Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristin Kelly Frady, Clemson University; Christy Brown, Clemson University; Karen A. High, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Robert M O'Hara, Clemson University; Shuyu Huang

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Diversity

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Two-Year College

emphasis includes faculty development and mentoring, graduate student development, critical thinking and communication skills, enhancing mathematical student success in Calculus (including Impact of COVID-19), and promoting women in STEM. Her technical research focuses on sustainable chemical process design, computer aided design, and multicriteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2) Associate Dean for Undergraduate Studies in the College of Engineering, Computing and Applied Sciences-Clemson, 3) Interim Director of Student

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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Diversity

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Two-Year College

. c American Society for Engineering Education, 2019On Transfer Student Success: Exploring the Academic Trajectories of Black Transfer Engineering Students from Community CollegesAbstract According to the National Science Foundation (NSF), half of Blacks who received abachelor’s degrees in an engineering or science discipline attended a community college at somepoint during their academic career. However, while research highlights the importance ofsupporting underrepresented racial and ethnic minorities (URMs) in STEM disciplines, there is adearth of literature focusing on URMs in community colleges who pursue engineering and otherscience/math-based majors. Further, Black undergraduates in community colleges are oftenhomogenized by

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

, financial and political barriers preventedoffering engineering courses, and native Skyline students had to complete their engineeringcoursework elsewhere in the district, a neighboring district, or worse, transfer without lowerdivision coursework completed. In Fall 2014, the college offered its first and only Engineeringcourse (Introduction to Engineering), developed and taught by an adjunct instructor in theirphysics department, whose technical background was in engineering. This adjunct professorbegan to develop a few other engineering courses over 2015, and in Spring 2016 the college wasleveraging external grant funds to hire him as a temporary full-time faculty member to begin thedevelopment of what was to become the Engineering and Computer

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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Two-Year College

is to retain and graduate at least 95% of these scholars.To enhance the success of these scholars, a zero-credit six-week orientation course wasdeveloped in Fall 2017 focusing on four dimensions of student wellness: academic, financial,social, and personal. This paper describes the development of this course, its content, and themodifications that were made to the course for Fall 2018.The paper will also address the research conducted in order to generate knowledge about theprogram elements that will be essential for the success of vertical transfer programs at otheruniversities. Two research instruments are described: an online survey and a focus groupinterview that were developed, and administered to the transfer scholars in their first

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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Two-Year College

assigned a peer and faculty mentor that met with theparticipants individually.Results from this study document motivational factors of low-income transfer students that led tochoosing and pursuing an engineering degree. Such motivation can be traced to their earlychildhood, family, role models, faculty members, or personal achievement and goals. Such levelsof motivation can be improved over time with consistent support, guidance, and opportunitieswhere students can participate throughout their academic journey. Participation enhanced theirskills and level of engineering knowledge and provided an engineering toolbox. The participantsfaced numerous challenges and barriers while transitioning from a community college to a four-year university

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

Environmental Engineering(CEE) piloted an Aggie Connection as a one-unit course for students transferring to the CEEdepartment. The goals of the Aggie Connection program include connecting students with peopleand campus resources, helping students explore career opportunities, and aiding students inbuilding social connections. This particular “connection” group met weekly for an hour to bringtogether nineteen newly admitted CEE transfer students, staff, and faculty from CEE. Groupmeeting topics included transfer student experiences (including the transition to UC Davis),exploration of the Civil Engineering program and CoE student organizations, discussion of theprofessional expectations and licensure, and post-graduate opportunities. Activities

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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Two-Year College

Graduate Students: Learning How to be Effective Storytellers,” Oceanography, vol. 29, no. 1, Mar.2016 29.38. V. Grech, “The Application of the Mayer Multimedia Learning Theory to Medical PowerPoint Slide Show Presentations,” Journal of Visual Communication in Medicine, vol. 41, no. 1, Jan. 2018.39. D. M. Morales, S. E. Grineski, T. W. Collins. "Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications." CBE—Life Sciences Education, vol. 16, no. 3, Oct. 2017.40. K. H. Yeoman, B. Zamorski, “Investigating the Impact on Skill Development of an Undergraduate Scientific Research Skills Course,” Bioscience Education, vol. 11, issue 1, Dec. 2015.41. J

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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Diversity

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Two-Year College

, and #1840856),was launched in 2012 to stimulate expansion and improvement of technician education programsoffered by the nation’s two-year technical and community colleges. The objective was to connecttechnician educators more effectively with the unique funding opportunity offered by theNational Science Foundation through the Advanced Technological Education Program (NSF-ATE).To accomplish this objective both a paradigm shift and capacity-building must occur. Generatingproposals for external funding to advance specific academic programs, integral to the work ofuniversity professors and their graduate students, is not typical among two-year college facultywhose emphasis is on teaching. It is unusual for a faculty member to lead a grant-funded

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

EngineeringProf. Rebecca A Bates, Minnesota State University, Mankato Rebecca A. Bates received the Ph.D. degree in electrical engineering from the University of Washington. She also received the M.T.S. degree from Harvard Divinity School. She is currently Professor and Chair of the Department of Integrated Engineering program at Minnesota State University, Mankato, home of the Iron Range, Twin Cities and Bell Engineering programs.Dr. Emilie A Siverling, Minnesota State University, Mankato Dr. Emilie A. Siverling is an Assistant Professor of Integrated Engineering at Minnesota State University, Mankato, and is also a faculty member in Iron Range Engineering’s Bell Program. She has a Ph.D. in Engineering Education and an M.S.Ed

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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Two-Year College

’ students and faculty; the challenges that students at HSIs faceand institutional responses to the challenges; and resources that could help to address unmetneeds. As people around the tables learned that their institutions shared similar challengesdespite their locations in disparate parts of the country and different-sized enrollments,participants shared more details about successes and impediments they had encountered inbuilding STEM technician programs on their campuses.The groups identified the following strategies for positive project outcomes: •   Bring relevant business and industry people onto advisory teams while planning an initiative.   •   Involve advisory team members in internships, mentoring and other experiential

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

calculus in particular insolving physics problems. The program is administered by a faculty member assisted by a smallgroup of student tutors. The program’s content focuses initially on a math review using an onlineadaptive math program to get students up to pre-requisite requirements for physics. Students aregiven a pre-test on key math concepts. The results of the pretest are used to automatically createa customized study plan. Once a student has finished the math review they can continue on to anintroduction of core physics concepts, which are introduced though online video lectures andmini-lectures given by the instructor. They then have the opportunity to test their new physicsknowledge on practice problems. Since its pilot implementation of