at Two-year College's Engineering Technology and Engineering Transfer Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristin Kelly Frady, Clemson University; Christy Brown, Clemson University; Karen A. High, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Robert M O'Hara, Clemson University; Shuyu Huang

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Two-Year College

experiences were the most common career choiceinfluence. This reinforces the notion that creating, facilitating, and integrating careerdevelopment experiences into curriculum is important in development of professional profilesand career interests [28]. Throughout a student’s K20 academic career, integration of positiveexperiences and decisional support will help them to approach career decision-making in a moreorganized manner [29]. Specifically, for traditional students the influence of father and classeswas significant. Prior research also citing the importance of parental influences on careerdevelopment has suggested leveraging these influences to form new relationships to supportfinding jobs and strong career pathways [30]. It is however

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Arizona State University; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Arizona State University; Emery DeWitt, Mentor-Connect, Florence-Darlington Technical College ; Richard H. Roberts Jr, Florence-Darlington Technical College, SCATE Center

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Two-Year College

Instruction in HSIs: Specific Instructional Strategies that Work, thatcreated an uptick in resource views.4. Resource Types and UsageThe resource library includes webinar recordings, peer-reviewed publications, videos,presentations, and success stories covering topics such as: ● How to develop competitive ATE proposals at your HSI ● Professional development to improve Cultural Awareness and Sensitivity ● Curriculum enhancement and development to improve Latinx student success ● Data, Theories, and Research Models to inform your ATE research project ● Professional development for Culturally Relevant Pedagogy and Inclusion ● Examples of technician training modules in SpanishFour categories of HSI-relevant resources were initially

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Hanqi Zhuang, Florida Atlantic University

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Two-Year College

College student applicants and of controls for each project cohort, (b) the tracking of theacademic progress and performance of participating and control students in each project cohort,first at the State College and then, thereafter, when they transfer to FAU, and (c) support of themulti-year project evaluation and reporting process. A major focus of the longitudinal projectdatabase is the integration of student records as they complete their A.A. degree and continue onto the university where they will complete their Bachelor’s degree in computer science.The project created a web application that enabled students at B.C. and PBSC to enter their studentinformation by themselves, and that was completed this year. Once an early release of the

Conference Session

Workforce Preparation at the Two-year College

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alicia Boudreaux Kiremire, FlowStream Management LLC; Gerry Caskey, Louisiana Delta Community College; Marvin Nelson Jr., Bossier Parish School for Technology & Innovative Learning; Sidney Taylor Thomas, Applied Research for Organizational Settings (AROS); Michael K. Swanbom PE, Louisiana Tech University

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Diversity

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Two-Year College

university curricula. See his YouTube channel at: https://www.youtube.com/c/TheBomPE American c Society for Engineering Education, 2021 Adding Industry-Based Certification and a Recruiting Partnership to Increase High School Participation in a Workforce Pathways ProjectAbstractThe objective of this paper is to share how an industry-based certification (IBC) and a strategicrecruiting partnership were integrated with a federally-funded, Arduino-based high school dualenrollment course in basic electricity and instrumentation in order to increase high school teacherparticipation in the project (see Figure 1). Project COMPLETE is

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sophia Isabela Barber, Pasadena City College; Sophia Isabella Ibargüen, Pasadena City College; Chloe Sharp, Pasadena City College ; Aaron Reedy, DataClassroom; Tanya Faltens, Purdue University, Main Campus; Yu-Chung Chang-Hou, Pasadena City College; Jared Ashcroft, Pasadena City College

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Chemistry at Pasadena City Col- lege and runs an undergraduate research program attempting to infuse active learning in conjunction with remotely accessible microscopes into K-12 and university science curriculum. He is actively involved in bring micro nanotechnology technician programs to Community College campuses being a part of the Remotely Accessible Instruments in Nanotechnology (RAIN) Network and the Nanotechnology Profes- sional Development Partnership (NPDP) Program. Dr. Ashcroft is currently the Principal Investigator for the National Science Foundation Advanced Technological Education Micro Nano Technology Education Center. American c Society for

