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

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

assigned a peer and faculty mentor that met with theparticipants individually.Results from this study document motivational factors of low-income transfer students that led tochoosing and pursuing an engineering degree. Such motivation can be traced to their earlychildhood, family, role models, faculty members, or personal achievement and goals. Such levelsof motivation can be improved over time with consistent support, guidance, and opportunitieswhere students can participate throughout their academic journey. Participation enhanced theirskills and level of engineering knowledge and provided an engineering toolbox. The participantsfaced numerous challenges and barriers while transitioning from a community college to a four-year university

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

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

, and #1840856),was launched in 2012 to stimulate expansion and improvement of technician education programsoffered by the nation’s two-year technical and community colleges. The objective was to connecttechnician educators more effectively with the unique funding opportunity offered by theNational Science Foundation through the Advanced Technological Education Program (NSF-ATE).To accomplish this objective both a paradigm shift and capacity-building must occur. Generatingproposals for external funding to advance specific academic programs, integral to the work ofuniversity professors and their graduate students, is not typical among two-year college facultywhose emphasis is on teaching. It is unusual for a faculty member to lead a grant-funded

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

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

EngineeringProf. Rebecca A Bates, Minnesota State University, Mankato Rebecca A. Bates received the Ph.D. degree in electrical engineering from the University of Washington. She also received the M.T.S. degree from Harvard Divinity School. She is currently Professor and Chair of the Department of Integrated Engineering program at Minnesota State University, Mankato, home of the Iron Range, Twin Cities and Bell Engineering programs.Dr. Emilie A Siverling, Minnesota State University, Mankato Dr. Emilie A. Siverling is an Assistant Professor of Integrated Engineering at Minnesota State University, Mankato, and is also a faculty member in Iron Range Engineering’s Bell Program. She has a Ph.D. in Engineering Education and an M.S.Ed