Displaying all 13 results
- 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
- Tagged Divisions
- Two-Year College
Engineering Department’s Merit Fellowship (2016) and the NSF Graduate Research Fellowship (2018). His current research interests include electric vehicle fast chargers and wireless power transfer. c American Society for Engineering Education, 2020 Filling the Technical Gap: The integration of technical modules in a REU Program for 2+2 Engineering StudentsAbstractDue to the abstract nature of the field, electrical engineering students can benefit significantlyfrom active learning to increase understanding and self-efficacy in the field. In some cases,students may lack of confidence in their abilities, which can lead them to avoiding
- Conference Session
- Two-year College Potpourri
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Nicholas Langhoff, Skyline College; Jenny Ngoc Le, Skyline College
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
strengths – collectively contributing to a cohortculture of collaboration and enhanced work ethic.With the measured gains in student success, self-efficacy, and identifying with their path inengineering, the ETS program has shown preliminary success in achieving these main outcomesfor students. The team will continue to provide special attention to getting students connected toeach other and continue building the teamwork and communication skills essential to strongacademic success, rewarding careers, and fulfilling lives.References1. Landivar, L. (September 2013). Disparities in STEM Employment by Sex, Race, and Hispanic Origin. American Community Survey Reports. Economics and Statistics Administration, U.S. Department of Commerce
- Conference Session
- Engineering/Engineering Technolgy Transfer Issues: Two-year College to Four-year College
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Amelito G. Enriquez, Cañada College; Nicholas Langhoff, Skyline College; Erik N Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College; Wenshen Pong P.E., San Francisco State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
/20281.8. Burwell-Woo, C., Lapuz, R., Huang, T., and Langhoff, N. (2015, June), Enhancing Knowledge, Interest, and Self-Efficacy in STEM Through a Summer STEM Exploration Program Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23998.9. Enriquez, A., Hum, D., Price, B, Woo, C., Redding-Lapuz, D., and Camacho, A. (2013)., Creating Accelerated Educational Pathways for Underprepared STEM Students through an Intensive Math Placement Test Review Program, Proceedings: 2013 American Society of Engineering Education PSW Conference, Riverside, CA, April 18-20, 2013, pp 314-328.10. Camacho, A. M., & Hum, D. (2016, June), Measuring the Effectiveness of an Intensive Math Preparation Program to
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
qualitative approachprovides a deeper look into dimensions of this experience for women on the transfer pathway andtheir perception of factors contributing to success.Quantitative methodsSurvey data were collected from 414 students aged 18 or older at three community colleges inTexas between April and September 2019. Select demographics of the sample are shown in Table1, more detailed demographic information can be found in Appendix B. The survey capturedinformation on students’ self-efficacy, inclusion, motivation, and confidence in ECS usingpreviously-validated measures from the Longitudinal Assessment of Engineering Self-Efficacy(LAESE) [12] and the Academic Table 1: Demographic characteristics of survey
- Conference Session
- The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago; Ruzica Todorovic, Wilbur Wright College - One of the City Colleges of Chicago; Natacha Depaola, Illinois Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
, assessment of the HPAT model utilizes admission data (highschool GPA, Math and English placement, and student demographics), transfer GPA, time todegree completion, and graduation rate for determining longitudinal outcomes. These metricsprovide a relatively simple, and more comprehensive, set of leading indicators of longitudinalsuccess that can be measured for each student cohort and compared year-to-year.2.3.2. Qualitative AssessmentThe quality of the program will also be assessed. All students admitted to the HPAT model areexpected to respond to an online survey that addresses belonging and self-efficacy. AppreciativeInquiry [19] will be used for Case Study interviews to continuously improve the model. Studentsare randomly selected for Case Study
- Conference Session
- Two-year College Potpourri
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Nicholas Langhoff, Skyline College; Amelito G. Enriquez, Cañada College; Eva Schiorring, Cañada College
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
internships’ impact on engineering self-efficacy and commitmentto an engineering career, academic goals and interest in research, career goals, and engagementwith professionals from academia and industry. Best practices and lessons learned are shared,along with recommendations for colleges looking to replicate the program.1. Overview of ASPIRES Program at Cañada CollegeCañada College, located in the San Francisco Bay Area, is a Hispanic-serving communitycollege, and is one of three colleges in the San Mateo Community College District. During the2015-16 academic year, Cañada College enrolled 10,075 unique students. The student body isgenuinely multi-cultural with Hispanic students as the largest single group at 45.2%; whitestudents comprise 26.8
- Conference Session
- The Curriculum at Two-year College's Engineering Technology and Engineering Transfer Programs
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kristin Kelly Frady, Clemson University; Christy Brown, Clemson University; Karen A. High, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Robert M O'Hara, Clemson University; Shuyu Huang
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
