Displaying all 18 results
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- 2-Year College Division: Students and the Pipeline
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sarah Rodriguez; Brian Le, Iowa State University ; Maria L Espino M.A, Iowa State University of Science and Technology
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Paper ID #29368”It’s not about making money, but it kind of is about making money”: HowSocio-economic Status Influences Science and Engineering Identity forCommunity College Students in an S-STEM ProgramDr. Sarah Rodriguez Sarah Rodriguez, PhD, is an Associate Professor of Higher Education & Learning Technologies at Texas A&M University - Commerce. Dr. Rodriguez’s research addresses issues of equity, access, and reten- tion for Latina/o students in the higher education pipeline, with a focus on the intersections of gender and race/ethnicity for Latinas in STEM. She has experience coordinating large-scale
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- 2-Year College Division: Transferring and Smoothing Transitions
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- 2020 ASEE Virtual Annual Conference Content Access
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- Surendra K. Gupta, Rochester Institute of Technology (COE); Franz Allen Foltz, Rochester Institute of Technology; James E Moon, Rochester Institute of Technology (COE); Roy W Melton, Rochester Institute of Technology (COE); Michael E. Kuhl, Rochester Institute of Technology (COE); Maureen S. Valentine, Rochester Institute of Technology (CET); James H. Lee, Rochester Institute of Technology (CET); Rob Garrick, Rochester Institute of Technology (CET); Ren Liu
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received his Ph.D., M.S.E.E., and B.E.E. degrees from the Georgia Institute of Technology in Atlanta, Ga. His memberships include ASEE and IEEE (Senior Member).Dr. Michael E. Kuhl, Rochester Institute of Technology (COE) Michael E. Kuhl, PhD is a Professor in the Department of Industrial and Systems Engineering at Rochester Institute of Technology. He earned his PhD in Industrial Engineering in 1997 from North Carolina State University. His research and teaching interests are in simulation, operations research, and decision anal- ysis with a wide range of application areas including autonomous material handling, healthcare systems, project management, cyber security, and supply chain systems.Prof. Maureen S. Valentine
- Conference Session
- 2-Year College Division: Transferring and Smoothing Transitions
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- 2020 ASEE Virtual Annual Conference Content Access
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- Cynthia Kay Pickering, Science Foundation Arizona; Caroline Vaningen-Dunn, SFAz Center for STEM, Arizona State University; Anita Grierson, SFAz Center for STEM at Arizona State University; Anna Tanguma- Gallegos Gallegos
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Mission College S-STEM ATE* S-STEM HSI* Laredo College IUSE AISL HSI* ATE Miami Dade College S-STEM S-STEM* ATE* Palo Alto College IUSE S-STEM* ATE* West Hills CC S-STEM ATE* S-STEM S-STEM* Central Arizona 2 College ATE* HSI* LA Harbor College S-STEM Lee College IUSE HSI-F19 NMSU Grants ATE HSI* Phoenix College DRK12 HSI* HSI-F19 San Joaquin Delta S-STEM
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- 2-Year College Division: Collaboration Between Institutions
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- Cynthia Howard-Reed, Pennsylvania State University; Jennifer X Wu, Pennsylvania State University; Erin A Hostetler, Pennsylvania State University
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. J. Atman and L. J. Shuman, "Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering," Journal of Engineering Education, vol. 86, no. 2, pp. 139 - 149, 1997.[3] F. S. Laanan, "Transfer Student Adjustment," New Directions for Community Colleges, vol. 29, no. 2, pp. 5 - 13, 2001.[4] M. R. Laugerman, Academic and Social Integration Variables Influencing the Success of Community College Transfer Students in Undergraduate Engineering Programs, Ames: Iowa State University, 2012.[5] D. S. Doucette and D. J. Teeter, "Student Mobility among the Public Community Colleges and Universities in the State of Kansas," in Annual Forum of the Association for Institutional Research
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- 2-Year College Division: Students and the Pipeline
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- Leo Salgado, University of California, Irvine; Sharnnia Artis, University of California, Irvine; Hye Rin Lee, University of California, Irvine; Lorenzo Valdevit, University of California, Irvine
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students’ motivational factors that led them to choose and continue topursue an engineering baccalaureate degree(s).This studied used Eccles's (1983) expectancy-value theory of motivation as the guidingtheoretical framework to show the relationship between competence and value beliefs as themotivated actions towards earning an engineering degree. It relates competence to, “Can I earnan engineering degree?” and task value beliefs to, “Do I want to earn an engineering degree?”Twenty students (12 first-year and 8 second-year low-income engineering transfer students) wereinterviewed about their experiences in engineering. Additionally, these twenty studentscompleted a survey collecting data on their demographics, recognition, social belongingness
