Conference Session

Engineering and Engineering Technology Transfer and the Two-Year College Student Part 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Doris J. Espiritu, City Colleges of Chicago-Wilbur Wright College; Ruzica Todorovic, City Colleges of Chicago-Wilbur Wright College; Bridget O'Connell, City Colleges of Chicago-Wilbur Wright College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

attended the Bridge remotely, still found the experiencetransformational. In a case study interview conducted by Ruxton Consulting, one student attributedtheir success to the Bridge saying, “I really think I wouldn't be here. I wouldn't be studyingengineering without the creation of the Bridge program.” (Ruxton Consulting Evaluation Reportpresented to the PI, 2022).Students also reflected on how their effort, within the structure of the Bridge, contributed to theirimproved self-efficacy in math. As one student shared, “It's not a test of your finances, or yourbrains. It's a test of how hard you can work, and I think that's a great factor to measure someoneby.” Another student acknowledged how much work was ultimately needed in order to be readyfor

Conference Session

Engineering and Engineering Technology Transfer and the Two-Year College Student Part 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Henry Griffith, San Antonio College; Heena Rathore, Texas State University

Tagged Divisions

Two-Year College Division (TYCD)

. Although the formal definition of CURES varies across the literature, the integrationof experiential learning opportunities organized around a motivating research question aregenerally common across implementations. CURES are a uniquely valuable intervention for deployment at two-year institutions, wheremany students face restrictions which prohibit their participation in extracurricular activities. Theimplementation of CURES at two-year institutions presents unique challenges versus universitiesdue to the lack of existing research infrastructure. In addition, many students attending two-yearinstitutions are from historically marginalized groups, and may have limited resource awarenessand self-efficacy as it relates to performing research

Conference Session

Engineering and Engineering Technology Transfer and the Two-Year College Student Part 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xiaorong Zhang, San Francisco State University; David Quintero, San Francisco State University; Fatemeh Khalkhal, San Francisco State University; Zhaoshuo Jiang, San Francisco State University; Zhuwei Qin, San Francisco State University; Jenna Wong, San Francisco State University; Yiyi Wang, San Francisco State University; Wenshen Pong, P.E., San Francisco State University; Robert Petrulis

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

is the S-SMART Summer Internship Program, which offerscommunity college students who have limited previous research experience meaningfulopportunities to engage in engineering research with close mentorship from faculty and peermentors, as well as gain hands-on teamwork experience. Research has shown that closementorship and teamwork can enhance academic performance, increase retention and persistenceto graduation, improve confidence and self-efficacy, and enhance career preparation, particularlyamong URM students [13]–[15]. The eight-week summer internship program aims to have ten totwelve community college students from diverse backgrounds in group research projects acrossseveral engineering disciplines within research labs at SFSU School

Conference Session

Two-Year College Potpourri

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ariel Chasen, University of Texas, Austin; Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Maura Borrego, University of Texas at Austin; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University; Matthew Charles Graham

Tagged Divisions

Two-Year College Division (TYCD)

self-efficacy towards using these strategies, how their students responded to theactivities, and the barriers they encountered when trying to implement active learning in theirclassrooms. The survey allowed an open space for instructors to describe the type of activity theyused in class that day and also asked “Does the activity you described above require students tointeract with each other?” The purpose of this distinction is to eventually better understand howstudents responses to active learning changes when they are asked to interact with their peers, asopposed to doing an activity that is non-interactive. For this paper, Study 1 will focus on whattypes of active learning is being used by instructors, as well as whether or not it is

Conference Session

Engineering and Engineering Technology Transfer and the Two-Year College Student Part 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Ford, University of Washington, Tacoma; Aleya Dhanji, Highline Community College; Kira Glynn King; Jie Sheng, University of Washington; Skyler Roth, Highline Community College; Emese Hadnagy, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

and financial aidplanning, but also self efficacy, transfer shock and feelings of connectedness. As such, apartnership with UWT has great potential to increase the effectiveness of interventions initiated atHighline by leveraging the knowledge, data, and resources of both institutions and boostingstudent retention rates and reducing graduation timelines at the 2-year and 4-year levels.Guided Pathways Implementation at Highline: In April 2019, Highline joined a cohort ofWashington State Board for Community and Technical Colleges (SBCTC) in implementingGuided Pathways. As a student-centered framework designed to increase and diversify thestudents and communities accessing and earning high-value credentials, using data and solicitingstudent