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miguel Velez-Reyes P.E., University of Texas at El Paso; Ivonne Santiago P.E., University of Texas at El Paso; Victor Manuel Garcia Jr., The University of Texas at El Paso; Irma Y. Torres-Catanach, The University of Texas at El Paso; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, The City College of New York; Dugwon Seo, Queensborough Community College; Jorge E. Gonzalez, City University of New York, City College; Joseph Barba, City University of New York, City College; Fenot Aklog, Teachers College Columbia University; Fred Moshary, City University of New York, City College; Jeff Sivils, El Paso Community College; Yasser Hassebo, The City University of New York, LaGuardia CC

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Campus Coordinator for the NOAA Center for Earth Systems Science and Remote Sensing Technology. He was the Founding Director of the UPRM Institute for Research in Integrative Systems and Engineering, and Associate Director of the NSF CenSSIS ERC. His research interests are in integrating physical models with data driven approaches for information extraction using remote or minimally intrusive sensing. He has over 160 publications. He is Fellow of SPIE and the Academy of Arts and Sciences of Puerto Rico. Received the Presidential Early Career Award for Scientists and Engineers award from the US President in 1997. He chairs the SPIE Conference on Algorithms, Technologies and Applications for Multispectral, and

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Yushin Ahn; Karen Willis, Fresno City College; Deanna Craig, Clemson University

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Diversity

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Two-Year College

mentors.Students reported that the cohort seemed to work well together or “function as one” despite a largeage gap between participants. There was a wide range of different types of groups formed; somewere more cooperative throughout the duration of the program, some worked better as a collectionof individuals who contacted each other only when questions came up. No participant reportedbeing unhappy in their cohort and only had compliments for their groupmates.Participants also praised the seminar portion of the program, especially that which emphasizedsocial obligation and community outreach efforts, as it is an important part of the field that rarelygets talked about in the core curriculum classes. The sense of community awareness and socialskills was

Conference Session

Workforce Preparation at the Two-year College

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rajendra K. Raj, Rochester Institute of Technology (GCCIS); Cara Tang, Portland Community College; David Gibson, United States Air Force Academy; Lawrence G. Jones, Accreditation Board for Engineering and Technology; Casey W. O'Brien, National CyberWatch Center

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Two-Year College

that created Cyber2yr2020, curriculum guidelines for two-year cybersecurity programs.Dr. David Gibson, United States Air Force Academy David Gibson is Professor Emeritus of Computer and Cyber Science at the United States Air Force Academy. During his 34-year career in the U.S. Air Force, he worked in electronic warfare, computer security, space systems, intelligence, and cyber operations. Prior to retiring, he served as Professor and Head of the Department of Computer Science at the Air Force Academy where he led development of the Academy’s cyber education, training, and research programs. He was a member of the ACM’s Joint Task- force on Cybersecurity Education. Since 2000, he has volunteered as an ABET program

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago; Ruzica Todorovic, Wilbur Wright College - One of the City Colleges of Chicago; Natacha Depaola, Illinois Institute of Technology

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Two-Year College

fromtalent identification up to bachelor’s or master’s degree completion. This paper outlines thedevelopment, implementation, and evaluation of the Holistic Programmatic Approach for Transfer(HPAT) model. The model is built on a well-thought-out program design reflected in a transferarticulation agreement and a joint commitment to quality and student success. Integral to theapproach is the requirement that the rigor of the curriculum at the community college matches thatof the 4-year partner. In addition, faculty, administration, and staff work synchronously andcollaboratively to provide intentional student support at each institution, with financial assistanceup to the master's degree completion. Holistic student support implements the

Conference Session

Workforce Preparation at the Two-year College

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr, Miami Dade Community College

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Two-Year College

DesignThe core curriculum design for cloud computing leveraged the existing pathway for an associatedegree in computer networking, and partially pulled courses from the design of the bachelor’s ininformation systems technology degree (Figure 3). Figure 3. Integration of new cloud pathways.Using the above-mentioned foundational courses, the three cloud-specific courses added were:Cloud Essentials for the AWS Cloud Practitioner and Cloud Infrastructure and Services for theAWS Solutions Architect certifications. A project-based learning capstone class completed thepathway with industry experiential projects (Table 1). Table 1. Core Course Sequence Guide Courses