Displaying results 1 - 30 of 33 in total
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
Engineering Education, 2019 Reflections on Eight Years of Undergraduate Research at Our Community CollegeAbstractSince 2010, San Antonio College (SAC) has been the center of a continuously increasing familyof undergraduate research projects hosted by Texas’ first Math, Engineering, and ScienceAchievement (MESA) Center. A paper presented at the 2012 ASEE Conference in San Antoniodescribed the start of this program at this community college. It has been widely reported thatundergraduate research programs at four-year institutions increase retention, improve students’success, and produce higher quality graduates. Results demonstrate that two-year institutions canalso initiate and maintain successful
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
from one of the state colleges in our state. In order to create a shared understanding of the assetsthat transfer students bring to our institution, two faculty worked closely with two undergraduate studentsand one adviser. Data collection involved guided reflection writing by the two students and adviser ontopics as informed by the theoretical framework. These reflections bring to light some psychological,social, cognitive, and environmental resources that students in transition can draw on to maximizesuccess and minimize the transfer shock phenomenon.IntroductionTransfer students and their transitions to four-year institutions from two-year/community collegeshas been the focus of many investigations and programs. Research has shown that
- 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
- Tagged Topics
- Diversity
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- Two-Year College
, demonstrate, and maintain), reflected a 15% similarityamong the top 20 most frequently mentioned verbs found in the compared documents.Total and Unique Verb Match. There were 438 total verbs in the AM Curriculum Framework to415 in the AM Competency Model, and of those 16.21% (n=71) and 43.13% (n=179) wereunique verbs, respectively. The UM between the AM Framework and AM Competency Model is23.03% (Low), while TM has a DMS of 0.34 (Very low).Categorized Verbs. Verbs were categorized according to the Cognitive Dimension of Bloom’sRevised Taxonomy to identify similarities and differences between AM Framework and the AMCompetency Model. In Table 3, we see the frequency verbs in each of the categories and thecorresponding percentage of verbs in each of
- Conference Session
- Diversity and Two-year Colleges part 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Yushin Ahn; Karen Willis, Fresno City College; Deanna Craig, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
possible.(Table 1). Students were then 3. If you were to describe your cohort to someone that has no experiencesasked to reflect on their midpoint with your cohort, what would you say? Please be as specific as possible.written responses and provide any 4. Describe how your cohort functions on assignments related your undergraduate research project, such as the concrete mix design and labamendments to these responses report. Be as specific as possible.during an interview with the 5. How do you think others perceive you in the cohort? Be as specific as possible.researcher at the
- Conference Session
- 2-Year College Division: Students and the Pipeline
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Emily Knaphus-Soran, University of Washington; Roberta Rincon, Society of Women Engineers; Alexandra Schaefer, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
transcribedand coded using Dedoose software. A coding scheme was developed inductively based oncommonly occurring themes and themes relevant to existing literature. The aim of this study wasto identify factors contributing to persistence of women in engineering, so particular attention waspaid to respondents’ reflections on both supports received and barriers faced in their pursuit ofengineering at a community college. Detailed demographic characteristics of interviewrespondents are reported in Appendix B.FindingsMotivation to study engineering and choice of majorResearch indicates that about 70% of students who complete bachelor’s degrees in engineeringintended to do so as early as their senior year in high school and motivations for
Successes and Difficulties Experienced by Engineering Transfer Students at a Large Public 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
- Tagged Topics
- Diversity
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- Two-Year College
havelimited documented evidence of their effectiveness. To better address their needs and provide afoundation for future efforts to support transfer student success at four-year institutions such asUC Davis, it is necessary to obtain relevant knowledge regarding barriers to facing thesestudents.The objective of this paper is to present identified barriers to UC Davis College of Engineeringtransfer student success and to document perceptions and experiences of these transfer students.Data was obtained through an analysis of survey data from upper division engineering studentsand three focus groups of transfer students. Current transfer students both confirmed previouslyreported barriers and identified new barriers, reflecting their struggle with a
- 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
