Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David I. Spang, Rowan College at Burlington County; Edem G Tetteh, Rowan College at Burlington County; Ratneshwar Jha, Rowan University

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Paper ID #30157A Mechanical Engineering Technology Baccalaureate Degree via the ”3+1”PathwayDr. David I. Spang, Rowan College at Burlington County Dr. David Spang is the Sr. Vice President and Provost at Rowan College at Burlington County in Mt. Laurel, NJ. Prior to being named Sr. Vice President and Provost, Dr. Spang served as Interim President, Provost, Vice President of Academic Programs and Dean of the Science, Mathematics, and Technology division. Dr. Spang holds a PhD degree in Materials Science and Engineering and a MBA degree, with a concentration in Innovation and Technology Management. Prior to joining academia

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Two-Year College

The Missing Third: The Vital Role of Two-Year Colleges in Shrinking Engineering Education DesertsIntroduction and BackgroundTwo-year colleges have been shown to provide educational, economic, and health benefits totheir surrounding communities. These colleges serve a critical role in post-secondary educationby providing transferable starting access to many four-year degree disciplines along with two-year degrees and certificates. Just under half of four-year degree graduates have transferred incourses from at least one two-year college [1], and one of the key factors for making thattransition successful is the connections students make with the faculty at their two-yearinstitutions [2]. In addition

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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and Marshall College. Hye Rin’s research interests are self-reflection, academic interventions, online learning in education, mea- surement, temporal motivation, and resilience in students with disabilities. Specifically, her research focuses on (1) creating an effective intervention that helps URMs persist and continue on in STEM ma- jors via the social media platform, YouTube; (2) examining the nuances related to various measures of academic self-related motivational beliefs; (3) resilient students who achieve high levels of academic per- formance despite their disability; and (4) combining aspects of cognitive and positive psychology to study individual differences in motivation, particularly in exploring

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harriet Hartman, Rowan University; Stephanie Lezotte, Rowan University; Ralph Alan Dusseau P.E., Rowan University; Tiago R Forin, Rowan University; Stephanie Farrell, Rowan University

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welcoming climate as well as nurturingprofessors and students. The current study focuses on transfer students in engineering at a publicuniversity in the MidAtlantic. The data are drawn from a baseline survey about the climate fordiversity and inclusion administered to all engineering college students in the Fall of 2016 andrepeated mid-year 2018-9. Suggested supports for transfer students are discussed in the paper’sconclusions.IntroductionThe proportion of vertical transfer students from two-year to four-year institutions of highereducation has been increasing over the past several decades, and most recently since 2008 [1].This pipeline is especially important for minorities and underrepresented groups in highereducation, especially those of

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Roberta Rincon, Society of Women Engineers; Alexandra Schaefer, University of Washington

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[1]. Between 2010 and 2017, almost half ofU.S. baccalaureate degree earners had done some coursework at a community college, and almost20% had earned an associate’s degree [3].The National Academy of Engineering (NAE) has highlighted the importance of communitycolleges in broadening participation in engineering because of the diversity they represent [4], [5].In fall 2017, approximately 43% of Hispanic undergraduates, 42% of American Indian/AlaskanNative undergraduates, and 35% of Black undergraduates were enrolled in two-year institutionsacross the United States [1]. Among women, 31% of undergraduate students were enrolled in two-year colleges in fall 2017 [1]. More attention to supporting students on the transfer pathway intoengineering

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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-profit industry throughout San Diego and Los Angeles for National University.Assemblywoman Lorena Gonzalez and State Senator Ben Hueso recently recognized Anna for her workin the MANA De San Diego Latina Success Leadership Program. c American Society for Engineering Education, 2020 Achieving Broader Impacts in STEM at 2-year Hispanic Serving InstitutionsAbstract (optional)IntroductionHispanic Serving Institutions (HSIs) are defined by the United States Department of Educationas institutions of higher education that enroll 25% or greater full-time equivalent Hispanicundergraduate students [1]. HSIs currently enroll 66% of the 3.5 million Hispanics in highereducation, 39% of all Asian American and Pacific Islanders, 21% of

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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. The five main goals in this collaborative infrastructure wereestablishing (1) a management structure, (2) one primary high school partner, (3) two academictransfer agreements, (4) an Industrial Advisory Board of three members, and (5) seven additionalhigh school partners to scale future implementation.Three of these goals were fully accomplished within the planned timeline, and the two otherswere partially accomplished. This paper discusses detailed achievements in each area along withthe project’s external evaluation results and the project leadership team’s lessons learned. Thepartnership infrastructure that has been built will be used to build the skilled technical workforcein North Louisiana through increasing high school students

