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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Two-Year College

that can be used to buildstrong engineering programs [1] – [6].Literature ReviewThe benefits from these activities reach a multitude of stakeholders. For students, the benefitsinclude improved academic persistence and increased interest in pursuit of graduate education.These activities also foster broad development in areas that include communications and technicalskills, understanding the research process, ability and confidence to conduct research, motivationto learn, and ability to work in teams as well as independently. These effects are also seen asstrong motivating elements for underrepresented minority student populations that areexperiencing greater gains than others participating in undergraduate research [7] – [10].MESA Center

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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-profit industry throughout San Diego and Los Angeles for National University.Assemblywoman Lorena Gonzalez and State Senator Ben Hueso recently recognized Anna for her workin the MANA De San Diego Latina Success Leadership Program. c American Society for Engineering Education, 2020 Achieving Broader Impacts in STEM at 2-year Hispanic Serving InstitutionsAbstract (optional)IntroductionHispanic Serving Institutions (HSIs) are defined by the United States Department of Educationas institutions of higher education that enroll 25% or greater full-time equivalent Hispanicundergraduate students [1]. HSIs currently enroll 66% of the 3.5 million Hispanics in highereducation, 39% of all Asian American and Pacific Islanders, 21% of

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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. 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: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pallavi Ramakanth Kowligi, Florida State University; Priyanka Prajapati, Florida State University; Faye R Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University

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Florida AM Curriculum Framework aligns to theDepartment of Labor’s Advanced Manufacturing Competency Model, we used text mining toextract and compare the key competencies found in both documents. Through this approach, wecompared these documents and identified: 1) frequently addressed topics; 2) verbs that guidedthe complexity (i.e., Bloom’s Revised Taxonomy of Learning Objectives cognitive level) of thecourse learning task versus workplace competency; and 3) overall match between the documents.Our results suggest that the documents overlap very little, with significant misalignments inhigher-level Bloom’s verbs. We present implications for educational institutions, AM policymakers, and industry; suggest a revision cycle and process; and propose

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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Two-Year College

, it can be easy to focus on the experiences of first-time-in-college (FTIC)students. However, this focus is an idealization - as messaging about engineering from the firstyear is a critical junction for how students make decisions about persisting in an engineeringprogram [see 1]. Not everyone has the opportunity or chooses to begin at a four-year institution.The National Student Clearinghouse [2] reports that, in the previous ten years, 49 percent ofstudents who completed a bachelor’s degree at a four-year university in the 2015-2016 academicyear had also enrolled in a community college (two-year institution) for at least one semester.For those looking to revise their curriculum substantially, thinking about how to bridge transferstudents

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jared Ashcroft, Pasadena City College; Jillian L Blatti, Pasadena City College; Marcial Gonzalez, School of Mechanical Engineering, Purdue University; Melanie T. Hacopian, California State University, Long Beach; Danyal Nicole Pereyda Cave; Isabel Bojanini; Esteban Bautista, California State University, Northridge; Veronica I. Jaramillo, Pasadena City College

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Bachelors, 12.6% of all Masters, and only 8.3% of all U.S. Doctoratedegrees awarded, even though URMs are 29.3% of the U.S. population [1]. It is imperative thatscience educators increase awareness and interest in STEM to our students. It is no longerenough to rely solely on in-class instruction. Instead, effective informal STEM experiences canbe organized. These informal experiences have shown to have positive impact on the recruitmentand retention of young students in STEM [2]. Increasing effectiveness of informal sciencelearning can be accomplished by providing students with unique undergraduate researchexperiences utilizing course-based undergraduate research experiences (CUREs) as well as by

Conference Session

Two-year College STEM Programs Meeting the Needs of Industry

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yvette E. Pearson P.E., Rice University; Canek Moises Luna Phillips, Rice University; Margaret E. Beier, Rice University; Jacqueline Gilberto; Stephen P. Mattingly, University of Texas, Arlington; Ann Saterbak, Duke University; Yuting Sheng, Rice University; Anila K. Shethia, Rice University; Rui (Roy) Sun, Rice University