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- 2-Year College Division: Collaboration Between Institutions
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- Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; michael vitale; Annie Laurie Myers; Dana Hamadeh
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effectivenessof the project in increasing the graduation rates in CS/CE of Hispanic and low-income students.We have also expanded the scope of the program to include the Electrical Engineering program.In accomplishing the project goals, the key components were designed to provide academic andmotivational support for student participants throughout their enrollment at the State Collegesand FAU.IMPLEMENTATION OF MAJOR PROJECT COMPONENTSIn this section, the status and progress related to each of the major project components arereported.a) Curricular refinement of gateway courses in mathematics and computer scienceDuring years 1 and 2, a team of gateway mathematics faculty from each State College incollaboration with faculty from the FAU ‘s Department of
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- 2-Year College Division: Transferring and Smoothing Transitions
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jennifer Karlin, Minnesota State University, Mankato; L. Eric James, Iron Range Engineering; Rebecca A Bates, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Jodi Nelson
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Institutions to Four-Year Completions,” Snapshot Report 17, Spring 2015. 2. Carlos Lopez and Stephanie J. Jones. "Examination of factors that predict academic adjustment and success of community college transfer students in STEM at 4-year institutions." Community College Journal of Research and Practice 41, no. 3, pp. 168- 182, 2017.3. Benjamin W. Cowan and Nathan Tefft, “College Access and Adult Health”, National Bureau of Economic Research Working Paper No. 26685, released January 2020.4. J. Beaumont, T. Lang, S. Leather, C. Mucklow, Report from the policy sub-group to the Nutrition Task Force Low Income Project Team of the Department of Health, Radlett, Hertfordshire: Institute of Grocery Distribution; 1995.5. J. Beaulac
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- 2-Year College Division: Collaboration Between Institutions
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- 2020 ASEE Virtual Annual Conference Content Access
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- Michael Littrell, Tennessee Tech University; George Chitiyo, Tennessee Tech University; Ismail Fidan, Tennessee Tech University; Mel Cossette, Edmonds Community College; Thomas Singer, Sinclair Community College; Ed Tackett, University of Louisville
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. Conclusions AM education is multidisciplinary and can be used in a myriad of ways regardless of thesubject being addressed. The participants were very eager to learn with and about AM. Puttinglearners in hands-on learning situations where they were able to use AM technology wasbeneficial to the participants understanding, and they all expressed enthusiasm to apply it to theirown specific content foci. Acknowledgement This project has been funded by NSF Award Number 1601587 entitled ‘AM-WATCH:Additive Manufacturing – Workforce Advancement Training Coalition and Hub’. References[1] Huang, S. H., Liu, P., Mokasdar, A., & Hou, L. (2013). Additive
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- 2-Year College Division: Workforce Pathways and ATE
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- 2020 ASEE Virtual Annual Conference Content Access
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- Cynthia Kay Pickering, Science Foundation Arizona Center for STEM at Arizona State University; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Arizona State University; Anna Tanguma- Gallegos, Arizona State University; Emery DeWitt, Florence-Darlington Technical College
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students need and create a learning environment that is both academically rigorousand culturally balanced. Concrete examples showed how STEM faculty have used results oftheir student surveys and other practices to adapt their course(s) to be more culturally responsive,helping students feel welcome, respectful of each other's culture and backgrounds, engaged withSTEM, and prepared for the cultures they may encounter as they transition to the workforce.Thirty-eight post webinar survey responses (a 40% response rate) indicated that the webinarexceeded expectations (47.37%) or mostly met expectations (47.37%). Survey respondentsindicated that their confidence level to introduce culturally responsive instruction into theirclassroom/ institutions
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- 2-Year College Division: Workforce Pathways and ATE
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- 2020 ASEE Virtual Annual Conference Content Access