grants departments andlimited support staff. While a handful had previously received grants or funding from otheragencies, most had no culture of grants at the organizational level and limited capacity to managethem. In several cases, the college administration had encouraged the teams to pursue Mentor-Connect or ATE applications more generally, lending critical support. Three of the colleges hadpursued mentoring after previous failed attempts at ATE proposals.Benefits and SuccessesUpon reflection of the successes associated with their involvement in Mentor-Connect, collegerepresentatives reported a number of benefits and improvements within their institutions andbeyond. These are presented at three levels: 1) institutional-level benefits; 2
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
) participate in an organizedservice activity that meets identified community needs, and (b) reflect on the service activity insuch a way as to gain further understanding of course content, a broader appreciation of thediscipline, and an enhanced sense of personal values and civic responsibility” (p. 112). Service-learning has been found to enhance students’ collaboration skills [5], civic engagement,interpersonal skills [6], [7], and their ability to apply knowledge to problem-solving [8].There is a large variety of service-learning projects developed at other institutions of higherlearning [9] – [11] such as EPICS (Engineering Projects in Community Service), PROCEED(PROGRAM FOR COMMUNITY ENGAGEMENT IN ENGINEERING DESIGN), PublicService Design
- 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
- Tagged Topics
- Diversity
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- Two-Year College
, the CC faculty attended 4 research seminars throughout the summer that focusedon the research being conducted by faculty on UCB campus in various areas. The CC facultyalso attended sessions by the leaders of the research topics (alternative energy, cyber security,wearable medical devices, green and sustainable manufacturing, and nanotechnology) that gavethem an overall view of current research goals and progress. The goal of hosting these seminarsis to describe real world problems being worked on, as well as providing access to leading-edgeresearch outside of their own primary laboratory.Beyond these seminars and workshops, CC faculty were asked to complete weekly homeworkassignments that asked them to reflect on their research progress and
- Conference Session
- 2-Year College Division: Transferring and Smoothing Transitions
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Cynthia Kay Pickering, Science Foundation Arizona; Caroline Vaningen-Dunn, SFAz Center for STEM, Arizona State University; Anita Grierson, SFAz Center for STEM at Arizona State University; Anna Tanguma- Gallegos Gallegos
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- Diversity
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- Two-Year College
opportunities.Qualitative ResultsQualitative feedback from KickStarter participants collected in regular surveys during theprogram indicate that the KickStarter process is highly valuable in building strategic STEMeducation research capacity at the 24 participating 2-yr HSIs. Participants have also reportedimproved ability to achieve other federal grants. Examples of qualitative comments include:KickStarter has provided us with the infrastructure to develop a strong leadership team,evidence-based goals and a strategic action plan, and well-written proposals that reflect NSF'sambitions.Everyone at the college involved in STEM agrees about the goals in the STEM plan. Making thegoals more tangible and focused is helping us to anchor proposals in a way we
- 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
, Physics, Chemistry, Biology, Geology, or some EnvironmentalSciences. If we consider attrition from subsequent courses in these sequences, only about 33% ofstudents who enter the CHEM I and II sequence complete it, and only 40 of every 100 do so inthe Physics sequence.These attrition points reflect the reality that the vast majority of Skyline College students,including many interested in pursuing STEM-related careers, are not ready for college-levelmath when they get to the college. On the math placement test administered to students enrollingfor the first time in Fall 2014, only 16% of students placed in Transfer-Level Math(Trigonometry). Far fewer Latinos (5.4%), African Americans (7.1%), or Pacific Islanders(11.1%) did so. In fact, 60% of the
- 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
] indicates is one way to ensure robust qualitative research.The research team also wrote analytic memos after each interview and openly discussed broadthemes that emerged from discussions with transfers. Miles, Huberman, and Saldaña [36]assert that analytic memos allow scholars to “reflect on and write about how [they] personally[relate] to the participants” (pp. 34-35). All transcripts were systematically and inductivelycoded individually by at least two members of the team; after coding transcripts individually, theteam then convened as a group of two or more to openly discuss and categorize themes thatcaptured crucial elements of participants’ experiences.In consideration of prior studies involving underrepresented racial and ethnic minorities
- 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
fromtalent identification up to bachelor’s or master’s degree completion. This paper outlines thedevelopment, implementation, and evaluation of the Holistic Programmatic Approach for Transfer(HPAT) model. The model is built on a well-thought-out program design reflected in a transferarticulation agreement and a joint commitment to quality and student success. Integral to theapproach is the requirement that the rigor of the curriculum at the community college matches thatof the 4-year partner. In addition, faculty, administration, and staff work synchronously andcollaboratively to provide intentional student support at each institution, with financial assistanceup to the master's degree completion. Holistic student support implements the