certificate and degree programs, four-year engineering transfer programs, workforce development programs, and industry.2.2 Theoretical FrameworksTo better understand the career orientations of ET students, two leading career developmenttheories have been used to guide this study, Social Cognitive Career Theory (SCCT) andSchein’s Career Anchors Theory.2.2.2 Social Cognitive Career Theory (SCCT)Social Cognitive Career Theory (SCCT) is a theory which links students’ attitudes, interests,experiences, self-efficacy beliefs, outcome expectations, and personal goals to educational andcareer decisions and outcomes [9]. SCCT aims to “understand the processes through whichpeople form interests, make choices, and achieve varying levels of success in educational
- Conference Session
- Workforce Preparation at the Two-year College
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ketan Thakare, Texas A&M University; Osazuwa John Okundaye Jr, Texas A&M University; Qing Li, The Embodied Learning & Experience LAB; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, University of Florida; Mathew Kuttolamadom, Texas A&M University; Francis Quek, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
with COVID-19 guidelines of BISD. Videoand audio data were collected for the focus groups. Each focus group followed a semi-structuredformat where mentors ask a pre-defined sequence of questions regarding Making andManufacturing, diving deeper into questions based on participants’ responses. We asked threetypes of questions to initiate the discussion on the Making and Manufacturing, along withidentity-focused questions to gauge students’ self-efficacy. Qualitative data analysis wasconducted on transcribed video data and notes. Qualitative coding followed a grounded theoryapproach as employed by Charmaz and Strauss [62]. The coding procedure was conducted by ateam of three coders. After completion of open coding by a single coder, the other 2
- Conference Session
- The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sophia Isabela Barber, Pasadena City College; Sophia Isabella Ibargüen, Pasadena City College; Chloe Sharp, Pasadena City College ; Aaron Reedy, DataClassroom; Tanya Faltens, Purdue University, Main Campus; Yu-Chung Chang-Hou, Pasadena City College; Jared Ashcroft, Pasadena City College
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
of Undergraduate Research Programs on Enrollment in STEM Graduate Programs”, National Institute of General Medical, 201415. A. Carpi, D. M. Ronan, H. M. Falconer, N. H. Lents, “Cultivating Minority Scientists: Undergraduate Research Increases Self‐efficacy and Career Ambitions for Underrepresented Students in STEM,” Journal of Research in Science Teaching, vol. 54, no. 2, Aug. 2016.16. P. R. Hernandez, A. Woodcock, M. Estrada, P. W. Schultz "Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce," BioScience, vol. 68, no. 3, Mar. 2018.17. S. E. Rodenbusch, P. R. Hernandez, S. L. Simmons, E. L. Dolan, J. Knight, “Early Engagement in Course-Based Research Increases Graduation Rates and Completion of
- Conference Session
- Two-Year College Division Poster Session
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Lynn Van den Broeck, Faculty of Engineering Technology, Leuven Engineering Science and Education Centre (LESEC), KU Leuven; Tinne De Laet, KU Leuven; Carolien Van Soom, KU Leuven, Faculty of Science, LESEC; Marlies Lacante, KU Leuven & University Free State (South Africa); Greet Langie Langie, KU Leuven
- Tagged Divisions
- Two-Year College
Self-Concept and Relationship with Academic Achievement.” PloS One , vol.9, no.11, 2014.[16] S. Er Nihan,“Mathematics Readiness of First-Year College Students and Missing Necessary Skills : Perspectives of Mathematics Faculty.” Journal of Further and Higher Education pp.1–16, 2017.[17] M. Carr, E. Murphy, B. Bowe, and E. Ni Fhloinn, “Addressing Continuing Mathematical Deficiencies with Advanced Mathematical Diagnostic Testing.” Teaching Mathematics and Its Applications, vol.32, no.2, pp. 66–75, 2013.[18] P. Johnson, and L. O Keeffe, “The Effect of a Pre-University Mathematics Bridging Course on Adult Learners ’ Self-Efficacy and Retention Rates in STEM Subjects”, Irish Educational Studies, 2016.[19] S. Lee, and C.L
- Conference Session
- Diversity and Two-year Colleges part 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Yushin Ahn; Karen Willis, Fresno City College; Deanna Craig, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
.). (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. Routledge.[6] Townsend, B. K., & Wilson, K. B. (2009). The academic and social integration of persisting community college transfer students. Journal of College Student Retention: Research, Theory & Practice, 10(4), 405-423.[7] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.[8] Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.[9] Pajares, F. (1996). "Self-efficacy beliefs in academic settings." Review of educational
- 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
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
- Transfer and Transitions
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Bruk T. Berhane, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Danielle Melvin Koonce, University of Maryland; Christin Jacquelyne Salley, University of Maryland, College Park; Sharon Fries-Britt, University of Maryland, College Park; Darryll J. Pines, University of Maryland, College Park
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
exploratory framework as An Exploratory Black EngineeringTransfer Student Success Model in Figure 1.This model was informed by a number of well-established persistence and retention models [31],[32], [33]. It was also influenced by Wang’s STEM Transfer Model [30], which suggests thattransfer and retention is influenced by a series of factors. These factors include a student’s self-efficacy, outcome expectations, and the four-year institution’s willingness to welcome transfersonto their campus. After reviewing these prior works, we incorporated key components andelements of retention from these models, along with key components associated with Blackengineering undergraduate success.As our exploratory model illustrates, the process of Black engineering