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In Their Own Words: The Community College Experience toward an Engineering Baccalaureate Degree

Conference Session
Committee on Educational Policy Presents: Holistic Students
Collection
2023 ASEE Annual Conference & Exposition
Authors
Joan Z. Carter, Inver Hills Community College
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
programs was $5,665 [24] or approximately one-third thecost of the University of Minnesota.F. Engineering Pathway“Community Colleges play a key role in preparing Americans to enter the workforce withassociate’s degrees or certificates or to transition to four-year educational institutions” [2].Nearly half (47%) of all U. S. students who earned bachelor’s degrees in science andengineering between 2010 and 2017 did some coursework at a community college, and 18%earned associate degrees [2]. Students can take the first two years of a four-year engineeringdegree at a community college, and then transfer to and graduate from a four-year engineeringprogram. This is considered the community college pathway toward a Bachelor of Sciencedegree in
Relevance Score: 0.7841313

Board 35: Assessing Students' Perspectives and Attitudes Toward Social Justice and Compassion in Civil Engineering (Work in Progress)

Conference Session
Civil Engineering Division (CIVIL) Poster Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Cristián Eduardo Vargas-Ordóñez, Purdue University at West Lafayette (COE); Maria Santagata, Purdue University at West Lafayette (COE); David J. Yu
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
engineering education has much room for improvement in training students on thesocial implications of engineering works, particularly how engineering can shape socialvulnerability under climate change, natural hazards, and aging infrastructure, and on the powerstructures that contribute to the generation of systematic social injustices. This work-in-progresspresents the results of the first stage of a broader study aimed at developing curricularinterventions that build social justice awareness and compassion amongst students in the LylesSchool of Civil Engineering at Purdue University. We followed a convergent mixed methodsstudy (QUAN-qual), collecting quantitative and qualitative data through two questionnaires, onefor social justice and another for
Relevance Score: 0.27491271