Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jianping Yue, Essex County College

Tagged Divisions

Two Year College Division

other regular classes. In addition, they get extra exercises with thehelp of faculty mentors and peer tutors. Comparison statistics between the students in thesummer bridge program and other regular classes show a significant improvement in math skillsfor the summer program. The study demonstrates that guidance and practice are keys to improvemath skills.1. IntroductionSince mathematics courses are general education requirements for college degrees, improvingmathematics skills is essential for college students to complete their degrees. Science,Technology, Engineering and Mathematics (STEM) programs generally require moremathematics credits as prerequisites for major courses and as a fundamental tool for futurecareers. Mathematics skills are

Conference Session

Female Faculty, Learning, NSF, and ABET Issues at Two-Year Colleges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth T. Cady, National Academy of Engineering; Norman L. Fortenberry, American Society for Engineering Education

Tagged Divisions

Two Year College Division

and change management challenges likely to befaced by new ATE project PIs. The list of questions is in the Appendix. Senior ATE PIs wereinterviewed using hypothetical case studies and three guiding questions: 1) In addressing this scenario, what additional information do you wish you had? 2) Given the scenario, what advice do you have for the PI? 3) How would you advise the PI to avoid this situation in the future?The video summaries gathered from successful ATE PIs will be broken into short 90 to 120second segments indexed to specific questions and challenges. Website users will be able toeither search a specific question and view the answers given by several different PIs or searchone specific PI and watch his/her answers to all

Conference Session

Two Year-to-Four Year Transfer Topics Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael T. Gibbons, American Society for Engineering Education; Elizabeth T. Cady, National Academy of Engineering; Catherine Didion, National Academy of Engineering; Norman L. Fortenberry, National Academy of Engineering (Washington)

Tagged Divisions

Two Year College Division

to contribute to characterizing (1) the number ofcommunity college students enrolled in individual e/et programs, (2) the number of communitycollege students who have either completed an associate’s degree program or directly transferredto a baccalaureate program, and (3) the number of baccalaureate degree recipients who begantheir education in a community college. This data will allow us to answer our overall researchquestion: “How many students who have substantially completed an e/et program of study in acommunity college transfer to a baccalaureate e/et degree program irrespective of whether they Page 22.1158.2have completed the

Conference Session

Female Faculty, Learning, NSF, and ABET Issues at Two-Year Colleges

Collection

2011 ASEE Annual Conference & Exposition

Authors

David A. Koonce, Ohio University; Cynthia D. Anderson, Ohio University; Valerie Martin Conley, Ohio University; Christine Mattley, Ohio University

Tagged Divisions

Two Year College Division

. Yet this population continues to be understudied. Thispaper examines the paths that women take toward employment in STEM at communitycolleges as well as factors that facilitate and hinder the advancement of women in STEMat community colleges. Data were collected by face-to-face interviews with 29 womenfaculty at nine community colleges in Ohio. Preliminarily results indicate considerablecareer satisfaction among many female faculty members, but contradict a popularstereotype that “community colleges make life easier for women with families.”.1. IntroductionCommunity colleges are key to the future of the United States, as they help fill the demand for askilled domestic workforce in science- and technology-related fields. To succeed, workers

Conference Session

Two Year-to-Four Year Transfer Topics Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erik N. Dunmire, College of Marin; Amelito G. Enriquez, Canada College; Kate A. Disney, Mission College, Santa Clara

Tagged Divisions

Two Year College Division

to 3 million students every year,1 byproviding affordable and accessible education. The community college system feeds two largepublic university systems, the 23-campus comprehensive California State University (CSU)system, and the 10-campus research-oriented University of California (UC) system, as well asnumerous private and out-of-state universities. Ideally, students should be able to complete all oftheir lower-division coursework at a community college and then transfer to a four-yearinstitution to complete the last two years, thus earning a bachelor’s degree in approximately fouryears.In the 2006-2007 academic year, for instance, 55% of California State University (CSU)graduates and 28% of University of California (UC) graduates began

Conference Session

Two Year-to-Four Year Transfer Topics Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University

Tagged Divisions

Two Year College Division

transferring from one institution of higher education to anotherto experience a temporary dip in grade point average during the first or second semester at thenew institution.” 1 As early as 1954, researchers were comparing transfer students to nativestudents to determine if they performed the same academically. Martorana and Williams at theState College of Washington found that the transfers had a problem of adjustment which affectedtheir academics effectiveness during their first semester of transfer, which became “negligible”as the transfer students adjusted.3The term “transfer shock” was coined by John R. Hills of the University System of Georgia in1965.2 The term grew out of the discussions on whether a community college transfer studentdoes as

