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

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

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

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

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

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

Tagged Divisions

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

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

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas Langhoff, Skyline College; Amelito G. Enriquez, Cañada College; Eva Schiorring, Cañada College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

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