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

possible.(Table 1). Students were then 3. If you were to describe your cohort to someone that has no experiencesasked to reflect on their midpoint with your cohort, what would you say? Please be as specific as possible.written responses and provide any 4. Describe how your cohort functions on assignments related your undergraduate research project, such as the concrete mix design and labamendments to these responses report. Be as specific as possible.during an interview with the 5. How do you think others perceive you in the cohort? Be as specific as possible.researcher at 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

moreHispanic undergraduates (59,703) than any other U.S. college or university and has the thirdlargest Black non-Hispanic undergraduate enrollment reflecting the racial and ethnic diversity ofthe 2.4 million residents of its service area. With MDC being the largest and most diverse publiccollege in the nation, underrepresented students are the targeted population for this initiative. Inresponse to cloud talent shortage, MDC launched a cloud literacy initiative to invest in cloudprofessional training with the industry leader in cloud computing solutions, Amazon WebServices (AWS). The cloud initiative included three components described in Figure 1 as follows: • Provide faculty professional development in cloud computing to teach cloud-related

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

standards for educational programs is a professionalresponsibility of the academic community, as is establishing accreditation criteria to ensure qualityis sustained—enter ABET. This paper summarizes the major efforts that led to Associate’s degreeprograms in cybersecurity, along with the motivation to create the first ABET Associate’s Cyberse-curity Program Criteria. It discusses the process to develop these cybersecurity criteria, describesthe current criteria, and presents the current status of the effort. In essence, this process reflects thematuration of the cybersecurity discipline.1 IntroductionCybersecurity professionals at all levels of preparation are in high demand, with predictions thatthere will continue to be a global shortage in

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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Diversity

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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

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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Diversity

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Two-Year College

Kudo Cards to praise students for their achievements, critical reflection journalingand collaborative inquiry to improve teaching practice, and formation of a cross-institutionalaffinity group among EESTEM II participants to magnify equity-mindedness by developingequity agents. A total of 72 people attended the webinar out of the 128 registered. Seventeen oftwenty responses to the post-webinar survey indicated that the webinar exceeded or mostly mettheir expectations for learning how to build equitable learning environments in CTE and STEM.Fifteen agreed that their confidence level for implementing strategies to foster an equitableSTEM/CTE learning environment improved. All participants agreed that some or many of theirquestions were answered

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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Diversity

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Two-Year College

of academic careers for fellows across theintersectional identities of race/ethnicity, gender, first-generation status, personal experience as acommunity college student, and Pell Grant status as an undergraduate. Given the need forcommunity colleges to hire faculty in STEM fields that are reflective of their racially and ethnicallydiverse student population, the research findings will serve to offer recommendations for futurework that is geared towards effectively preparing Hispanic STEM doctoral students to consideracademic careers at teaching-intensive institutions such as community colleges.To achieve the above-referenced goals in this grant, three research tasks are being pursued. Theprimary, and most labor intensive, is conducting semi

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

a collaboration betweenLouisiana Delta Community College (LDCC) and Louisiana Tech University (LA Tech), withpilot partner Bossier Parish School for Technology & Innovative Learning (BPSTIL), to expandinstrumentation workforce pathways for high school students in Louisiana. This material is basedupon work supported by the National Science Foundation's Advanced Technological EducationProgram under Grant No. 1801177. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.This paper presents a detailed account of the course mapping process; a final table of learningobjectives that meet LDCC dual enrollment and

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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Diversity

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Two-Year College

community college faculty can contact the MNT-ECor visit our website (micronanoeducation.org) for more information on joining this program.AcknowledgementsThis project was supported by the Micro Nano Technology Education Center (MNT-EC), NSF ATEDUE 200028, and by the Network for Computational Nanotechnology (NCN), NSF EEC 1227110. Theopinions, findings, and conclusions or recommendations expressed are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References: 1. J. A. Hewlett, “Broadening Participation in Undergraduate Research Experiences (UREs): The Expanding Role of the Community College,” CBE-Life Sciences Education, Aug. 2018. 2. G. Bangera, S. E. Brownell, “Course-Based

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

A. Fort Gwinn, Lipscomb University; Todd Gary

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Diversity

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Two-Year College

awareness activities, transfer transition support, cohesive learningcommunities, and scholarships. The program’s emphasis on an uncommon pathway toengineering reflected both the anticipated attraction of new students plus the shift of students totwo-year pre-engineering programs in response to the Tennessee Promise initiative, whichprovides free tuition at all state community colleges beginning in the fall of 2015. The proposedpathway to a senior engineering school was designed to pre-empt the unintended but wellrecognized consequences of students starting their engineering training at two-year schools byimproving student preparedness for transfer, providing structured support for students preparingto transfer, and rapidly establishing connection

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

Montana Epps, California Polytechnic State University, San Luis Obispo ; Jamie Bettencourt, Cuesta Community College; Daniel Almeida, California Polytechnic State University, San Luis Obispo; John Y. Oliver, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson , California Polytechnic State University, San Luis Obispo; Chance Hoellwarth, California Polytechnic State University - San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo

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Diversity

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Two-Year College

barriers to student success in highereducation. The goal is to provide participants with opportunities to critically examine theintersections of their strengths with their social/cultural identities to support students as theytransfer from community college to a highly selective predominantly white institution. Ultimately, though the data currently reflects a small number of transfer studentparticipants, our plan is to gather more information over the course of the next academic year toquantify how and how many transfer students participate in extra- and co-curricular activities.Ultimately, we intend to describe the impact participation has on their sense of belonging and thedevelopment of their engineering and computer science identity, and

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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Diversity

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Two-Year College

supporting students.Project Mission and Reflection on the COVID-19 Impact on ProjectThe COVID-19 pandemic and its resultant impact across all sectors of the economy, education,and even people’s daily lives have challenged us to embrace system-wide digital transformationinitiatives and rapid-cycle innovations. Like many post-secondary institutions, FAU isreconfiguring itself and the education it is providing students in ways previously unexpected. TheTitle III Leadership Team has been working within our own College of Engineering and ComputerScience as well as in close collaboration with our State College partners to maximize our strengthsand resources in ways that enable us to more efficiently reach every student desiring to completea quality post