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. (Note: Some of theseincluded collaborative proposals, thus 117 does not represent the number of unique projects.Additionally, this does not include awards for workshops, conferences, or co-funding for projectsin other programs). Table 1 shows the fraction of awards (number and dollar amount) by institutiontype. While 58% of awardees were one of four types of PUIs, those institutions received a smallerproportion of the funding (47%). Most notably, associate’s colleges, which enrolled 43% of allundergraduates and 32% of all students, represented only 20% of awardees receiving just 10% ofthe funds. Table 1. NSF S-STEM FY16 Awards as of September 2016 FY16 S-STEM Awards (As of

Conference Session

Two-year College STEM Programs Meeting the Needs of Industry

Collection

2018 ASEE Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia; Tammy Wooten; Mozhgan Bahadory

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Two-Year College

plannedsystematically as an integrated whole.BMETs (also referred to as Medical Equipment Repairers) work in hospitals and other healthcaresettings to help ensure the safe operation of medical devices, such as defibrillators, ventilators,infusion pumps, patient monitors, and other critical equipment [1]. In addition to a fullunderstanding of the operation of a wide range of medical devices and specialized test equipmentand procedures, BMETs must also have an understanding of issues specific to the hospitalenvironment, such as infection control. Further, hospitals have become highly networkedenvironments, where interoperability and network security have become critical issues, ashospitals implement electronic medical records [2].BMETs are part of the larger

Conference Session

Two-year College STEM Programs Meeting the Needs of Industry

Collection

2018 ASEE Annual Conference & Exposition

Authors

David I. Spang, Rowan College at Burlington County; Eric Constans, Rose-Hulman Institute of Technology; Edem G. Tetteh, Rowan College at Burlington County

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Two-Year College

of AppliedScience (AAS) and Bachelor of Science (BS) degrees in Mechanical Engineering Technology(MET) with an emphasis on Advanced Manufacturing. Through a collaborative curriculumdevelopment process, Rowan College at Burlington County (RCBC) and Rowan University (RU)have created a clearly articulated pathway from the AAS degree to the BS degree. This academicpathway will include a “3+1” delivery model where the first three years of instruction aredelivered by the two-year college, and the final year is delivered by the university, on the two-year college campus. This curriculum development effort has been achieved through activitiesincluding an industry forum as well as a week-long faculty curriculum development workshop.Additional work

Conference Session

Two-year College STEM Programs Meeting the Needs of Industry

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark Bradley Kinney, Bay de Noc Community College; Mark Highum, Bay de Noc Community College; Aleksandr Sergeyev, Michigan Technological University; Scott A Kuhl, Michigan Technological University

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certificate program course list is included as Figure 1. Figure 1: Course Overview of the Mechatronics CertificateThe associate degree program is a two-year degree comprised of 60 contact hours. Keeping withthe tenets of the stackable credentials model, completers of the Mechatronics certificate are ableto enter the Mechatronics and Robotics Systems associate degree as sophomores, with all coursesfrom the certificate counting toward the associate degree. In order to advance the skill level ofcertificate completers, as well as to begin preparing students for their possible transfer toMichigan Tech, associate degree students are introduced to several courses in robotics and arerequired to take an assortment

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Narketta Sparkman-Key, Old Dominion University; Konstantin P. Cigularov, Old Dominion University; Daniela Cigularova; Bonita G. Anthony, Old Dominion University; Otilia Popescu, Old Dominion University

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” students, e.g.,veterans, adult students, working students, students with families, etc. This paper discussesspecific needs of STEM transfer students, identifies challenges they face, and provides anoverview of some of the programming that can be implemented at mid-sized universities thataddress these needs.Introduction Understanding challenges that transfer students face when entering undergraduateengineering technology programs is especially important due to the lack of highly skilledtechnical workforce needed in the area of advanced manufacturing and other high-tech industriesthat employ engineering technology graduates with bachelor's degrees [1]. In order to diversifythe field and supply competent professionals for some of these