Conference Session

Two Year-to-Four Year Transfer Topics Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia F. Mead, Norfolk State University; Gwen Lee-Thomas, Quality Measures, LLC; Abe Eftekhari, Northern Virginia Community College; Ji Hyon Mun, Thomas Nelson Community College

Tagged Divisions

Two Year College Division

participation of diversepopulations in engineering and other technical careers.1, 4, 5, 6, 9 The attention that has beendirected toward community college pathways is motivated by several attractive qualities thatthese campuses offer. First, community college faculty are experienced in remediation, anincreasingly important issue for all engineering schools in the U.S. They are well positioned inthis regard to participate in workforce transitions, (e.g., second careers), or returning to schoolafter extended periods of time. Second, community college tuition is more affordable than tuitionfees at four-year campuses; hence, community colleges offer a practical alternative forfinancially sensitive students and their families. Third, community colleges

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Tracy D Blake, Utah State University; Wade H. Goodridge, Utah State University; David Dwight Sam PhD, Utah State University

Tagged Divisions

Two Year College Division

course: 1) each instructor represents a unique engineeringdiscipline and collectively the team provides a foundation for a broad introductory curriculum,2) each instructor is physically located at a different regional campus, mimicking thegeographical dispersion of students and supporting student learning and engagement, and3) together, the interplay of the multi-disciplinary, geographically dispersed instructor teamrealistically depicts today’s engineering workplace and promotes the field as a viable,meaningful career choice through open discussion and learner discovery. Results from studentcourse evaluations and surveys, and instructor reflections are used to comment on and assess thebasic effectiveness of the instructional approach.Team

Conference Session

Two Year-to-Four Year Transfer Topics Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cecelia M. Wigal, University of Tennessee, Chattanooga; Tim MeGhee, Chattanooga State Community College

Tagged Divisions

Two Year College Division

University of Tennessee at Chattanooga College of Engineering and Computer Science areteaming to provide students the first two years of the engineering program in parallel. This paperdefines the curricular, instructional, and structural components of the curriculum and partnership.The paper emphasizes the actions taken to ensure (1) desired learning outcomes are coordinatedbetween the two institutions and (2) means are developed to consistently and accurately test theoutcomes to support accreditation needs for both programs. Page 22.1200.2Engineering at The University of Tennessee at ChattanoogaThe mission of the College of Engineering and

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, Connecticut College of Technology and the Regional Center for Next Generation Manufacturing; Marilyn Barger, Florida Advanced Technological Education Center, FLATE

Tagged Divisions

Two Year College Division

initiative that provides career pathways forstudents to earn certificates, Associate of Science and Bachelor of Science degrees inEngineering and Technology disciplines. In order to facilitate this statewide initiative, theCollege of Technology, a “virtual college” consists of all of Connecticut’s twelve publiccommunity colleges and six public and private partner universities (figure 1). The College ofTechnology was established under Connecticut’s public law 95-04 creating a “virtual college”and its governance in 1995. This unique infrastructure provides a seamless articulation betweenthe community colleges and the four-year partner universities through offering multiple points ofentry for completion of degrees. Students also have the option to

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Farzin Heidari, Texas A&M University, Kingsville

Tagged Divisions

Two Year College Division

Texas and Northern Mexico Technical Colleges Offering CAD/CAM/CNC Programs Compared to an Advanced Manufacturing Program in CAD/CAM/CNCAbstractSignificant steps have been taken by South Texas and Northern Mexico technical colleges toimplement advanced manufacturing training in their programs. This fact can be attributed to theNorth American Free Trade Agreement (NAFTA) which has brought immense industrial growthin the last two decades to South Texas and Northern Mexico industries.1 The growth ofmanufacturing industries in this region is putting demand on the technical colleges to offeradvanced manufacturing programs. This study presents the program offerings and the degree ofthe advanced manufacturing adaptation by South

Conference Session

Female Faculty, Learning, NSF, and ABET Issues at Two-Year Colleges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary Eileen Smith, Texas Higher Education Coordinating Board; David Walton Gardner, Texas Higher Education Coordinating Board; James K. Nelson, University of Texas, Tyler