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pallavi Ramakanth Kowligi, Florida State University; Priyanka Prajapati, Florida State University; Faye R Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University

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Florida AM Curriculum Framework aligns to theDepartment of Labor’s Advanced Manufacturing Competency Model, we used text mining toextract and compare the key competencies found in both documents. Through this approach, wecompared these documents and identified: 1) frequently addressed topics; 2) verbs that guidedthe complexity (i.e., Bloom’s Revised Taxonomy of Learning Objectives cognitive level) of thecourse learning task versus workplace competency; and 3) overall match between the documents.Our results suggest that the documents overlap very little, with significant misalignments inhigher-level Bloom’s verbs. We present implications for educational institutions, AM policymakers, and industry; suggest a revision cycle and process; and propose

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, Virginia Tech; Dustin Grote; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Polytechnic Institute and State University

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Two-Year College

, it can be easy to focus on the experiences of first-time-in-college (FTIC)students. However, this focus is an idealization - as messaging about engineering from the firstyear is a critical junction for how students make decisions about persisting in an engineeringprogram [see 1]. Not everyone has the opportunity or chooses to begin at a four-year institution.The National Student Clearinghouse [2] reports that, in the previous ten years, 49 percent ofstudents who completed a bachelor’s degree at a four-year university in the 2015-2016 academicyear had also enrolled in a community college (two-year institution) for at least one semester.For those looking to revise their curriculum substantially, thinking about how to bridge transferstudents

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Two-Year College

Bachelors, 12.6% of all Masters, and only 8.3% of all U.S. Doctoratedegrees awarded, even though URMs are 29.3% of the U.S. population [1]. It is imperative thatscience educators increase awareness and interest in STEM to our students. It is no longerenough to rely solely on in-class instruction. Instead, effective informal STEM experiences canbe organized. These informal experiences have shown to have positive impact on the recruitmentand retention of young students in STEM [2]. Increasing effectiveness of informal sciencelearning can be accomplished by providing students with unique undergraduate researchexperiences utilizing course-based undergraduate research experiences (CUREs) as well as by

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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the continuum from secondary schools through two-year colleges and universities and to develop career pathways for a wide range of STEM workplaces except healthcare. [1]The need for NSF ATE Program funding opportunities that support advancement of technicianeducation is clear. The previous ASEE paper about Mentor-Connect also documented anincreasing workforce skills gap, along with the pressing need for highly skilled engineering andrelated technicians capable of working with advanced technologies that drive the Americaneconomy. In 2017, the widening of the workforce skills gap was described as persisting and waspredicted to reach two million unfilled jobs by 2025. [2] [3] A new, September 2019 reportissued by the National Science Board

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Two-Year College

. Background The far-reaching impact of AM on many industries has been essential to moderninnovation and is continuing to expand [1]. The effects of AM, or 3D Printing as it is commonlyknown, can be seen in a variety of fields ranging from visual art to healthcare. Effectiveeducation programs designed to teach others about AM are vital to the growth and support of thistechnology as it becomes increasingly ubiquitous [2]. Despite its economic importance, manyeducational institutions lack the means to teach this emerging subject. To this end, a coalition ofhigher education institutions partnered under an NSF ATE project grant to teach current andaspiring STEM educators. This program, which ultimately benefits student learners, targetedteachers

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Two-Year College

for developing competitive ATE proposals to NSF to preparetechnicians in advanced technologies that drive the American economy.Introduction/BackgroundThis paper is the second in a series of annual papers about the role 2-year Hispanic ServingInstitutions (HSIs) have in educating technicians from underrepresented groups and how theNational Science Foundation (NSF) sponsored HSI Advanced Technological Education (ATE)Hub program supports faculty at HSIs in improving Hispanic/Latinx student success. Last year’spaper [1] described the research need, provided a project overview, included baseline and initialdata, and discussed early lessons learned and their implications for future research. This paperdescribes continued fostering of the HSI ATE

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dan G. Dimitriu, San Antonio College; Klaus B. Bartels, San Antonio College; Charles Chris Navarro, The DoSeum

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Two-Year College

San Antonio Children’s Museum [1]. It presents the development,implementation, and results of this project, which is included as a component of a freshman-levelIntroduction to Engineering course. Initially, the museum’s Education Coordinator requested ourhelp to develop thematic toys and games to teach visiting children various physics concepts. Thisevolved to align with the re-development of The DoSeum into a STEM center during the pastdecade. The project starts with the museum education team, the “customer,” presenting toengineering students the physics concepts they need addressed as well as the aesthetic, technical,and safety requirements of the project. Each student engineering team chooses a physics conceptto design and build a toy or