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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ChulalongkornUniversity/Thailand. Cynthia holds a Bachelor of Science degree in Chemical Engineering from the Uni-versity of California, Davis. c American Society for Engineering Education, 2018 Avenue-E: An Innovative Student Transfer Pathway Program Jennifer S. Curtis1, Beth Broome2, and Cynthia Murphy-Ortega3 1 College of Engineering, UC Davis, Davis, CA; 2Office of the Provost, UC Davis, Davis, CA; 3Chevron Corporation, Richmond, CAAbstractOver 68% of students in the California Community College system come from minoritybackgrounds, representing an opportunity to accelerate the diversification of STEM industries.However, according to a September 2017 report by the

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas Langhoff, Skyline College; Jenny Ngoc Le, Skyline College

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Two-Year College

student success and engagement are reviewed along with student perceptions of theprogram to extract key insights to inform future programs and best practices for maximumimpact.1. INTRODUCTIONDespite the growth of minority communities in America during the past few decades, trends inthe underrepresentation of minorities in science and engineering have persisted. In 2015,although the total U.S. population was comprised of 13% of African Americans, they represented5% of the science and engineering workforce. Similarly, although the percentage of Latinos inthe workforce increased significantly from 3% in 1970 to 15% in 2011, they represented 6% ofworkers in science and engineering1. Native American, Pacific Islander, Hawaiian, andSoutheast Asians

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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the research instruments, and the results froman online survey and a focus group interview of the first cohort of VTAB scholars.IntroductionThe shortage of STEM workers with advanced degrees in the U.S. is not new. In the 1990s, therules for H-1B visas given to foreigners to work in the U.S. were liberalized to accommodate theneeds of the U.S. industry. Then, in 2001, in response to concerns about the adverse impact of H-1B on the U.S. labor force [1], the U.S. Congress allocated additional funds to the ComputerScience, Engineering, and Mathematics Scholarship (CSEMS) program at the National ScienceFoundation (NSF) by making significant changes to the H1-B Visa allocations and fees [2].Since then, CSEMS [3] and its replacement program

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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in their representation of the overall US population. Infact, even though URMs currently constitute 39 percent of the US college-age population (18-24years old), they account for only about 15 percent of baccalaureate degrees awarded inengineering in 2014 [1].Community colleges play an increasingly important role in educating URMs. Communitycolleges enroll about 61% of Native American students, 57% of Hispanic students, and 52% ofAfrican American students attending institutions of higher education in the US [2]. Almost three-fourths of all Latino students and two-thirds of all African-American students who go on tohigher education begin their postsecondary education in a community college [3]. With morethan 2.1 million students attending 114

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

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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

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Jennifer H Choi, University of California, Davis; Jason White, University of California, Davis

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experiences while attending UC Davis was evaluated as part of the study,comparing the responses of traditional and transfer students in their junior and senior years at thehost institution. The second part of the study involved a set of focus groups with transfer studentscurrently enrolled at UC Davis. These students answered questions about their expectations foracademic success after transitioning from their community college, differences in theircommunity at their community college versus the study institution, and other challenges that theyhave faced during their transition. We identified six themes from our study: 1. Supportive academic advising at UC Davis, 2. Sufficient academic preparation with the exception of MATLAB proficiency, 3

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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Two-Year College

qualitative approach, representing both colleges as case studies.Literature ReviewIn June 2018, Weiner, Lande, and Jordan [1] presented their research of the existing literature, asit related to makerspaces and engineering education. While the focus of that research was onhow makerspaces are used for engineering education, their methodology identified the overallbody of makerspace-related literature that existed at that time, and broke the results into 12primary topics. They also found that, since 2013, only one article related to makerspaces hadbeen published by the Journal of Engineering Education, and 68 had been published asconference proceedings. Furthermore, they also noted that only 26% of the total articles werefocused on makerspaces as

Conference Session

Technology and Manufacturing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Curtis S. Tenney, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University; Faye R. Jones, Florida State University

