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Enriching the Diversity of the Engineering Workforce: Addressing Missed Opportunities to Support Student Transition from a Two- to a Four-Year Institution

Conference Session
Addressing Diversity Issues in Engineering Education
Collection
2016 ASEE Annual Conference & Exposition
Authors
Jackie Perez, Texas A&M University - Dwight Look College of Engineering; So Yoon Yoon, Texas A&M University; Teri Kristine Reed, Texas A&M University; Cecelia Diane Lawley, Texas A&M University
Tagged Topics
Diversity
Tagged Divisions
Two Year College Division
highlights the Texas A&M Engineering Academies co-enrollment partnershipsbetween two-year institutions in the state of Texas and the Texas A&M University – CollegeStation College of Engineering (CoE). Students earn engineering course credits from the CoEbeginning with the first semester that they are admitted to the program. This unique co-enrollment model allows students to remain close to home, earning measurable progress towardscompleting a bachelor’s degree while simultaneously completing an associate’s degree.Programs are imbedded in the partnerships to help students develop an institutional andprofessional identity and adapt to the academic and social environment of Texas A&MUniversity. The US Census Bureau reported that as of 2011
Relevance Score: 0.52112776

Developing Resources to Support Comprehensive Transfer Engineering Curricula: Assessing the Effectiveness of a Hybrid Materials Science Course

Conference Session
Focus on the Classroom: Innovative Pedagogies
Collection
2016 ASEE Annual Conference & Exposition
Authors
Erik N Dunmire, College of Marin; Amelito G Enriquez, Canada College; Nicholas P. Langhoff, Skyline College; Thomas Rebold, Monterey Peninsula College; Eva Schiorring, Canada College
Tagged Topics
Diversity
Tagged Divisions
Two Year College Division
training that uses an entrepreneur- ship model to teach participants to achieve scalable sustainability in NSF-funded projects. Past projects include evaluation of an NSF-funded project to improve advising for engineering students at a major state university in California. Ms. Schiorring is the author and co-author of numerous papers and served as project lead on a major study of transfer in engineering. Ms. Schiorring holds a Master’s Degree in Public Policy from Harvard University. c American Society for Engineering Education, 2016 Developing Resources to Support Comprehensive Transfer Engineering Curricula: Assessing the Effectiveness of a Hybrid
Relevance Score: 0.31472182