Conference Session

Research Experiences at Two-year Colleges

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paul B Golter, Washington State University; Bernard J. Van Wie, Washington State University; Jeffrey Laube, Kenai Peninsula College

Tagged Divisions

Two Year College Division

stood out as something coloring. Length of the system isworth investigating as an additional outcome. Our two feet.external evaluator has at multiple times over the roughlysix months of the project, as of the time of writing this,expressed pleasant surprise at how well we are working together. It is apparently very common,according to her, for collaborations between 2 and 4 year institutions to break down veryquickly. The question then is how have we managed to foster this collaboration? What pitfalls orhurdles have we avoided? One possibility is that institutional and program cultures, expectations,and emphasis are different enough that they can be difficult to get past in order to make thecollaboration work. In this paper

Conference Session

Research Experiences at Two-year Colleges

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lea K Marlor, University of California, Berkeley; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

confidence andknowledge about the research process. These are two areas where interns made significant,substantial self-reported gains. Ability to conduct research in terms of understanding the processof research and how to find information that is unknown were skills interns felt they gained.They also indicated that they developed additional communication skills such as presentationskills and the ability to write technical papers.Comparison of Short Term Impacts on Research Skills Among TTE REU Students (N=43) Please rate yourself in comparison to peers in the Pre Std. Post following areas: (Rating scale of 1=Well Below Mean Deviation Mean Std. Average to 5=Well Above Average) (SD

Conference Session

Research Experiences at Two-year Colleges

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelito G Enriquez, Canada College; Nicholas Patrick Langhoff, Skyline College; Wenshen Pong P.E., San Francisco State University; Hamid Mahmoodi, San Francisco State University; Xiaorong Zhang, San Francisco State University; Cheng Chen, San Francisco State University; Kwok Siong Teh, San Francisco State University; Zhaoshuo Jiang P.E., San Francisco State University

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

college3.Improving post-secondary student retention and success has been the subject of many studies.For example, Kuh’s multi-phased study identified high-impact practices including first-yearseminars and experiences, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research,diversity/global learning, service learning/community-based learning, internships, and capstonecourses and projects.4 Another study published by the California State University Chancellor'sOffice shows that "Participation in high-impact practices has been shown to improve bothlearning and persistence for all students, but especially for the historically underserved."5 Thisstudy also

Conference Session

Engineering Transfer Issues: Two-year College to Four-year College

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kirsten A Davis, Virginia Tech; Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

management, program assessment, university-industry partnerships, grant writing, and student development in the co-curricular learning environment with a special focus on recruiting, supporting, and graduating students from groups historically underrepresented in engineering.Dr. David B Knight, Virginia Polytechnic Institute and State University David Knight is an Assistant Professor and Director of International Engagement in the Department of Engineering Education and affiliate faculty with the Higher Education Program, Center for Human- Computer Interaction, and Human-Centered Design Program. His research tend to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more

Conference Session

Two-year College Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Burton Dorsey, Washington MESA; Elizabeth Apple Meza, University of Washington; Phyllis G. Harvey-Buschel, Washington MESA

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

greater STEMstudent success when student supports such as those detailed in the previous paragraph are 5 present (i.e. Ong, Wright, Espinosa, Orfield, 2011; Toven-Lindsey, Levis-Fitzgerald, Barber, Hasson, 2015). One comparative study examined a program for students at UCLA (PEERS) that included academic workshops, counseling, the creation of a supportive community, and exposure to research. The study found that participants earned higher grades in gatekeeper chemistry and math courses, had higher GPA’s, completed more science courses, and persisted in science majors at significantly higher rates than a non

Conference Session

Research Experiences at Two-year Colleges

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas Patrick Langhoff, Skyline College; Amelito G Enriquez, Canada College

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

retention and success has been the subject of many studies. Forexample, Kuh’s multi-phased study identified high-impact practices including first-year seminarsand experiences, common intellectual experiences, learning communities, writing-intensivecourses, collaborative assignments and projects, undergraduate research, diversity/global learning,service learning/community-based learning, internships, and capstone courses and projects.4Another study published by the California State University Chancellor's Office shows that"Participation in high-impact practices has been shown to improve both learning and persistencefor all students, but especially for the historically underserved."5 This study also indicates thatparticipation in more than one high