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- Megan Morin, University of North Carolina - Chapel Hill; Alireza Dayerizadeh, North Carolina State University
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-added products and services, as well as toimprove productivity through the use of technology-based tools [14]. The REU program andapproach detailed in this study may serve as a framework for addressing this need for two-yearand four-year institutes.References[1] D. Baker, L. Wood, J. Corkins and S. Krause, "Tinkering and Technical Self-Efficacy of Engineering Students at the Community College", Community College Journal of Research and Practice, vol. 39, no. 6, pp. 555-567, 2015. Available: 10.1080/10668926.2014.902780.[2] Dayerizadeh, A., & Carpenter, P. P. (2017, June), Board # 54 : Wide Band Gap Academy— Education and Workforce Development for the 21st Century Power Electronics and Power Systems Industries Paper
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- 2-Year College Division: Transferring and Smoothing Transitions
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- 2020 ASEE Virtual Annual Conference Content Access
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- Dan G. Dimitriu, San Antonio College; Klaus B. Bartels, San Antonio College; Charles Chris Navarro, The DoSeum
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Course", ASEE Annual Conference, Vancouver, BC, 2011.[4]. Bringle, R. G. and Hatcher, J. A., “A service-learning curriculum for faculty,” Michigan Journal of Community Service Learning, (pp. 112-122), 1995.[5]. Peterson, S. J. and Schaffer, M. J., “Service learning: A strategy to develop group collaboration and research skills,” Journal of Nursing Education, vol. 38, no. 5, (pp. 208-214), 1999.[6]. Celio, C. I., Durlak, J., and Dymnicki, A., “A meta-analysis of the impact of service-learning on students,” Journal of Experiential Education, vol. 34, no. 2, (pp. 164-181), 2011.[7]. Gray, M. J., Ondaatje, E. H., Fricker Jr., R. D. and Geschwind, S. A., “Assessing service learning: Results from as
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- 2-Year College Division: Workforce Pathways and ATE
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- 2020 ASEE Virtual Annual Conference Content Access
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- Alicia Boudreaux Kiremire PE, PMP, FlowStream Management LLC; Michael K. Swanbom PE, Louisiana Tech University; Gerry Caskey, Louisiana Delta Community College; Barton Crum, Applied Research for Organizational Solutions (AROS); Juliette Pate, Louisiana Delta Community College
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’ awareness of and preparation forcareers in instrumentation and manufacturing.This material is based upon work supported by the National Science Foundation's AdvancedTechnological Education Program under Grant #1801177. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.Rationale for ProjectThe United States workforce faces a shortage in skilled workers, especially in jobs requiringindustry relevant skills but not necessarily four-year degrees. According to a report by theNational Academies of Sciences, Engineering, and Medicine, 3.4 million skilled technical jobsare expected to be unfilled by 2022 [1]. Additional
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- 2-Year College Division: Transferring and Smoothing Transitions
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- 2020 ASEE Virtual Annual Conference Content Access
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- David Reeping, Virginia Tech; Dustin Grote; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Polytechnic Institute and State University
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transfer from community colleges to four-year colleges. Teachers College Record, 108(3), 452-487. [5] Packard, B. W. L., Gagnon, J. L., & Senas, A. J. (2012). Navigating community college transfer in science, technical, engineering, and mathematics fields. Community College Journal of Research and Practice, 36(9), 670-683. [6] Simone, S. A. (2014). Transferability of Postsecondary Credit Following Student Transfer or Coenrollment. Statistical Analysis Report. NCES 2014-163. Washington D.C.: National Center for Education Statistics. [7] Kadlec, A., & Gupta, J. (2014). Indiana Regional Transfer Study: The Student Experience of Transfer Pathways between Ivy Tech Community College and Indiana
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- 2-Year College Division: Collaboration Between Institutions
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jared Ashcroft, Pasadena City College; Jillian L Blatti, Pasadena City College; Marcial Gonzalez, School of Mechanical Engineering, Purdue University; Melanie T. Hacopian, California State University, Long Beach; Danyal Nicole Pereyda Cave; Isabel Bojanini; Esteban Bautista, California State University, Northridge; Veronica I. Jaramillo, Pasadena City College
