Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Science Foundation Arizona; Caroline Vaningen-Dunn, SFAz Center for STEM, Arizona State University; Anita Grierson, SFAz Center for STEM at Arizona State University; Anna Tanguma- Gallegos Gallegos

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Diversity

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Two-Year College

implants. She received her Bachelor’s degree in Mechanical Engineering from the University of Michigan in 1990, her Master’s degree in Mechanical Engineering from Northwestern University in 1994, and a Master’s in Business Administration from Arizona State University in 2000.Anna Tanguma- Gallegos Gallegos Anna Tanguma-Gallegos brings 10 years of STEM strategic planning and program management experi- ence in higher education environments and initiatives. Anna has a history of promoting and increasing c American Society for Engineering Education, 2020 Paper ID #30289enrollment in the programs she manages, as

Conference Session

The Curriculum at Two-year College's Engineering Technology and Engineering Transfer Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Raymond Edward Floyd, Northwest College

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Two-Year College

-wide with more than 2500 codes from more than 1500organizations [1]. The list is of interest in that it is not an engineering society exclusive list,there are many professional organizations beyond those associated with engineering that havesome written rule of ethics. The list is not limited to professional organizations but includesprivate industry and their interpretation of guidelines for use in conducting business [2]. It isinteresting to note that in the case of industry, the code may extend beyond guidelines forconducting business, and may include what form of punishment will imposed in the case ofviolation of the guidelines such as termination of a contract or employment [2].For engineering programs planning to submit a request for

Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Schott, Florida SouthWestern State College; Cynthia Orndoff, Florida Gulf Coast University

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Two-Year College

taught courses in infrastructure management, planning, transportation and construction management. Dr. Orndoff has more than ten years of engineering field experience. Her application-based engineering research incorporates sustainability, policy, legal issues, economics, decision-making, planning as well as public administration, policy, finance, and their stakeholders. She is active in engineering leadership and management practice issues. She has also served on several professional committees, including the American Society of Civil Engineers, the NSF Transportation Research Board, American Society of En- gineering Educators and economic development initiatives. c American Society for

Conference Session

Technology and Manufacturing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Arizona State University/ Science Foundation Arizona Center for STEM; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Science Foundation Arizona Center for STEM at Arizona State University

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Diversity

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Two-Year College

techniciansprograms [1]–[3].In its five-year history, KS has also provided technical assistance for developing and submittingproposals to NSF but has engaged 2-year HSIs exclusively. Prior to proposal development, KSfacilitates a STEM self-assessment and strengths/gap heatmap discussion with a cross-departmental STEM team at each participating college [4] [5]. KS then facilitates the 2-year HSISTEM team in developing a STEM plan and prioritized research concepts that align with theCollege Strategy, leverage STEM strengths, and address STEM gaps. This approach by KS hasgenerated a portfolio of potential research funding opportunities for STEM improvements at each2-year HSI prior to proposal development.The approach for the HSI ATE Hub is a 2-step intervention

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David I. Spang, Rowan College at Burlington County; Edem G Tetteh, Rowan College at Burlington County; Ratneshwar Jha, Rowan University

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Two-Year College

with industry-defined requirements and emphasizes both technical and non-technicalskills and competencies. Rigorous assessment methodologies have been included in bothprograms and will ensure the consistency of learning outcomes between both institutions. Boththe associate and baccalaureate degree are supported by an applications database that directlylinks course content with industry practice in a clear and effective manner. The project’ssustainability plan will be highlighted, including: increased enrollment and the use of student-generated tuition and fees; the leveraging of existing resources, including equipment, facilities,and personnel; outreach, recruitment, and job placement supported by industry partners; and anonline tutorial for

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

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Diversity

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Two-Year College

. There are three cycles per semester and each cycle isof six weeks.4.2.1.1. Semester 1:Manufacturing Planning and Control:Students were introduced fundamental concepts related to manufacturing processes and control.In context of this course, the term manufacturing, and related terms of production, refers to‘making of many’. The topics covered were: introduction to manufacturing systems, MasterProduction Schedule, Material Requirement Planning, Inventory Management and Control, andIntroduction to Lean Production. The scaffolded aspects of electronics and digital fabricationwere covered through the examples (e.g., mass manufacturing of LED lights for decorationpurpose) given when discussing the manufacturing concepts. Instructors taught students

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alicia Boudreaux Kiremire PE, PMP, FlowStream Management LLC; Michael K. Swanbom PE, Louisiana Tech University; Gerry Caskey, Louisiana Delta Community College; Barton Crum, Applied Research for Organizational Solutions (AROS); Juliette Pate, Louisiana Delta Community College