Tagged Divisions

Two Year College Division

these are achievedwill vary from institution to institution. Further, institutions and programs will likely developadditional PEO’s and outcomes and associated competencies to support their unique missions.Tuning Engineering Education in TexasIn 2000, the Texas Higher Education Coordinating Board (THECB) launched its ambitiousstrategic plan for higher education, Closing the Gaps by 2015 (1). The plan focuses on bringingTexas to parity with the 10 most populous states in four critical areas of higher education:student participation, student success, academic excellence, and research. The plan has beenwidely embraced by education, business, political, and community stakeholders across the state.Over the past 10 years, Texas has reached many

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Fraser, Long Beach City College

Tagged Divisions

Two Year College Division

students, the general comment was that they enjoyedthe class but could not see themselves doing this type of work. The increased interestdid not generate the results that were hoped for.Turning PointIn the summer of 2003, the author had the opportunity to complete a weeklongunderwater robotics-training course from the Marine Advanced Technical EducationCenter [1] at Monterey Peninsula College. While the author was excited about theprospect of incorporating this material into the robotics classes, he had no idea theimpact it would make on the students, the program, and to himself. To say thingswould never be the same is a wild understatement.In Fall 2004, the lessons learned from the summer training were incorporated into therobotics class

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Dowling, University of Southern Queensland

Tagged Divisions

Two Year College Division

being reviewed, defines 10 levels of qualifications,from the Certificate I, at Level 1, through to the Doctor of Philosophy at Level 10. Twoqualifications are defined at Level 6 and both are two-year qualifications that are used to Page 22.95.2educate engineering technicians, who are referred to as engineering associates in Australia.Advanced Diploma programs are competency based and offered by VET institutions whilethe higher education Associate Degree programs were, until recently, only offered byuniversities. Graduates from these Level 6 qualifications ‘...will have broad knowledge andskills for paraprofessional, highly skilled work, and/or

Conference Session

Female Faculty, Learning, NSF, and ABET Issues at Two-Year Colleges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Jerry O'Connor, San Antonio College

Tagged Divisions

Two Year College Division

program). Scores from the children’sevaluations were added as a bonus to each team. Page 22.99.4 Figure 1 Student Survey Results from Fall 2008 SemesterStudents completed an end-of-course survey comparing the projects and their value inrelation to their educational goals. The results are shown in graphs one to five and thestudents’ opinions are ranked from Strongly Agree (4 points) to Strongly Disagree (0 points). Figure 2 Student Survey Results from Spring 2009 Semester Figure 3

Conference Session

Two Year-to-Four Year Transfer Topics Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie A. Rursch, Iowa State University; Douglas W. Jacobson, Iowa State University

Tagged Divisions

Two Year College Division

caused several teams to have to cancel their plannedtrips, there were still 75 students in attendance and 15 teams representing 6 community collegedistricts. This is the second time an ice storm or blizzard has occurred just prior or during thecompetition and the authors are planning to move the event forward in the academic calendar toavoid further weather related problems. Table 1 shows the four year participation in theCCCDC. On December 4 & 5, 2009, the third year of CCCDC competition, there were 19teams with a total of 90 students participating. These 19 teams represented 10 communitycollege districts or two-thirds of the 15 total community college districts in the state.Table 1. Participation in the Annual Community College Cyber

Conference Session

Female Faculty, Learning, NSF, and ABET Issues at Two-Year Colleges

Collection

2011 ASEE Annual Conference & Exposition

Authors

David A. Koonce, Ohio University; Valerie Martin Conley, Ohio University; Dyah A. Hening, Ohio University; Cynthia D. Anderson, Ohio University

Tagged Divisions

Two Year College Division

engineers. Occupations in natural sciences related disciplines also have a highfrequency of being defined as STEM fields.Table 1 lists STEM definition used for this work based on the high frequency of occurrence ineducational and occupational definitions.Variables IdentificationMost of the literature regarding success measurement provides qualitative analysis. Palmer(2003) wrote a report that examined the differences between the subgroups of faculty and staffwithin the public 2-year sector. Page 22.161.3Palmer6 described the differences in the age reflecting the concern of the impending turnover forthe gradually aging faculty. In NSOPF 1993, the

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gary J. Mullett, Springfield Technical Community College

Tagged Divisions

Two Year College Division

Page 22.936.4the corresponding responses to these forces. For the first half of the twentieth century, electricalsystems (the term electronics was not in vogue yet!) were usually quite rudimentary by today’sstandards and usually were implemented using the simple, yet venerable vacuum tube. Duringthis era, the electrical components enabled the particular application (see Figure 1) which againwas typically simplistic in nature (at least by today’s standards) and also fixed in its purpose orfunctionality. There was usually a very basic power supply or battery, a limited number ofvacuum tubes (<10) that performed analog signal processing, and a very limited man-machineinterface (MMI). This interface was typically used to adjust very basic