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(eCURe) funded by the National Science Foundation Advanced TechnologicalEducation award number 1601813. M.H., E.B. and I.B. were supported by BUILD PODER,funded by the National Institute of General Medical Sciences of the National Institutes of Healthunder the award number RL5GM118975. M.G. gratefully acknowledges the support receivedfrom the National Science Foundation through grant number CMMI-1538861 and United StatesFood and Drug Administration through grant U01FD005535.References[1] M. Estrada, M. Burnett, A.G. Campbell, P.B. Campbell, W.F. Denetclaw, C.G. Gutiérrez, S. Hurtado, G.H. John, J. Matsui, R. McGee: Improving underrepresented minority student persistence in STEM. CBE—Life Sciences Education, vol 3, pp 15, 2016.[2] E. E
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- 2-Year College Division: Workforce Pathways and ATE
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- Elaine L. Craft, Florence-Darlington Technical College; David M. Hata, Portland Community College; Emery DeWitt, Mentor-Connect/FDTC; Liesel Ritchie, Oklahoma State University; Nnenia Campbell, Collaborative for the Social Dimensions of Disasters ; Jamie Vickery, Center for the Study of Disasters and Extreme Events, Oklahoma State University
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includes a prediction of an even greater shortage: To grow our nation’s science, technology, engineering, and mathematics (STEM) capacity and ensure that Americans nationwide can participate in a science and engineering (S& E) intensive economy, the United States must foster its Skilled Technical Workforce (STW) – individuals who use S & E skills in their jobs but do not have a bachelor’s degree. Rapid changes in the nature of work, education, technology, workforce demographics, and international competition have led to the National Science Board (NSB, Board) to conclude that our competiveness, security, and research enterprise require this critical, but often overlooked segment of our STEM-capable workforce. Adding to
- Conference Session
- 2-Year College Division: Students and the Pipeline
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- 2020 ASEE Virtual Annual Conference Content Access
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- Philip J Lunsford II P.E., East Carolina University; John Pickard, East Carolina University; Jennifer James, Innovation Early College High School at Pitt County Schools
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February 2020].[3] I. Cisco Systems, "Cisco Webex Board," [Online]. Available: https://www.cisco.com/c/en/us/products/collaboration-endpoints/webex-board/index.html. [Accessed 3 Feburary 2020].[4] I. Cisco Systems, "Cisco Webex Desk Series," [Online]. Available: https://www.cisco.com/c/en/us/products/collaboration-endpoints/webex-desk-series/index.html. [Accessed 3 February 2020].[5] Popoviciu, C., Lunsford, P., Pickard. J., Drummond, D., Sawyer, C., Woodburn, J., Zynda, Z. "Deploying a Network Management Overlay for Education Video Conferencing Services," in Submitted to the ASEE Annual Conference, Montreal, Canada, 2020.[6] Popoviciu, C., Lunsford, P., Pickard. J., Drummond, D., Sawyer, C., Wear, S., Spencer, L., Zynda, Z
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- 2-Year College Division: Workforce Pathways and ATE
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- 2020 ASEE Virtual Annual Conference Content Access
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- David I. Spang, Rowan College at Burlington County; Edem G Tetteh, Rowan College at Burlington County; Ratneshwar Jha, Rowan University
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Engineering Technology Accreditation Commission, Criteria for AccreditingEngineering Technology Programs, 2018-2019.(9) The Organizational Ecology of College Affordability: Research Activity, State Grant AidPolicies, and Student Debt at U.S. Public Universities, C. Eaton et al., Socius: SociologicalResearch for a Dynamic World, American Sociological Association, Sage Journals,https://journals.sagepub.com/doi/full/10.1177/2378023119862409, August 2019.(10) Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).Taxonomy of Educational Objectives: The Classification of Educational Goals; Handbook I:Cognitive Domain, New York, Longmans, Green, 1956.(11) “Real-World Applications of Mathematical and Scientific Principles
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- 2-Year College Division: Collaboration Between Institutions
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- James K. Nelson Jr. P.E., Texas A&M University System; Karen Buck, M.Ed., The Blinn College District; Nancy Shankle Jordan, RELLIS Academic Alliance in The Texas A&M University System; Mary Hensley, The Blinn College District
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the Necessary Infrastructure: When RELLIS was announced in 2016 much of the campus infrastructure dated back to the 1940’s. This infrastructure was insufficient to support the envisioned campus and there were no buildings in which the classes could be offered. Blinn College District began construction of its first classroom and office building on RELLIS beginning in 2016. That building opened in fall 2018 and was the location of all classes offered through the Academic Alliance that academic year. A&M System began construction of its first building in spring 2018 (it opened in fall 2019) and its second building in fall 2019 (scheduled to open in January 2021). Lastly, construction of a three