Conference Session

STEM and the Two-Year College

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Two-Year College Division (TYCD)

Paper ID #42201Empowering Hispanic Students in STEM through Financial LiteracyDr. Ali Zilouchian, Florida Atlantic University Ali Zilouchian is currently the Director of Applied Engineering Research Center and Program Director at Keiser University. He has been the founding Director of a $4.5 Million Dollars grant(2016-2022) from DOE at Florida Atlantic University.Dr. Nancy Romance, Florida Atlantic University Dr. Romance is Professor of Science Education in the College of Education at Florida Atlantic University (FAU) and a graduate faculty member in both the College of Engineering and Computer Science and the College

Conference Session

Transfer Issues Between 2-Year Colleges and 4-Year Engineering and Engineering Technology Programs 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caroline Lubbe, University of Florida; Sindia M. Rivera-Jiménez, University of Florida; Justin Ortagus, University of Florida; Hope Allegra Allchin, University of Florida; Sofia Isabel Montiel, University of Florida

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Diversity

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Two-Year College Division (TYCD)

of Puerto Rico at Mayag¨uez with a B.S. and Ph.D. in Chemical Engineering. She earned an NSF RIEF award recognizing her effort in transitioning from a meaningful ten-year teaching faculty career into engineering education research. Before her current role, she taught STEM courses at diverse institutions such as HSI, community college, and R1 public university.Justin Ortagus, University of Florida Justin C. Ortagus is an Associate Professor of Higher Education Administration & Policy and Director of the Institute of Higher Education. His research typically examines the impact of online education, community colleges, and state policies on the opportunities and outcomes of underserved college students. His recent

Conference Session

Transfer Issues Between 2-Year Colleges and 4-Year Engineering and Engineering Technology Programs 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janet Yowell, University of Colorado Boulder; Heidi G. Loshbaugh; Nick Stites, University of Colorado Boulder; Chris Anderson, University of Colorado Boulder

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Diversity

Tagged Divisions

Two-Year College Division (TYCD)

greater flexibility during the 10-week commitment.Goals of the internship include offering early-career college students: • real-world, discipline-specific experience through hands-on engineering, • mentoring from faculty, graduate students, and/or industry experts, • a competitive salary and living stipend, and • a vision and incentive to persist, transfer, and complete a B.S. in engineering.With Department of Defense funding, community college students applied to participate in 10-week, research-intensive internships, either at the University of Colorado Boulder, the Universityof Colorado Denver, or with an industry partner. Students who applied for internships throughEngineering Momentum were provided the opportunity to engage in mock

Conference Session

Transfer Issues Between 2-Year Colleges and 4-Year Engineering and Engineering Technology Programs 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Md. Ali Haider, Austin Peay State University; Hossain Ahmed, Austin Peay State University; Mahesh Kumar Pallikonda, Austin Peay State University; Ravi C Manimaran, Austin Peay State University

Tagged Divisions

Two-Year College Division (TYCD)

program. This studyhighlights the opportunities that can either eliminate or alleviate such hurdles. It aims to identifythe contributing factors and the barriers to achieving a more accessible and prosperous pathwayfor students as they transition from a 2-year degree to a 4-year program in EngineeringTechnology.Introduction:The process of obtaining a 2-year Engineering Technology education degree is usually viewed asan efficient way to enter the workforce quickly. However, graduates of these programs may facelimitations in terms of career opportunities. A literature review was conducted to understand thefactors that influence the decisions of engineering transfer students.The literature review emphasized the importance of supporting the transfer

Conference Session

STEM and the Two-Year College

Collection

2024 ASEE Annual Conference & Exposition

Authors

Will Tyson, University of South Florida; Sanjukta Bhanja, University of South Florida; Geeti Anwar, University of South Florida; Elise Kuechle, University of South Florida

Tagged Divisions

Two-Year College Division (TYCD)

theincreased financial stability allowed students to explore their academic and career interests, studymore individually and in study-groups, and devote themselves to their engineering education byregularly meeting with faculty and staff outside the classroom.Scholarships offset rising gas prices for commuters and allow other students to live close tocampus. Students worked fewer hours (often 10 to 20 hours a week) compared to working full-time in community college. Students spent this additional time on campus and pursuedinternships and career opportunities in their field of study. In effect, S-STEM scholarshipsenabled students to treat their engineering education as a job, rather than having to work outsideof school to pay for their education.Our

Conference Session

Transfer issues between 2-year colleges and 4-year Engineering and Engineering Technology programs 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Heather Dillon, University of Washington; EC Cline, University of Washington Tacoma; Emese Hadnagy, University of Washington Tacoma ; Sarah L Rodriguez, Virginia Polytechnic Institute and State University; Amanda K Sesko, University of Washington Tacoma; Rebecca N Sliger, Tacoma Community College; Noelle Wilson

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Diversity

Tagged Divisions

Two-Year College Division (TYCD)

focused on creating stronger partnerships between faculty and staff at a 2 yearand 4 year institution supporting engineering transfer students found that faculty and mentors played amajor influence on students’ decision to choose an engineering major [25]. Students also reported on thechallenges that they faced finding detailed and locally relevant information on engineering careerpathways outside the classroom environment and several of them were struggling with issues related toengineering identity development and sense of belonging. Furthermore, students articulated that whatdrew them to engineering was their desire to develop their quantitative and critical thinking skills, andtheir love of innovation and design, all of which are closely