Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marilyn Barger P.E., FLATE, Florida Advanced Technological Education Center; Lakshmi Jayaram, Inquiry Research Group LLC

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Diversity

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Two-Year College

verbal communication through videoconferencing both for class purposes and for informal socializing. 6. The majority of students are worried about their academic progress. Programs may need to spend more time with students revisiting their academic plans and provide assurances for pathways to completion, counseling them for academic success, and coordinating academic resources such as tutoring and mentoring to facilitate confidence in completion.Next StepsThe next steps for this project include administering a survey with instructors(planned for May 2021). We ask instructors many of the same questions we askedstudents to gain their perspective. Please see Appendix B for the full InstructorQuestionnaire. While the

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gary J. Mullett, Springfield Technical Community College

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Two-Year College

The Wild World of Wireless in the 2020s – What do we need to be teaching?AbstractToday, a Google search of the Internet of Things (IoT) routinely yields upwards of 5 billion hits.Even if the average person doesn’t know what the IoT entails, they have probably heard this newlycoined term at some point during recent times. Likewise, a Google search of wireless technologycommonly yields over a billion hits. The relationship between the two: most of the IoT applicationsrecently implemented and those conceived/planned for future deployment depend upon wirelessconnectivity. Predictions by IoT Analytics are that less than 10% of future IoT apps will be of thewired variety! The average technology savvy individual would

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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Two-Year College

logic model to help with project planning and evaluation and should be the person who writes the assessment and evaluation plan for the proposal, including specific, measurable outcomes. • Make strong connections between institutional and program needs and S-STEM program goals. This not only strengthens the proposal because of responsiveness to the solicitation; it can also potentially help with securing institutional commitment for sustaining successful project elements beyond the funding period. Use data to show the needs, including financial needs. • Think creatively about broader impacts. Every proposal submitted will (or should) describe impacts on underrepresented populations, namely

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip J Lunsford II P.E., East Carolina University; John Pickard, East Carolina University; Jennifer James, Innovation Early College High School at Pitt County Schools

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Diversity

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Two-Year College

be utilized. Future plans and goals are also discussed.IntroductionThe project presented in this paper focuses on providing a collaborative distance learninginfrastructure to high schools and community colleges in rural and underserved regions that alignwith the funding provided by a US Department of Agriculture Distance Learning andTelemedicine (DLT) grant.High schools and community colleges in rural and underserved communities often face greaterbarriers to providing the high-quality STEM education required to produce skilled graduatesprepared to enter the workforce [1]. School districts in these communities often face issues suchas technology gaps, lack of nearby resources, cultural challenges, small class sizes, and shortagesof STEM

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Karlin, Minnesota State University, Mankato; L. Eric James, Iron Range Engineering; Rebecca A Bates, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Jodi Nelson

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Two-Year College

satisfaction.” These are elements that one would need to give up if theywere to leave to pursue higher education. Because the cost of higher education is significant,many rural potential students become work-bound as well while saving for school. In Burnell’sstudy of 26 college-able, work-bound rural students, 0 of 26 planned to attend college rightaway. However, they shared the characteristic of “goal-directedness”, and those with long-termcollege plans were either working to raise money for college or doing a vocational sequence witha long-term college goal in that industry.A similar cause for being place-bound exists amongst metropolitan area populations. Themajority of the engineering education deserts in metropolitan areas are located in areas

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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Two-Year College

collaborating with local high school curricula to raise awareness of their programs bysharing resources, such as inviting a local high school to use Red College’s computer numericalcontrol (CNC) machines as part of a planned memorandum of understanding (MoU) between theschools and the College.Red College’s leadership reported that their top priorities were also their top challenges. Forexample, the department chair stated AM program growth to meet industry needs was a toppriority and a top challenge. The department chair also cited funding for facilities, resources, andfaculty, as a priority and a challenge to securing the growth of their AM program.Case 4: Green State CollegeGreen College is a four-year, primary Associate’s granting public institution

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Raymond Edward Floyd, Northwest College; Astrid K. Northrup P.E., Northwest College, Powell WY

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Diversity

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Two-Year College

likely thanmales to declare engineering as their major in college [7]. In 2006, about 15% of first-year femalecollege students planned to declare a major in all STEM fields combined; but if biological andagricultural sciences are removed, only about 5% of first-year female college students intend tomajor in a STEM area of physical sciences, including engineering [8]. At the same time, morethan a quarter (25%) of first-year male college students declared a physical science major [8].DiscussionFor many years there were few women engineers and even fewer female managers. For example,in 2018 women occupied only 6% of the CEO positions in the Fortune 500 corporations [9]. Therationale has been that from an engineering perspective, women were not

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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Diversity