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allowed us to explorehow rural AM postsecondary programs have evolved in organizational structure, curriculumcontent, employer relations, and student pathways facilitation. We gathered data to discern 1)commonalities and unique features in AM programs’ initiation impetus; 2) current AM program,faculty, and student profiles; and 3) significant AM program challenges and priorities in ruralsettings, such as institutional commitment to long-term economic health. In our findings, wehighlight how active participation in diverse community and industry collaborations serves toestablish and grow AM educational pathways tailored explicitly for the immediate community.For example, participants share innovative partnership programming and certificate

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

Engineering Education, 2019 Engineering Prerequisites at Florida UniversitiesIntroduction and BackgroundEngineering, being a specialized profession, requires specific courses to be completed prior toentering the junior year of an ABET-accredited program. The subset of the undergraduatepopulation that transfers into an engineering program "has become significant as the UnitedStates looks to ameliorate the erosion of its preeminence in science and technology in the world"[1]. According to the Committee of Science, Engineering, and Public Policy and the NationalScience Board, as reported by Ashby, there are those that argue given “the decline of U.S. bornbaccalaureate and graduate degreed engineers and scientists and increasing global

Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eliza A. Banu, University of Georgia; Nicola W. Sochacka, University of Georgia; Sarah Elizabeth Franklin; Kosi Ofunne

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during the firstsemester, transfer students go through a period of adjustment. Investigation into these transitionshas brought to light the reality of “transfer shock” [1] and its consequences for transfer studentson multiple levels: personal, social, and academic. In recent years, research has focused on thecomplexity of such factors, like background, prior educational experiences, the transfer process,social adjustment, and academic progress, to reduce transfer shock [2-6]. These studies haveutilized diverse methodological and analytic approaches, from institutional data, quantitativeanalysis of survey responses, to more recently some qualitative analysis of focus groups and open-ended questions. These results create a picture of the barriers

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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Two-Year College

need baccalaureate degrees. Every government agency and manyprivate industry sources are predicting a significant increase of demand for qualified Americanscientists, engineers, and technicians, (STEM) professionals [1], so it is important to explore allavailable resources to not only attract and retain students, but to properly prepare them tosucceed in these fields. The reason why this is becoming a real problem is because globalcompetition in education is becoming stronger and stronger every year.The National Science Foundation in a 2015 Survey of Graduate Students and Post-doctorates inscience and engineering found that from 2008 to 2013, STEM graduate students in the U.S. whowere U.S. citizens or permanent residents rose by 3.1%. Of these

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samuel Paul Merriweather, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Shannon Walton, Texas A&M University; Judy Kelley

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through enabling academically talented and financially needy studentsto transfer from two-year community colleges or four-year universities to TAMU to obtainbaccalaureate degrees in engineering or computer science. The goal was accomplished throughscholarship funding and engagement of ETS students in a complementary focused learningcommunity that included academic and social components to improve the students’ educationalopportunities and retention. Two focal points of this project were (1) linking and leveraging theTexas A&M University System (TAMUS) Louis Stokes Alliance for Minority Participation(LSAMP) program’s community college partnerships and (2) complementing the TAMUSLSAMP and TAMU College of Engineering (COE) recruitment and

Conference Session

Two-year College STEM Programs Meeting the Needs of Industry

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caroline Vaningen-Dunn, Science Foundation Arizona; Phil Blake McBride, Eastern Arizona College; Cynthia Kay Pickering, Science Foundation Arizona; Verlyn Fick, Cochise College; Judith M. Slisz, Judith Slisz Consulting; John Morgan, Yavapai College

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College. 8/2005 to 2/2011: Dean, Chino Valley and CTEC Campuses, Yavapai Community College. 7/2000 to 8/2005: Associate Dean and Agriculture Professor, Chino Valley Campus. 7/1999 to 7/2000: Agribusiness Program Director and Faculty, Agribusiness and Science Technology Center, Yavapai Community College 7/1989 to 7/1999: Agriculture Instructor and CTE Director, Chino Valley High School 6/1986 to 6/1989: Research Assistant, U.S.D.A. Carl Hayden Bee Research Center, Tucson, Az (c) Publications A list of: (i) up to five publications most closely related to the proposed project: No information to report. and (ii) up to five other significant publications, whether or not related to the proposed project: 1. John H