Conference Session

Two Year-to-Four Year Transfer Topics Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Frankie Santos Laanan, Iowa State University; Dimitra Lynette Jackson, Iowa State University; Diane T. Rover, Iowa State University

Tagged Divisions

Two Year College Division

one to understand the holistic experiences ofcommunity college transfer students in Engineering majors.Purpose of the study and Research QuestionsThis study seeks to build on current research regarding the experiences of community collegetransfer students in Engineering at a Midwestern university. The experiences of 157 transferstudents are highlighted. The purpose of this study was to understand the backgroundcharacteristics as well as the community college and university experiences of communitycollege transfer students in Engineering majors. The following research questions guided thisstudy.1. What are the background characteristics of community college transfer students in Engineering at a Midwestern university?2. What are

Conference Session

Two Year-to-Four Year Transfer Topics Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth Wayne Santarelli, California State University, Fresno; S. Shelley, U.S. Air Force; Dhushy Sathianathan, California State University, Long Beach; Mark K. Smith, California State University, Long Beach, College of Continuing and Professional Education

Tagged Divisions

Two Year College Division

. The conditions necessary for program success are defined and the strategiesrequired to address the necessary conditions are developed as is the current program status.Introduction We live in tumultuous times, yet Americans know instinctively that our way forward is not to retreat or to re-trench. The way forward is to become more open, more experimental and to embrace the unknown. We cannot turn inward, nor can we allow our institutions to become overly centralized and risk averse [1] (p. 8). Page 22.686.2In 2004 a city in a Sothern California region renovated an existing property for the use of publicuniversities. The

Conference Session

Two Year-to-Four Year Transfer Topics Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Lemoine, Texas Higher Education Coordinating Board; James K. Nelson, University of Texas, Tyler; Lynn L. Peterson, University of Texas, Arlington; James Sells, San Jacinto College, Central Campus; Mary Eileen Smith, Texas Higher Education Coordinating Board

Tagged Divisions

Two Year College Division

institutions of higher education are potentially the single largest untappedregional source of future engineering professionals. In fall 2009, Texas public two-yearinstitutions served approximately 693,000 students and accounted for 75,338 (61.8 percent) ofthe 2008 to 2009 increase in enrollment in higher education institutions in the state. Indeed,public two-year institutions in Texas contributed 244,847, or 61.0 percent, to the increase inhigher education enrollment from 2000 to 2009 (1).A cohort study of students entering higher education in Texas in fall 2002 was conducted by theTexas Higher Education Coordinating Board (THECB) to examine the educational pathways ofthese students (2). This study revealed that of the 169,630 students enrolling for

Conference Session

Two Year-to-Four Year Transfer Topics Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven K. Mickelson, Iowa State University; Marcia R. Laugerman, Iowa State University

Tagged Divisions

Two Year College Division

. Another goal of the NSF Student Enrollment andEngagement through Connections (SEEC) grant is to increase the diversity ofengineering graduates at ISU. The specific goals of SEEC are to increase thenumber of engineering graduates by 100 per year to obtain a total of about 900per year with approximately 10% from minorities and 20% females12. The key tomeeting these goals is the creation of meaningful connections between ISU andthe state community colleges to support transfer students. This project has focusedon five such connections: 1) a new admission partnership program, 2) coordinatedadvising and activities planning, 3) expansion of learning communities at ISU andstate community colleges, 4) creation of an engineering orientation class at

Conference Session

Female Faculty, Learning, NSF, and ABET Issues at Two-Year Colleges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith F. Donnelly, Three Rivers Community-Technical College; Fenna D. Hanes, New England Board of Higher Education

Tagged Divisions

Two Year College Division

, andengage in highly structured “cookbook” type laboratory activities, PBL is open-ended andcontextualized, where student learning is driven by the problem itself.While a number of different approaches to PBL have been described in the literature since firstbeing introduced in medical schools in the 1970s, they all share the same basic learningprocess10. Working in small teams, students learn “how to learn” by engaging in a recursiveprocess that includes problem analysis, independent research, brainstorming, and solutiontesting. Figure 1 – Problem solving cycleIn PBL, students are presented with an open-ended problem with little or no content preparation.Working in small teams, they collaboratively reflect upon prior