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Two-Year College

test, I also took a biology test that was absolutely horrible. I'm not used to information heavy examination. It seemed like he wanted us to know everything in both the book and the powerpoints. The blame falls on me for underestimating biology and putting a lot of time to graphics. I plan to solve this by seeing the biology teacher for help. I wish to actually understand how to work through his purely conceptual tests.First entries by Author Y Entry 1: My old school, [name of prior university], had a campus that you could walk from any building to another within 10 minutes. At a campus the size of [current institution], it is very easy to get caught up in the “human traffic.” Students at this

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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Diversity

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Two-Year College

mostinteresting results from this survey came in the section concerning their 2-year programs as theysupport the need of the VTAB grant. Most of the students always planned to go to a 4-yearschool after completing their 2-year program (22 out of 23 respondents or 96% of the secondcohort, which was almost identical to the 22 out of 24 respondents or 92% for the first cohort).Question #5 of the online survey asked, “What were your main reasons for enrolling in the 2-Year school instead of a 4-Year college or university? (Check all that apply): (a) Academicreasons, (b) Financial reasons, (c) Personal reasons, and (d) Other reasons.” Figure 1 presents abar chart of responses to this question from each of the two cohorts.What were your main reasons for

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

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Diversity

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Two-Year College

programmaticframeworks described by Espiritu et.al. [12], including one-stop intentional advising; mandatorytutoring; near-peer, faculty, and professional mentoring; and access to professional organizations.These frameworks are essential in developing the sense of Community of Practice (CoP) forstudents, which play a direct role in student’s self-efficacy at both institutions [13, 14, 15, 16].Planning, implementation, and evaluation of the HPAT model has become an institution-wide,cross-institutional, effort that incorporates broad engagement and collaboration, and fosterscontinuous improvement. This paper emphasizes the benefits of a fully integrated approach to co-branding and co-marketing; co-admission; opportunities to participate in co-curricular

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miguel Velez-Reyes P.E., University of Texas at El Paso; Ivonne Santiago P.E., University of Texas at El Paso; Victor Manuel Garcia Jr., The University of Texas at El Paso; Irma Y. Torres-Catanach, The University of Texas at El Paso; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, The City College of New York; Dugwon Seo, Queensborough Community College; Jorge E. Gonzalez, City University of New York, City College; Joseph Barba, City University of New York, City College; Fenot Aklog, Teachers College Columbia University; Fred Moshary, City University of New York, City College; Jeff Sivils, El Paso Community College; Yasser Hassebo, The City University of New York, LaGuardia CC

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Diversity

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Two-Year College

their eventual job choice and the process that lead them to that choice. The JobSearch Survey, distributed to Fellows 3-6 months after graduation, is focused on collecting datarelated to the following: a) how Fellow’s experience in their doctoral program influenced theircareer plans and decisions; b) how their experience as a Fellow in the H-AGEP program influencetheir career plans and decisions; c) what career options did they initially consider, did their careergoals change over time and if so, what factors influenced changes to those career decisions; andd) were academic careers at community colleges a consideration in those decisions. Three Fellowshave completed this survey so far, and we anticipate providing a richer analysis of the data

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Hanqi Zhuang, Florida Atlantic University

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Diversity

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Two-Year College

-secondary education in computer science, computer engineering. ALL of us havebecome problem solvers who must work together to safely, securely, and sustainably create anecosystem of new applications and ideas to provide a safe and supportive environment for our HSIparticipants to stay the course and complete their education. For post-secondary students,particularly, the challenges of Covid-19 have been quite dramatic and have caused a majordisruption in many of their plans for schooling!Our three partnering Institutions have collaborated very closely, sharing successful strategies andactivities to support students stay the course as we addressed some expected and some unexpectedand daunting challenges. 1. We have adapted to remote work, as urgent

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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Diversity

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Two-Year College

skills needed by future technicians should be considered more in AMCurriculum Framework development of ensure a higher match. This consideration is especiallytrue since the AM Competency Model is the source for employer-desired competencies.5.4. Implications.5.4.1. Implications for educational institutions. Two- and four-year AM degree programs aredeeply connected to their local communities and economy. These programs, such as those atstate and community colleges in Florida, should strongly align with the needs of local employers,and incorporate state and national workforce needs. Curriculum planning committees maybenefit from knowing the extent to which there is topical alignment and rigor in curricula todevelop future AM students. Including

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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Diversity

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Two-Year College

social capital, and 6. Insufficient collaborative space. 1. Supportive academic advising at UC DavisOne theme that emerged from the focus groups was the helpfulness of department academicadvisors at UC Davis. The positive impact of these advisors was brought up on five uniqueoccasions throughout the three focus groups. The students described that the advisors werehelpful for staying on track for course and university requirements. UC Davis departmentadvisors work with only one to three majors, and therefore have the knowledge to suggest coursesequences and help plan degree requirements. In one of the focus groups, a student shared howtheir advisor guided them through the process of appealing a grade with an instructor andprovided useful