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Diana Carmen Dimitriu, University of Texas at San Antonio

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Two-Year College

that I have succeeded inmentoring at least 82 students intensively, with the following diversity: African Mentees Total Hispanic Anglo Other American # % # % # % # % # % Male 51 62% 26 51% 2 4% 22 43% 1 2% Female 31 38% 17 55% 1 3% 12 39% 1 3% Total 82 43 3 34 2 Of these 82 intensively mentored students, 13 are still at SAC in

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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Two-Year College

pipeline and graduationrates. The process has also deepened our understanding of the needs of students in terms ofhow to better align student career aspirations with industry workforce needs. Theeffectiveness of the collaborative model could be replicated among other institutionsinterested in promoting engineering degrees among Hispanic and low income students.INTRODUCTIONPowerful indicators suggest that there may be more than 1 million new jobs in STEM fieldsby the year 2026, and, as a group, they will grow twice as fast as the average for alloccupations in the economy, according to recent projections by the Department of Labor,Bureau of Labor Statistics [1]. Equally powerful indicators suggest that Hispanics are one ofthe fastest growing

Conference Session

Technology and Manufacturing

Collection

2019 ASEE Annual Conference & Exposition

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

strong alignment with industry-defined requirements that have been identifiedthrough on-site forums and engagement with a robust industrial advisory board. The degreesemphasize technical and non-technical skills and competencies crucial to the practice ofadvanced manufacturing disciplines by mechanical engineering technologists. The delivery ofthe requisite content will be reinforced by the use of an applications database that will directlylink course contents with industry practice in a clear and effective manner. Additionally, theoutlined associate to baccalaureate degree pathway will be delivered through an innovative“3+1” model in which the two-year college will deliver the first three years of the program, andthe university will then

Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

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 Kuhl, Rochester Institute of Technology (COE); Daniel P. Johnson, Rochester Institute of Technology (CET); James Lee, Rochester Institute of Technology (CET); Rob Garrick, Rochester Institute of Technology (CET); Maureen S. Valentine, Rochester Institute of Technology (CET)

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job placement rates through mandatory paid co-op experiences, and (iv)to serve as a model for other universities to provide vertical transfer students access to thebaccalaureate degree.VTAB project is funded by a five-year grant from the National Science Foundation (NSF) thatbegan in September 2017. In its program solicitation [1], NSF stated its goals to be: (i) toincrease the number of low-income academically talented students in STEM, (ii) to improve theeducation of these STEM students, and (iii) to generate knowledge to advance understanding offactors that lead to the success of these students. VTAB is leveraging the lessons learned from anearlier TiPi (Transfer Pipeline) project to achieve the first two goals [2]. The third goal

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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NEWT’s logicmodel, and they are to (1) provide community college students, especially from underrepresentedminorities in science and engineering (URM), with professional research experience in NEWTlaboratories, (2) improve the program participants' communication skills, specifically posterelaboration and presentation, (3) increase the number of URM students choosing to pursuecareers or graduate studies in NEWT-related STEM fields, and (4) improve the mentorship skillsof NEWT graduate students and postdocs participating as mentors. The NEWT REU program isrun by NEWT staff from Rice and the participants are placed for ten weeks in NEWTlaboratories at ASU, Rice, and UTEP, where they are generally mentored by graduate students.From the inception of

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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inpromoting engineering degrees among Hispanic and low income students also.IntroductionAchieving technological and scientific literacy is critical to ensuring America competitiveness inthe 21st century. We must engage students at all educational levels in order to maintain a broadpipeline of our future engineers and scientist. Recent data by U.S. Department of Education,National Center for Education Statistics (NCEA) shows that Florida is below the nationalaverage of advanced science and engineering degrees awarded as a share of science andengineering degrees conferred [1]. Engineer and computer occupations are expected to add morethan a Million new jobs from 2016 to 2026, and, as a group, they will grow more than twice asfast as the average for all