Conference Session

Two-Year College Division (TYCD) Technical Session 4: Curriculum and Assessment

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Isabela Salter, Micro Nano Technology Education Center; Jared Ashcroft, Pasadena City College; Tanya Faltens, Purdue Polytechnic Institute, Purdue University – West Lafayette; Kendrick Davis, University of Southern California; Peter D Kazarinoff, Portland Community College; Justice Robinson, Micro Nano Technology Education Center; Paula Kirya, Micro Nano Technology Education Center; Antar A. Tichavakunda

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Diversity

Tagged Divisions

Two-Year College Division (TYCD)

few partners also provided academic year remote computational researchprojects. Students received support in preparing for and applying to these “internal” as well as“external” research opportunities (those not affiliated with MNT-CURN) from a team of near-peer mentors who had themselves started research in community college.Each cohort met online weekly with center staff to hear speakers from universities, projects, andnational labs talk about current research and opportunities for summer research related to microand nano technologies or participate in workshops on technical and professional developmentskills. Workshop topics included Python and MATLAB coding, writing a resume, establishing aLinkedIn presence, requesting a letter of

Conference Session

Two-Year College Division (TYCD) Technical Session 2: Student Success and Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr, Hope College; David R Brown; Amy B Chan Hilton, University of Southern Indiana

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Diversity

Tagged Divisions

Two-Year College Division (TYCD)

faculty, internship or fieldexperience, study abroad, and capstone project.Also included in NSSE is the extent to which students report that they have used learning supportservices such as tutoring services or a writing center. Students are asked the extent to which theinstitution has proved supportive of their overall well-being in areas such as recreation, healthcare, and counseling and if they were able to obtain help to manage non-academicresponsibilities such as work and family. Students are asked if they feel like part of thecommunity at their institution.As an institution-level data source, the NSSE, if used, can provide context and institutionalbaseline data. NSEE provides an opportunity to compare with peer institutions, which is one

Conference Session

Two-Year College Division (TYCD) Technical Session 4: Curriculum and Assessment

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Laughton, The Citadel; Timothy Aaron Wood P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

communication skills through practice. 4- Innovative engineers also encourage one another through peer instruction, professional associations, and group work. 5- Finally, the education of innovative engineers involves sympathetic mentors who provide resources, inspiration, and awareness of the contribution of previous generations.The Framework aims to provide explicit instruction to help students acquire the skills in this list,including skills not explicitly taught in the traditional engineering classroom. Consistent with the valuesof the Framework, students need practice to develop the self-direct learning skills of reading andnotetaking. While pedagogical research has shown some benefit to video resources for class preparation[13], [14

Conference Session

Two-Year College Division (TYCD) Technical Session 1: Transfer Pathways

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

. With aDWD, a student could earn 60 general education credits in a community college, transfer to auniversity, earn 60 upper-division credits, and graduate with a bachelor’s degree—nominally infour years’ time. At this writing, nearly 40 statewide DWDs have been adopted. All publicinstitutions participate in statewide articulation agreements, and some private institutions alsoarticulate credits from community colleges. However, the onus for navigating policyramifications rests on students, who must know the policy and how to advocate for themselves.Unfortunately, what would appear to be straightforward on paper can be opaque to students [74].The culture of higher education with gaps between systems [75] can challenge successfultransfer [9