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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Diversity

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Two-Year College

undergraduate research proposals for NASA's Zero Gravity Program17 . Both proposals were accepted and for the first time in the program's history two teams from the same community college participated simultaneously in the Zero G flights with their experiments built and tested by themselves. Three of the participating students were my mentees. Two previous ASEE papers 18, 19 described anew partnership, called “Re-Energize,” that isexpected to help several two-year colleges developtheir own research capabilities in renewable energy incollaboration with Texas State University. One teamof students developed a project to researchhydroponics methods of growing plans and anotherone developed a solar electric car and the next year ahydrogen fuel cell

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

Tagged Divisions

Two-Year College

address some ofthese concerns. The program is intended to be a support to new instructors to ensure they areintroduced to the College on-line systems and to support their pedagogy as well. It has made fora more positive experience for both instructors and their students alike.ConclusionSystematic planning that considerers all aspects of the program as a single system, has allowedus to gain success in student recruitment, retention and job placement. Industry involvement inthe program has helped to create a program with content and structure that fulfills industry needsand supports student success. Student success in the program is reflected in the high level of jobplacement we have seen.This material is based upon work supported by the National

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Littrell, Tennessee Tech University; George Chitiyo, Tennessee Tech University; Ismail Fidan, Tennessee Tech University; Mel Cossette, Edmonds Community College; Thomas Singer, Sinclair Community College; Ed Tackett, University of Louisville

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Two-Year College

Paper ID #28846Multi Institutional Collaboration in Additive Manufacturing: LessonsLearnedMichael Littrell, Tennessee Tech University Michael Littrell is a graduate research and teaching assistant at Tennessee Tech University. He is pursuing a PhD in Exceptional Learning with an Emphasis in Program Planning and Evaluation. He is interested in quantitative research methodology in education, student assessment, and applied statistics. Michael Littrell has conducted research and evaluation of a wide range of education and non-education focused programs.Dr. George Chitiyo, Tennessee Tech University George Chitiyo is a

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Howard-Reed, Pennsylvania State University; Jennifer X Wu, Pennsylvania State University; Erin A Hostetler, Pennsylvania State University

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Diversity

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Two-Year College

-yeargraduation rates were higher for students who completed the research program than for studentswho did not. The MC REU program seems particularly helpful for students who start at aregional campus and then transfer to the University Park campus to finish their degrees.Although a small dataset, the 6-year graduation rate for research program participants showed apositive increase and exceeded the national average for students attending 4-year or 2-yearpostsecondary institutions [19]. We plan to continue to follow the later cohorts to confirm thisoutcome with more data.The data also show that the students who participated in the research program and thentransferred to the University Park campus, experienced a dip in their term and cumulative

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elaine L. Craft, Florence-Darlington Technical College; David M. Hata, Portland Community College; Emery DeWitt, Mentor-Connect/FDTC; Liesel Ritchie, Oklahoma State University; Nnenia Campbell, Collaborative for the Social Dimensions of Disasters ; Jamie Vickery, Center for the Study of Disasters and Extreme Events, Oklahoma State University

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Two-Year College

primarily on disaster preparedness planning, inclusion, and capacity-building activities. c American Society for Engineering Education, 2020 Paper ID #29629Dr. Jamie Vickery, Center for the Study of Disasters and Extreme Events, Oklahoma State University Jamie Vickery is a research associate at the Natural Hazards Center within the Institute of Behavioral Science and a postdoctoral fellow at the National Center for Atmospheric Research. She is also an af- filiate with the Center for the Study of Disasters and Extreme Events at Oklahoma State University. Her research interests focus on hazard risk

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

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Diversity

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Two-Year College

lack offunding, proper equipment, lab space, and dedicated research faculty [3-5]. In addition, research is not akey component of community college educational master plans. Rather, the ultimate goal of communitycolleges is to prepare students for transfer or employment through certified technical educationprograms [6-8].Undergraduate research has proven to be a high impact practice that helps students increase theiracademic performance, build confidence, and develop critical thinking skills and STEM identity [9-11].These traits are necessary to become a successful scientist, engineer, or educator in these fields— thus itis imperative that research experiences are provided in the early stages of STEM students’ educationaljourneys [12, 13

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

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Two-Year College

and Economics students who failed the diagnostic test can enroll ina transfer course of math. Thanks to this transfer course, more students passed the‘Mathematics 1’ course [22]. In another institution, the remedial support included setting upindividual action plans and/or offering help through sessions in the Mathematics LearningSupport Centre [19]. In a study of Forrest et al. [23] at-risk students were encouraged to use amath tutorial to increase their chances of passing the course. Results showed that at-riskstudents who successfully completed the math tutorial increased their odds of passing thecourse.All the initiatives mentioned above take place on-campus, but in a world with continuouslyimproving technology, online learning