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Diversity

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Two-Year College

. The five main goals in this collaborative infrastructure wereestablishing (1) a management structure, (2) one primary high school partner, (3) two academictransfer agreements, (4) an Industrial Advisory Board of three members, and (5) seven additionalhigh school partners to scale future implementation.Three of these goals were fully accomplished within the planned timeline, and the two otherswere partially accomplished. This paper discusses detailed achievements in each area along withthe project’s external evaluation results and the project leadership team’s lessons learned. Thepartnership infrastructure that has been built will be used to build the skilled technical workforcein North Louisiana through increasing high school students

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, Virginia Tech; Dustin Grote; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Polytechnic Institute and State University

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Diversity

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Two-Year College

-based wearable computing. c American Society for Engineering Education, 2020Curricular Complexity as a Metric to Forecast Issues with Transferring into a Redesigned Engineering Curriculum AbstractThis paper details quantifying the interconnectedness of a curriculum. We draw from Heileman’sCurricular Analytics tool and the curricular complexity metric. We extend this metric tohighlight how it can be used to forecast issues in transfer student experiences in redesignedcurricula. We focus on structural complexity in this paper by consolidating transfer studentpathways using plans of study from the Department of Electrical and Computer

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

Montana Epps, California Polytechnic State University, San Luis Obispo ; Jamie Bettencourt, Cuesta Community College; Daniel Almeida, California Polytechnic State University, San Luis Obispo; John Y. Oliver, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson , California Polytechnic State University, San Luis Obispo; Chance Hoellwarth, California Polytechnic State University - San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo

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Diversity

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Two-Year College

Engineering Education, 2021 ENGAGE: Co-Curricular Engagement for Transfer Students This paper is a working research project that examines the rates at which engineering andcomputer science transfer students engage in extra-curricular and co-curricular activities. In thispaper, we describe our current intentions and future plans for this study, as well as providing datafrom our most recent baseline survey, with hopes of soliciting feedback from the engineering andcomputer science community. This research is part of a National Science Foundation (NSF)funded transfer student success program that provides scholarships, strength-based training andmentorship to transfer students over the course of two years at two local

Conference Session

Workforce Preparation at the Two-year College

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alicia Boudreaux Kiremire, FlowStream Management LLC; Gerry Caskey, Louisiana Delta Community College; Marvin Nelson Jr., Bossier Parish School for Technology & Innovative Learning; Sidney Taylor Thomas, Applied Research for Organizational Settings (AROS); Michael K. Swanbom PE, Louisiana Tech University

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Diversity

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Two-Year College

announcement on gathering restrictions due to COVID-19. It wasdecided the event would be online.The team quickly adapted to a virtual, “flipped classroom” model professional developmentworkshop held jointly with LATA. Project COMPLETE staff coordinated an online registrationform, Zoom logistics, speaking topics, professional development videos, and stipend payments;while LATA’s President provided input to workshop planning and communicated details toLATA members.A total of eleven videos were created for participants to watch in preparation for the workshop.The videos were optional, and participants were provided a small stipend for each video watchedbefore or after the workshop itself. This video-based professional development allowed forflexibility

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Alireza Dayerizadeh, North Carolina State University; Kristen Booth, North Carolina State University

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Diversity

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Two-Year College

a recruitment tool for graduate school.Community college students in the program showed an increase of 25% in interest for pursuing amaster’s degree and Ph.D. degree. Before the program, three participants were planning topursue their master’s degree, and two participants were planning to pursue their Ph.D.Following, all four participants were planning to pursue a master’s degree, and three participantswere planning to pursue a Ph.D. In Figure 2, students’ graduate school choice, the field, andacceptance rate were most influenced by the REU Program. All community college participantswere looking to complete STEM-related majors such as: Astrophysics, Structural Engineering,Computer Engineering, and Biomedical Engineering.TransitioningAll

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Dana Hamadeh, Palm Beach State College; Annie Laurie Myers, Broward College; Michael Vitale, East Carolina University

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Diversity

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Two-Year College

Unlock Regional Excellence(CAPTURE) program sponsored by the Florida Board of Governor (BOG) and addressescurriculum mapping and articulation to support student degree completion in computer scienceand engineering programs. Specifically highlighted as part of the transfer model are curriculumalignment and mapping, degree-specific “flight” plans, and program-geared advising. Thecollected data validates the effectiveness of the proposed model in increasing both the studentpipeline, and graduation rates. The process has also deepened our understanding of the needs ofstudents to better align student careers aspirations with industry workforce needs. Theeffectiveness of the collaborative model could be replicated among other institutions interested

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Arizona State University; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Arizona State University; Emery DeWitt, Mentor-Connect, Florence-Darlington Technical College ; Richard H. Roberts Jr, Florence-Darlington Technical College, SCATE Center

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Diversity

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Two-Year College

has completed 18 post graduate credits toward his doctorate degree from Point Park University, Pittsburgh, Pa. American c Society for Engineering Education, 2021 The Road to Strengthening 2-year Hispanic-Serving Institution Participation in the NSF ATE Funding ProgramAbstractHSI ATE Hub is a three-year collaborative research project funded by the National ScienceFoundation (NSF) that joins two successful programs. Mentor-Connect mentors 2-year collegefaculty to develop competitive proposals for the NSF Advanced Technological Education (ATE)Program, and KickStarter facilitates strategic STEM assessment and planning to drivecompetitive STEM proposal

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carl Whitesel, South Mountain Community College; Nicholas Langhoff, Skyline College; Marco Wehrfritz, Skyline Community College

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Diversity

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Two-Year College

others.IntroductionAs four-year colleges and universities, as well as publicly funded libraries and privatecompanies, continue creating or expanding their makerspaces, community colleges have begunthis process as well. Two very big differences however, are that community colleges typicallyhave extremely limited funding and their students and faculty are often very different comparedto those at universities.Because of the differences inherent to community colleges, the limited information that isavailable for reference may not be directly applicable to those in the community colleges whoare considering or planning the creation of a makerspace. While more papers related touniversity makerspaces are getting published compared to just five years ago, there is

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Klaus Bartels, San Antonio College; Dee Dixon

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Diversity

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Two-Year College

students and one faculty member for a 10-week period to do research at theJohnson Space Center in Houston [18] – [21]. The other part was the development of anundergraduate research plan that would help SAC students relate their NASA-sponsored researchwith STEM course content and classroom activities. Ten students were accepted to doundergraduate research at SAC with two faculty members.The 10 students formed three teams and each team submitted a research proposal. One teamselected a subject that might be helpful to future lunar farming: hydroponics. They designed andbuilt racks, containers, and an irrigation system in a campus greenhouse. The students plantedseveral types of vegetables and monitored their evolution with respect to different

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Science Foundation Arizona Center for STEM at Arizona State University; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Arizona State University; Anna Tanguma- Gallegos, Arizona State University; Emery DeWitt, Florence-Darlington Technical College

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Diversity

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Two-Year College

of Iowa. She serves on the University of Iowa’s College of Engineering Advisory Board, and the YWCA Metropolitan Phoenix Board of Directors. c American Society for Engineering Education, 2020 Paper ID #29240Anna Tanguma- Gallegos Gallegos, ASU Anna Tanguma-Gallegos brings 10 years of STEM strategic planning and program management experi- ence in higher education environments and initiatives. Anna has a history of promoting and increasing enrollment in the programs she manages, as well as developing collaborative relationships with corporate and community members. Anna has provided successful

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Surendra K. Gupta, Rochester Institute of Technology (COE); James E. Moon, Rochester Institute of Technology (COE); Roy W. Melton, Rochester Institute of Technology (COE); Michael E. Kuhl, Rochester Institute of Technology ; Daniel P. Johnson, Rochester Institute of Technology (CAST); Todd Dunn, Rochester Institute of Technology (CAST); James H. Lee, Rochester Institute of Technology (CAST); Franz Allen Foltz, RIT; Rob Garrick, Rochester Institute of Technology (CAST)

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Two-Year College

well-educated and skilled employees in technical areas of national need”. TiPi project providedscholarship support of $8,000 to 75 students ($8,000 × 75 = $600,000). In support of this grant,our university contributed $50,000 after the grant period to ensure that continuing TiPi scholarshad adequate financial support to help them graduate on time. 95% (71 out of 75) of the TiPischolars have been retained, and have either graduated or will soon graduate as per theirindividualized academic plan (IAP). The outcomes from the TiPi project are described in thenext section.VTAB project is funded by a five-year grant from NSF that began in September 2017. In itsprogram solicitation [7], the new goals stated are: (i) to increase the number of low

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James K. Nelson Jr. P.E., Texas A&M University System; Karen Buck, M.Ed., The Blinn College District; Nancy Shankle Jordan, RELLIS Academic Alliance in The Texas A&M University System; Mary Hensley, The Blinn College District

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Two-Year College

]Classes were first offered at RELLIS in fall 2018. Currently, 247 upper-division students areenrolled in the degree programs and 1,217 students who are likely to pursue a bachelor’s degreeat RELLIS are enrolled at Blinn College on the RELLIS campus. Of the upper-division students,approximately 85 percent completed the lower-division coursework at Blinn College.Working to implement the academic offerings at RELLIS has presented some wonderfulopportunities, a few hurdles that had to be overcome, and some issues yet to be resolved. Aprevious paper [2] presented the roadmap from planning to implementation of the RELLISAcademic Alliance. Presented in this paper are the operational issues that had to be addressedand the way in which they were addressed

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

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Diversity

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Two-Year College

who acts as the project mentor. Eachproject mentor works closely with YYYY faculty in designing the project and planning dailyactivities related to project completion.Implementation of SEI from 2009 to 2016 has been successful in recruiting underrepresentedminorities and female students into the program, with more than 50% of participants beingwomen, and over 70% from underrepresented minority groups. Results of SEI implementationshow that the program has been successful in promoting interest in engineering among programparticipants, increasing their self-efficacy in studying engineering, and enhancing success amongthose who have decided to pursue an engineering degree. A follow-up survey given to thegraduates of the first three years of the

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harriet Hartman, Rowan University; Stephanie Lezotte, Rowan University; Ralph Alan Dusseau P.E., Rowan University; Tiago R Forin, Rowan University; Stephanie Farrell, Rowan University

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Diversity

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Two-Year College

have already formed among students who startedtheir program as first-year students. These challenges are often complicated by lower socio-economic status and first-generation college student status. For the most part, transfer studentscarry these challenges as invisible minority marks. As such, they may share with other minoritystatuses a sense of “otherness” from the mainstream college student, and consequent obstacles toself-confidence and -efficacy, weaker academic achievement, uncertainty of future plans in theirmajors, and a weaker sense of being part of the (student) community in their major. Engineeringstudents are not an exception, and successful achievement of an undergraduate degree inengineering may hinge on finding an inclusive and

Conference Session

Two-Year College Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Two-Year College

hosted CC faculty members for a paid 9-weeksummer professional development program. A CC faculty member is paid $9,100 stipend in 3installments throughout the summer. Additionally, at the end of the internship, the CC facultymembers have the option to receive an additional $1,000 implementation stipend. Thisadditional stipend is received by the participants if they incorporate a portion of their researchinto a lesson plan, syllabus, or other course material.Recruitment and SelectionDeans and chairs of science, math, and engineering departments were contacted in order toadvertise this program. The funding did not provide for housing, so the selection was limited tothose community colleges that were close to UCB. Given the size of the state of

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Sinclair Curtis, University of California, Davis; Beth Frances Broome Broome; Cynthia Murphy-Ortega, Chevron Corporation

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Diversity

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Two-Year College

engineering, maintenance, oper- ations, financial, business planning and process safety management positions within the refinery. Cynthia then went on to work in the technology arena with the Chevron Energy Technology Company in 1998. She developed and managed Chevron’s technical competency development programs for new hires in refining and exploration & production roles. She also worked in the Process Planning Group and performed pro- cess modeling on large-scale projects. In her role as Organizational Capability Manager with the Process, Analytical and Catalysis Dept, she supported technical competency management, staffing/recruitment, new hire and competency development, and business planning. Cynthia

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Surendra K. Gupta, Rochester Institute of Technology (COE); Franz Allen Foltz, Rochester Institute of Technology; James E Moon, Rochester Institute of Technology (COE); Roy W Melton, Rochester Institute of Technology (COE); Michael E. Kuhl, Rochester Institute of Technology (COE); Maureen S. Valentine, Rochester Institute of Technology (CET); James H. Lee, Rochester Institute of Technology (CET); Rob Garrick, Rochester Institute of Technology (CET); Ren Liu

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Diversity

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Two-Year College

university. VTAB scholarship is basedsolely on financial need and academic merit.Before Enrolling at our university: The second section of the survey examined the student’sexperiences at their various 2-year schools. From question #4, the most striking if notpredictable finding was that the majority of all three cohorts attended a 2-year school due tofinancial reasons. Figure 3 shows the % of scholars in each cohort citing financial reasons forattending a 2-year school instead of a 4-year institution. Figure 3: Percentage of Scholars in each cohort citing financial reasons to attend 2-year school instead of a 4-year school. Question #4.Responses to question #6 show that most scholars (over 90% of each cohort) always planned

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

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Two-Year College

Dean and Nariman Farvardin Professor of Engineering at the Clark School on Jan- uary 5, 2009, having come to the school in 1995 as an assistant professor and served as chair of the school’s Department of Aerospace Engineering from 2006 to 2009. As dean, Pines has led the devel- opment of the Clark School’s current strategic plan and achieved notable successes in key areas such as improving teaching in fundamental undergraduate courses and raising student retention; achieving suc- cess in national and international student competitions; giving new emphasis to sustainability engineering and service learning; promoting STEM education among high school students; increasing the impact of research programs; and expanding

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Annie Laurie Myers, Broward College; Dana Hamadeh, Palm Beach State College; Michael Vitale, East Carolina University

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Diversity

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Two-Year College

programs. Specifically highlighted as part ofthe transfer model are curriculum alignment and mapping, degree-specific “flight” plans, andprogram-geared advising. Participating students must satisfy rigorous core requirements butthey customize their track and their electives. Figure 2-Overal Structure of the CAPTURE ProgramThe CAPTURE program has expanded computer science and computer engineering capacityas follows:  FAU students and State College students with either an AA or AS will be qualified for admission to the program. Therefore, the program is designed with sufficient flexibility to accommodate students with different backgrounds.  FAU and the State Colleges have developed a streamlined and

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jorge E Loyo Rosales, Rice University; Armineh Noravian, Arizona State University; Alison Cook-Davis, Arizona State University; Carrie A. Obenland, Rice University; Carolyn Nichol, Rice University

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Diversity

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Two-Year College

students. Jorge collaborates with NEWT’s In- dustry Liaison Officer and Innovation Ecosystem Director, and the Student Leadership Council in the planning of educational opportunities for NEWT graduate students and postdocs with the center’s indus- try partners and other professional development activities. At Rice, Jorge is an Adjunct Professor in the Civil & Environmental Engineering and Bioengineering Departments, where he developed and teaches CEVE/GLHT 314: Sustainable Water Purification for the Developing World, a project-based course on sustainable strategies for safe water supply in low-income and developing regions of the world. He col- laborates in other project-based courses at Rice, such as Introduction

Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Said Fariabi, San Antonio College; Simona Dana Dimitriu, Northside ISD; Lisa Marie Baker, Northside ISD

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Diversity

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Two-Year College

model with remedial coursework needed,students may enter ahead of schedule when high schools and two-year community colleges worktogether to provide the skills that students need. Providing a more focused mathematicalfoundation for students who need help at both levels will create an environment that is moreconducive to finish university coursework at the expected or even an accelerated pace (with dualcredit and AP courses). Future recommendations include studying math programs at the highschool and two-year college levels that provide the ability to close achievement gaps, especiallythose experienced by minority students.Our Math Department plans to continue to offer math refresher courses and increase availabletutoring. In the mean time we

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

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Diversity

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Two-Year College

Figure 3. Faculty Mentor Goals andmentoring map worksheet was to provide an Expectations of Mentee Worksheetopportunity for mentoring to become a visualexercise, with mentors and mentees co-developing the map that documents career goals,development plans, professional networks to engage with, and identification of resources.Documentation of aspirations, strategies, and resources for goal achievement is an importantaspect of the mentoring process. Mapping these items help mentees and mentors create visualconnections and associate related characteristics and can advance mentoring conversations fromsuperficial to strategic [32], [33].Mentors were additionally provided with a meeting log worksheet to document meetings withmentees

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

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Diversity

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Two-Year College

State University, and a Ph.D. in Educational Policy and Planning from UT Austin.Alexandra Schaefer, University of Washington American c Society for Engineering Education, 2020 Women on the two-year transfer pathway in engineeringIntroductionCommunity colleges provide a pathway for many students interested in pursuing higher education,but who seek a more flexible and less expensive alternative to a traditional four-year universityprogram. Among the millions of undergraduates in the U.S., 25% are older than 25 years of age,and approximately 40% work at least 30 hours per week [2]. Over 40% of undergraduates in theU.S. attended a public two-year college in 2017-18

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; michael vitale; Annie Laurie Myers; Dana Hamadeh

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Diversity

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Two-Year College

and FAU faculty arecurrently developing a plan to pilot the evaluation of the course frameworks. Additionally, FAUproject staff and State College faculty initiated the refinement of the Introduction toProgramming course, which was targeted and completed during year 3 of the project.b) Development of a course-specific mentor support modelDuring years 1 and 2, Florida Atlantic University HSI project staff developed and iterativelyrefined a generic process (see Appendix B) through which project mentors, College ofEngineering and Computer Science junior and senior honors' students, would provideinstructional support to participating HSI students enrolled in the specific gateway mathematicssections taught by project-affiliated State College