- Conference Session
- Two-Year to Four-Year Transfer Programs: Best Practices
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- 2016 ASEE Annual Conference & Exposition
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Surendra K. Gupta, Rochester Institute of Technology (COE); James E Moon, Rochester Institute of Technology (COE); Mike Eastman, Rochester Institute of Technology (CAST); Daniel P Johnson, Rochester Institute of Technology (CAST); Todd Dunn, Rochester Institute of Technology (CAST)
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Two Year College Division
experience in the latest tools and technologies, and (v) to provideincreased career opportunities and job placement rates through mandatory co-op experiences.The TiPi program awarded 25 scholarships in each of the last three academic years for a total of75 new transfer students in our engineering and engineering technology programs.At the beginning of the Fall semester of 2015, the status of these 75 scholars was as follows: 19had graduated, 33 were carrying full-time academic load, 19 were in paid co-op positions, and 4had left the program. So, our retention rate has been approximately 95%.This paper describes the characteristics of the 75 scholars, compares their academic performancerelative to their peers, and their placement in paid cooperative
- Conference Session
- Enhancing Student Success in Two-Year Colleges
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- 2016 ASEE Annual Conference & Exposition
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Richard Brown Bankhead III, Highline College; Tessa Alice Olmstead, Highline College; Judy Mannard PE, Highline Community College
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Diversity
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Two Year College Division
Engineering Course at a Two-Year CollegeAbstractFirst-year engineering students are often underprepared for success in preparatory core classes.To support aspiring student engineers on their path towards degree completion, student behaviorsand attitudes conducive to success as engineering students are developed through the use ofreflective teaching practices in an Introduction to Engineering course. With a progressive seriesof student assignments, in-class activities, and weekly retrospective writing assignments,students are guided to reflect on class experiences. These tasks help students to use classroomlearning to inform future decisions. Recognizing the diverse strengths and backgrounds of ourstudents, the assignments
- Conference Session
- Enhancing Student Success in Two-Year Colleges
- Collection
- 2016 ASEE Annual Conference & Exposition
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Nicholas P Langhoff, Skyline College; Eva Schiorring; Erik N Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College; Tracy Huang, Canada College
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Diversity
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Two Year College Division
program (NSF IUSE), three community colleges fromNorthern California collaborated to increase the availability and accessibility of theengineering curriculum by developing resources and teaching strategies to enable small-to-medium community college engineering programs to support a comprehensive set oflower-division engineering courses that are delivered either completely online, or withlimited face-to-face interactions. This paper focuses on the development and testing ofthe teaching and learning resources for Introduction to Engineering, a three-unit course(two units of lecture and one unit of lab). The course has special significance as agateway course for students who without the role models that their middle class peers sooften have readily
- Conference Session
- Curriculum Development in Two-Year Engineering and Engineering Technology Programs
- Collection
- 2016 ASEE Annual Conference & Exposition
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Ibrahim F. Zeid, Northeastern University; Chitra N. Javdekar, Massachusetts Bay Community College; Claire Duggan, Northeastern University; Marina Bograd
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Diversity
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Two Year College Division
subjects that might presenta struggle. Peer and professional tutors are available through the academic achievement centerto assist with technical subjects as well as writing and math. The college caters to workingadults by offering courses after typical working hours, on weekends and online. Facultymembers teaching online curriculum have undergone training and use universal course designtechniques (S. Burgstahler, 2006 16) to cater to all learning styles.Student advising starts prior to entering the program. Students meet with a designated Collegeand Career Navigator who is the first point of contact for each student participating in thiscertificate program. The College and Career Navigator assists with the application process andremains a point
- Conference Session
- Focus on the Classroom: Innovative Pedagogies
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- 2016 ASEE Annual Conference & Exposition
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Kristin Kelly Frady; Rebecca S Hartley, Clemson University Center for Workforce Development; Kapil Chalil Madathil, Clemson University; Hope Epps Rivers, South Carolina Technical College System; Elaine L. Craft, Florence-Darlington Technical College; Stephanie Denise Frazier, South Carolina Technical College System
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Two Year College Division
needs, and passion for educating youth. In her role as Director of Operations for the Center for Workforce Development she has guided development and assessment of innovative online educational material and the integration of digital learning and visualiza- tion tools. She has been part of a team involved in disseminating those results and models throughout numerous national conferences and peer reviewed conference papers. Finally, as part of an overall team she has worked to develop a system wide support network consisting of all 16 South Carolina technical colleges, state funded organizations, National Science Foundation Advanced Technological Education Centers across the United States, P-12 schools and districts