- Conference Session
- Diversity and Two-year Colleges Part 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Cynthia Kay Pickering, Arizona State University; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Arizona State University; Emery DeWitt, Mentor-Connect, Florence-Darlington Technical College ; Richard H. Roberts Jr, Florence-Darlington Technical College, SCATE Center
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- Diversity
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- Two-Year College
Kudo Cards to praise students for their achievements, critical reflection journalingand collaborative inquiry to improve teaching practice, and formation of a cross-institutionalaffinity group among EESTEM II participants to magnify equity-mindedness by developingequity agents. A total of 72 people attended the webinar out of the 128 registered. Seventeen oftwenty responses to the post-webinar survey indicated that the webinar exceeded or mostly mettheir expectations for learning how to build equitable learning environments in CTE and STEM.Fifteen agreed that their confidence level for implementing strategies to foster an equitableSTEM/CTE learning environment improved. All participants agreed that some or many of theirquestions were answered
- 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
of academic careers for fellows across theintersectional identities of race/ethnicity, gender, first-generation status, personal experience as acommunity college student, and Pell Grant status as an undergraduate. Given the need forcommunity colleges to hire faculty in STEM fields that are reflective of their racially and ethnicallydiverse student population, the research findings will serve to offer recommendations for futurework that is geared towards effectively preparing Hispanic STEM doctoral students to consideracademic careers at teaching-intensive institutions such as community colleges.To achieve the above-referenced goals in this grant, three research tasks are being pursued. Theprimary, and most labor intensive, is conducting semi
- 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
- Tagged Topics
- Diversity
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- Two-Year College
fastest-growing segment reaching 30% of the U.S. populationwhile becoming the youngest group comprising 33.5% of those under 18 years by 2060 [14].The demand for skilled workers in STEM fields will be met when workers reflect the diversity ofthe population [15], therefore more students—of all ages and backgrounds—must be broughtinto community colleges and supported through graduation: a central focus of communitycolleges everywhere [16] [17]. While Latinx students are as likely as Caucasian students tomajor in STEM, their completion numbers drop dramatically [18] as Latinx students often havedistinct needs that evolved from a history of discrimination in the educational system [19] [20][21].HSIs do not by default support Latinx students in
- Conference Session
- 2-Year College Division: Workforce Pathways and ATE
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Alicia Boudreaux Kiremire PE, PMP, FlowStream Management LLC; Michael K. Swanbom PE, Louisiana Tech University; Gerry Caskey, Louisiana Delta Community College; Barton Crum, Applied Research for Organizational Solutions (AROS); Juliette Pate, Louisiana Delta Community College
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- Diversity
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- Two-Year College
’ awareness of and preparation forcareers in instrumentation and manufacturing.This material is based upon work supported by the National Science Foundation's AdvancedTechnological Education Program under Grant #1801177. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.Rationale for ProjectThe United States workforce faces a shortage in skilled workers, especially in jobs requiringindustry relevant skills but not necessarily four-year degrees. According to a report by theNational Academies of Sciences, Engineering, and Medicine, 3.4 million skilled technical jobsare expected to be unfilled by 2022 [1]. Additional
- Conference Session
- 2-Year College Division: Transferring and Smoothing Transitions
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- David Reeping, Virginia Tech; Dustin Grote; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Polytechnic Institute and State University
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- Diversity
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- Two-Year College
prerequisite structures present ina curriculum, the instructional complexity intends to capture the curriculum’s qualitativecomponents. Heileman et al. [14] admit this is a difficult task, especially in terms of quantifyinglatent qualities of such a system. Like structural complexity, we associate each course with ameasure that reflects its position in the overall curriculum – however, it does not appear to have aspecific name like ‘cruciality.’ The individual course instructional complexity is proxied by thepass/fail rate of the course. One could find the average pass/fail rate for the curriculum,mirroring the use of summing blocking and delay factors to calculate structural complexity, butthis could be a weak measure. Order and concurrency or
- Conference Session
- Workforce Preparation at the Two-year College
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Alicia Boudreaux Kiremire, FlowStream Management LLC; Gerry Caskey, Louisiana Delta Community College; Marvin Nelson Jr., Bossier Parish School for Technology & Innovative Learning; Sidney Taylor Thomas, Applied Research for Organizational Settings (AROS); Michael K. Swanbom PE, Louisiana Tech University
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- Diversity
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- Two-Year College
a collaboration betweenLouisiana Delta Community College (LDCC) and Louisiana Tech University (LA Tech), withpilot partner Bossier Parish School for Technology & Innovative Learning (BPSTIL), to expandinstrumentation workforce pathways for high school students in Louisiana. This material is basedupon work supported by the National Science Foundation's Advanced Technological EducationProgram under Grant No. 1801177. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.This paper presents a detailed account of the course mapping process; a final table of learningobjectives that meet LDCC dual enrollment and
- Conference Session
- Research, Innovation and Careers
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Megan Patberg Morin, North Carolina State University; Alireza Dayerizadeh, North Carolina State University; Kristen Booth, North Carolina State University
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- Diversity
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- Two-Year College
. • REU Collaboration: The REU program joined another REU program site to build unity, professional skills, and share research. The REUs were then exposed to different types of research as well as receive feedback from a different perspective. • Electronic Portfolios (e-portfolios): Students used e-portfolios to document their deliverables, experiences, and research throughout the ten weeks. The REU Program selected the Portfolium platform due to its similarity to other social media sites. Students created ten posts that focused on reflection. Posts included descriptions, teammate tagging, and the skills learned. The intention was for students to develop stronger transferable skills [3
- 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
semester; they didnot start at Penn State as a first-time freshman due to transfer or being readmitted.A summary of the cohort demographics is provided in Table 1. On average, the freshman cohortsincluded about twice as many men as women. The demographics also reflect the regionalcampus population of fewer underrepresented minority (URM) students and higher percentage offirst generation college students. In general, first generation students are less likely to participatein undergraduate research [14].Table 1. Demographics of Research Program Participants Grouped by Cohort Freshman Total Head Gender FIRST Cohort Count F M URM INT GEN 2012 7
- 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
and Marshall College. Hye Rin’s research interests are self-reflection, academic interventions, online learning in education, mea- surement, temporal motivation, and resilience in students with disabilities. Specifically, her research focuses on (1) creating an effective intervention that helps URMs persist and continue on in STEM ma- jors via the social media platform, YouTube; (2) examining the nuances related to various measures of academic self-related motivational beliefs; (3) resilient students who achieve high levels of academic per- formance despite their disability; and (4) combining aspects of cognitive and positive psychology to study individual differences in motivation, particularly in exploring
- 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
community college faculty can contact the MNT-ECor visit our website (micronanoeducation.org) for more information on joining this program.AcknowledgementsThis project was supported by the Micro Nano Technology Education Center (MNT-EC), NSF ATEDUE 200028, and by the Network for Computational Nanotechnology (NCN), NSF EEC 1227110. Theopinions, findings, and conclusions or recommendations expressed are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References: 1. J. A. Hewlett, “Broadening Participation in Undergraduate Research Experiences (UREs): The Expanding Role of the Community College,” CBE-Life Sciences Education, Aug. 2018. 2. G. Bangera, S. E. Brownell, “Course-Based
- Conference Session
- Diversity and Two-year Colleges part 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- A. Fort Gwinn, Lipscomb University; Todd Gary
- Tagged Topics
- Diversity
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- Two-Year College
awareness activities, transfer transition support, cohesive learningcommunities, and scholarships. The program’s emphasis on an uncommon pathway toengineering reflected both the anticipated attraction of new students plus the shift of students totwo-year pre-engineering programs in response to the Tennessee Promise initiative, whichprovides free tuition at all state community colleges beginning in the fall of 2015. The proposedpathway to a senior engineering school was designed to pre-empt the unintended but wellrecognized consequences of students starting their engineering training at two-year schools byimproving student preparedness for transfer, providing structured support for students preparingto transfer, and rapidly establishing connection
- Conference Session
- The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Montana Epps, California Polytechnic State University, San Luis Obispo ; Jamie Bettencourt, Cuesta Community College; Daniel Almeida, California Polytechnic State University, San Luis Obispo; John Y. Oliver, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson , California Polytechnic State University, San Luis Obispo; Chance Hoellwarth, California Polytechnic State University - San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo
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- Diversity
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- Two-Year College
