Displaying all 13 results
- 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
- Tagged Divisions
- 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
- 2-Year College Division: Students and the Pipeline
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sarah Rodriguez; Brian Le, Iowa State University ; Maria L Espino M.A, Iowa State University of Science and Technology
- Tagged Divisions
- Two-Year College
interviews conducted, and along with this, some students completed reflection journalentries every other month (bi-monthly). Within the interviews, the focus was understanding howthe community college that they were at, where there was an S-STEM program established, wasable to help them develop their science or engineering identity. In the reflection journal entries,the questions revolved around STEM recognition, interests, and performance/competence.Finally, the study triangulated findings from all forms of data (e.g. interviews, reflection journalsto understand the students’ STEM identity.Findings There were multiple themes that were formulated when looking at the findings from thestudy. Some of the themes that came from the study were
- 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
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- 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
- Tagged Topics
- 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
- 2-Year College Division: Workforce Pathways and ATE
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Megan Morin, University of North Carolina - Chapel Hill; Alireza Dayerizadeh, North Carolina State University
- Tagged Divisions
- Two-Year College
generated hashtags. This platform was user-friendly and familiar to REUstudents since it is similar to LinkedIn and Instagram. The aim of the descriptions detailed by theREU participants were to provide evidence of learning and skill development. E-portfolios helpto develop transferable skills alongside supporting reflective learning, which makes it an idealassessment technique for the technical modules [13].The REU CohortThe 2019 Program consisted of nine participants from NCSU and the two neighboringcommunity college schools. Of the nine participants, 56% were from a two-year institute (n=5)and 44% of the participants were from a four-year institution (n=4). There were five participantsfrom two-year institutions who were also transferring to a
- 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
- Tagged Topics
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
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