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Howard-Reed, Pennsylvania State University; Jennifer X Wu, Pennsylvania State University; Erin A Hostetler, Pennsylvania State University

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Two-Year College

whotransfer to finish their degrees or finish at their original campus. To confirm this positivecorrelation, a longitudinal statistical study was conducted to examine the retention rate of thestudents who participated in the MC REU program with that of other regional campus students.Results from this study have the potential to confirm a multi-campus undergraduate researchexperience as a viable strategy to improve retention of students participating in the 2 + 2 pathwayto an engineering degree.IntroductionThe significant attrition rate (~ 50 %) for engineering students is well documented [1, 2]. Othershave found the attrition rate to be similar or even higher for students who transfer universities tofinish their degrees [3, 4, 5]. Some attribute the

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Morin, University of North Carolina - Chapel Hill; Alireza Dayerizadeh, North Carolina State University

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Two-Year College

theengineering field altogether [1]. For this reason, a Research Experience for Undergraduates(REU) program integrated weekly technical modules focused on critical skills to benefitparticipants, particularly individuals from a community college. The objective was to increasetheir technical abilities and develop their self-efficacy in engineering and research.Due to the non-intuitive nature of many electrical engineering concepts, when students engage inhands-on hardware experiments, they increase their interest, confidence, andunderstanding. Therefore, technical modules were designed to incorporate the foundationalknowledge and active learning approaches. The topics covered by the four one-hour technicalmodules included programming, electrical circuits

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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engineering research and holds seven U.S. patents.Mr. Ren Liu c American Society for Engineering Education, 2020 Phase One Research Results from a Project on Vertical Transfer Students in Engineering and Engineering TechnologyThis paper reports on the first phase of research on a scholarship program VTAB (VerticalTransfers’ Access to the Baccalaureate) funded by a five-year grant from the National ScienceFoundation (NSF) that focuses on students who transfer at the 3rd year level from 2-year schoolsto the engineering and engineering technology BS programs at our university [1]. The goals ofthe program are: (i) to expand and diversify the engineering/technology workforce of the future,(ii) to

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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2,000-acre tract known as the Texas A&M University Riverside Campuswas transferred to The Texas A&M System. In May 2016, the System announced an initiative totransform the campus into a premier, high-tech research, technology development, and educationcenter, and to rename it the RELLIS Campus. RELLIS has five focal areas: an academic campus,a historic campus, a full-scale testing site, secure industry laboratories, and joint researchfacilities. These thematic areas are shown in Figure 1. Figure 1: Thematic areas of the RELLIS Campus Figure 2: The RELLIS collaboration modelThe collaborative nature of the RELLIS Campus is shown in Figure

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Two-Year College

be utilized. Future plans and goals are also discussed.IntroductionThe project presented in this paper focuses on providing a collaborative distance learninginfrastructure to high schools and community colleges in rural and underserved regions that alignwith the funding provided by a US Department of Agriculture Distance Learning andTelemedicine (DLT) grant.High schools and community colleges in rural and underserved communities often face greaterbarriers to providing the high-quality STEM education required to produce skilled graduatesprepared to enter the workforce [1]. School districts in these communities often face issues suchas technology gaps, lack of nearby resources, cultural challenges, small class sizes, and shortagesof STEM

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Rodriguez; Brian Le, Iowa State University ; Maria L Espino M.A, Iowa State University of Science and Technology

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Two-Year College

engineering identities, with a focus on how socio-economic status (SES)influenced this process. The current study focused on the following two research questions:1. How do community college students in an S-STEM Program develop and maintain theirscience or engineering identities?2. How does SES influence the development of science or engineering identities for communitycollege students in an S-STEM Program?Introduction Validation, community, and creating a sense of identity is an important aspect when itcomes to student success (Rodriguez et al., 2019). Validation, community, and creating a senseof identity is important, especially when looking at students who are pursuing a science,technology, engineering, math (STEM) degree at a community

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; michael vitale; Annie Laurie Myers; Dana Hamadeh

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participated in the program.INTRODUCTIONPowerful indicators suggest that there may be more than 858,500 new jobs in STEM fields bythe year 2028, and, as a group, they will grow 76% faster than the average for all occupations inthe economy, according to the latest projection by the Department of Labor, Bureau of LaborStatistics [1], [2]. Equally powerful indicators suggest that Hispanics are one of the fastest-growing demographic groups in America, but one of the least represented in STEM post-secondary education and STEM careers [3],[4]. The importance of these two indicators in termsof America's global competitiveness, national security, and economic growth cannot beunderestimated.The growth in Information Technology (IT) and related computer