barriers to student success in highereducation. The goal is to provide participants with opportunities to critically examine theintersections of their strengths with their social/cultural identities to support students as theytransfer from community college to a highly selective predominantly white institution. Ultimately, though the data currently reflects a small number of transfer studentparticipants, our plan is to gather more information over the course of the next academic year toquantify how and how many transfer students participate in extra- and co-curricular activities.Ultimately, we intend to describe the impact participation has on their sense of belonging and thedevelopment of their engineering and computer science identity, and
- Conference Session
- 2-Year College Division: Workforce Pathways and ATE
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- David I. Spang, Rowan College at Burlington County; Edem G Tetteh, Rowan College at Burlington County; Ratneshwar Jha, Rowan University
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- Diversity
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- Two-Year College
infacilitating communication between stakeholders and for helping to achieve many importantgoals of the project. These personnel include Mr. Daniel Sullivan, the STEM-NSF Grant ProjectManager, Ms. Elaine Young, the NSF Grant Coordinator, Ms. Eileen Swiatkowski, SeniorGrants Specialist, and Ms. Kathryn Strang, Director of Compliance, Assessment and Research.The authors also wish to gratefully acknowledge the support of the National Science Foundation(NSF), through the Division of Undergraduate Education DUE), which made this effort possibleunder DUE-1601487. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.The authors
- 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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- Diversity
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- Two-Year College
diversity efforts with ETSscholarships and matriculation activities. The targeted transfer institutions and communitycolleges had high student enrollments of African American and Hispanic American students, twohistorically underrepresented groups in STEM fields in the US. Twenty-two (22) of the thirty-five (35) ETS participants were underrepresented minority (URM) students. Almost half (17/35)of ETS participants transferred to TAMU as electrical and computer engineering (ECE) (13) orcomputer science (4) majors. Ultimately, 29 of the 35 (about 83%) ETS participantscompleted bachelor degrees after transferring to TAMU. This paper discusses activities,successes, and challenges during the project implementation and reflections on importantfindings
- Conference Session
- Diversity and Two-year Colleges Part 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- 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
supporting students.Project Mission and Reflection on the COVID-19 Impact on ProjectThe COVID-19 pandemic and its resultant impact across all sectors of the economy, education,and even people’s daily lives have challenged us to embrace system-wide digital transformationinitiatives and rapid-cycle innovations. Like many post-secondary institutions, FAU isreconfiguring itself and the education it is providing students in ways previously unexpected. TheTitle III Leadership Team has been working within our own College of Engineering and ComputerScience as well as in close collaboration with our State College partners to maximize our strengthsand resources in ways that enable us to more efficiently reach every student desiring to completea quality post
- 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
theadvantage of one of the largest and most diverse populations of learners in the state of Florida. TheBC and PBSC student populations reflect the socioeconomic and ethnic diversity of the SouthFlorida area, with a majority of the enrolled students hailing from minority backgrounds.The articulation program has intended to build a sustainable and growing pipeline of studentsenrolling in Computer Engineering and Computer Science majors. The implementation of theprogram has centered on student success. As we prepared the program, we asked, “What dostudents need to successfully decide/get into college?” In addition to the reducing the worryabout how they would pay for College, we recognized that students need support in terms ofmentoring and advising
- Conference Session
- 2-Year College Division: Transferring and Smoothing Transitions
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Surendra K. Gupta, Rochester Institute of Technology (COE); Franz Allen Foltz, Rochester Institute of Technology; James E Moon, Rochester Institute of Technology (COE); Roy W Melton, Rochester Institute of Technology (COE); Michael E. Kuhl, Rochester Institute of Technology (COE); Maureen S. Valentine, Rochester Institute of Technology (CET); James H. Lee, Rochester Institute of Technology (CET); Rob Garrick, Rochester Institute of Technology (CET); Ren Liu
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18 8 Figure 16: To what extent do you expect Social Issues to be challenging at our university?Overall, their expectations reflected their earlier experiences with maybe a slightly higheramount of angst being at a bigger, and perceived to be more rigorous school.Conclusions: Overall, our findings were fairly consistent with existing studies. The studentswere for the most part concerned with financial aspects of their education. Most chose going to a2-year school first in order to lower their overall educational costs. They also reported a higherlevel of concern over financial resource issues than most of the other issues addressed by thesurvey.Our findings also supported the idea that proximity to home was important to low