Conference Session

Two-Year College Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Klaus Bartels, San Antonio College; Steven F Lewis

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Diversity

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Two-Year College

efforts related to this program.Numerous reports demonstrate that undergraduate research programs at four-year institutionshave been responsible for increasing retention and graduation of their students. Our previousresults indicate that two-year institutions can also initiate successful programs with similarresults. The paper will present in detail the conclusion of this valuable partnership between theparticipating institutions and their plans to continue developing new directions for undergraduateresearch programs that can be conducted year around. Our experience and recommendationsmay be used as blueprints to develop similar programs at other institutions of higher learning.Career Growth Projections for EngineersBureau of Labor Statistics

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

engageyoung adults.The findings of the survey indicated these manufacturers had five overarching needs: 1)employees with strong soft skills were in the highest of demand; 2) employees with basictechnical education and machine skills were in high demand; 3) specialized/advanced skills werein demand, but skill needs varied by employer; 4) training and apprenticeships were a self-identified need; and 5) millennials have very low interest in manufacturing as a career.In order to ensure these, and other, requisite skills and competencies are obtained by students,close partnerships between curriculum developers, faculty, administrators, and industry partnersare necessary, and are all planned as part of the proposed program. Further reinforcement comesfrom

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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Diversity

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Two-Year College

within 6 consecutivesemesters. This is a significant barrier since students who do not pass Calculus I cannot moveforward to enroll in advanced Physics and Engineering courses.Analyses conducted by Skyline College’s Office of Planning, Research, & InstitutionalEffectiveness have found that the most common “attrition points” for students on a STEM-related pathway at Skyline College are the failure to pass MATH 251 (Calculus 1; 60% successrate); PHYS 250 (first-course in the 3-course Calculus-based Physics sequence; 60% successrate); and CHEM 192 (prerequisite to the CHEM I and II sequence, 55% success rate). Studentswho do not pass Calculus 1 are unable to advance for further study in “Calculus-based” STEMdisciplines: Engineering, Math

Conference Session

Workforce Preparation at the Two-year College

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr, Miami Dade Community College

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Two-Year College

Requirements Certifications Databases - - OS Linux - CompTIA Linux+ Networking Co-req CE CompTIA Network+ Cloud Essentials (CE) - AWS Cloud Practitioner Cloud Infrastructure and AWS Solutions Architect - Associate Pre-req CE Services (CIS) Cloud Computing Capstone Co-req CIS -The course sequence was designed in conjunction with an AWS Educate team. The Educate staffassisted in the design of course sequencing and degree plans to leverage educational experiencein teaching cloud technologies. The core of basics of

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

report 4.03 write a scientific report 3.97 ask good questions related to the scientific process 3.97 set up a scientific experiment 3.56 work with others to plan and conduct scientific experiments 4.09 talk to professors about science 4.00 think like a scientist 4.03 * = statistically significantResult of the pre- and post-program surveys on student perceptions of their skills and knowledgeneeded for research and academic success are shown in Table 3. Of the 21 items in the survey,statistically significant gains

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

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Diversity

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Two-Year College

to discuss “which courses they were going to be taking” and“possibly share class notes and were planning to work together on group projects”. Students hadacquired a sense of belonging and were more motivated to continue to be enrolled in engineeringcourses. One key aspect was that students were highly interested in conducting research which inturn they had already contacted some of the faculty members by the beginning of week one ofthe fall quarter. One student stated, “he allowed me to join his research even though I wasn'tofficially settled into school yet”. It appeared that their motivation level had seen an increasefrom when they initially attended the one-week program in comparison to their first week ofbeing enrolled at a four-year

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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Diversity

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Two-Year College

of different backgrounds, and discovering topics that couldhelp impact the world. It helped me develop the skills that are needed in graduate school byshowing commitment, interest in learning, construct and developing plans on how to researchand do a specific topic, curiosity, work ethic, and reliability to the potential graduate schools thatI am ready for their research and to help impact the world positively. All the aside, in order forme to be able to do what I truly want to do, the career requires me to get a graduate degree.Student Experience: Isabel Bojanini, University of California, BerkeleyDuring my sophomore year at PCC, I joined the research group of Dr. Khuloud Sweimehthrough the Pasadena City College Early Career Undergraduate

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dan G. Dimitriu, San Antonio College; Klaus B. Bartels, San Antonio College; Charles Chris Navarro, The DoSeum

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Two-Year College

welfare, as well as global, cultural, social, environmental, and economic factors 3. an ability to communicate effectively with a range of audiences 4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts 5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives 6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw