Displaying all 21 results
- Conference Session
- Two-Year College Division (TYCD) Technical Session 1: Transfer Pathways
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lisa Lampe, University of Virginia; Natasha Smith P.E., University of Virginia
- Tagged Divisions
- Two-Year College Division (TYCD)
transfer student and how it influenced Texas institutions,advisors, and students. The authors explained that piece of legislation was largely symbolic andnot enforceable. The legislation was not enforceable because within universities, programs stillhold the authority to decide which credit counts toward their degree requirements [1]. This wasespecially true with programs that require complex pre-requisite structures within their degreerequirements such as engineering. Without transfer credit transparency, the authors of the bookdemonstrated through student case studies that students were forced to triangulate the mostreliable information from advisors and online resources. The burden to navigate the path through community college and a 4
- Conference Session
- Two-Year College Division (TYCD) Technical Session 1: Transfer Pathways
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Heidi G. Loshbaugh, University of Colorado Boulder; Chris Anderson, University of Colorado Boulder; Nick A. Stites, University of Colorado Boulder; Janet Yowell, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
college and transfer seamlessly to any state public engineering program, and weare seeing success. Even as transfer numbers are stagnant or declining elsewhere across ourcampus, for fall 2024, our college enrolled the largest-ever cohort of in-state community collegestudents and the second-largest overall transfer fall cohort. Since fall 2010, overall engineeringtransfer student enrollment has grown 152% (25% increase in the last 5 years). In-statecommunity college matriculation has grown from less than 20 students in 2010, to over 75 in2024.We are proud to perform this work in support of our college mission, which includes generatingnew knowledge and supporting students to become leaders and citizens who improve our worldand the people in it [1
- Conference Session
- Two-Year College Division (TYCD) Technical Session 1: Transfer Pathways
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Curtis R. Taylor, University of Florida; Jennifer Gove-Cooper; Pamela L Dickrell, University of Florida; Angela Lindner, University of Florida; Janna L Underhill PhD, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
lifetime compared to individuals without adegree [1], [2]. Two-year colleges serve as a gateway to bachelor’s degrees for a substantialnumber of students, particularly those from historically underserved populations such as low-income students and ethnic minorities. Approximately 40% of all undergraduate studentscommence their academic journey at a two-year college. Notably, 44% of Hispanic and 36% ofBlack undergraduate students enroll in two-year colleges, which is significantly higher than theenrollment rates at four-year baccalaureate institutions and the overall U.S. population [3]. Thiscan be attributed to the fact that compared to 4-year baccalaureate institutions, 2-year collegesadopt an open-access mission, incur lower costs, and often are
- Conference Session
- Two-Year College Division (TYCD) Technical Session 1: Transfer Pathways
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- eugene leo draine mahmoud, Mt. San Antonio Community College & Purdue University; Anne Victoria Wrobetz, Purdue University at West Lafayette (COE); N. Bray Bonner, Purdue University at West Lafayette (COE); Tram Dang, Purdue University – West Lafayette (College of Engineering); Joyce B. Main, Purdue University at West Lafayette (PWL) (COE)
- Tagged Divisions
- Two-Year College Division (TYCD)
SummaryFrom the engineering education literature, there are ample opportunities for additional researchinto the role of educational policy and statewide structures on engineering transfer networks. Weknow that education policies vary with modes of transfer in ways that impact the participation ofcommunity and technical college students. The practice of determining course equivalency inengineering pathways complicates an assessment of a community and technical college student’sreadiness for upper-division coursework. Educational policies and statewide structures maycontribute to credit loss for engineering transfer students and the experience of partnerinstitutions as separate, not seamless. Additionally, there has been little research done that 1
- Conference Session
- Two-Year College Division (TYCD) Technical Session 1: Transfer Pathways
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jeyoung Woo, California State Polytechnic University, Pomona; eugene leo draine mahmoud, Mt. San Antonio Community College & Purdue University; Winny Dong
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
1: Literature ReviewThe first phase involved a systematic review of existing literature to establish a theoreticalframework and identify best practices. The authors conducted a literature review on transfer creditloss, engineering transfer, and transfer pathways. The authors also consulted relevant policydocuments and institutional websites related to transfer policies and practices in higher education.The review focused on: 1) identifying the primary causes of transfer credit loss for engineeringstudents, 2) examining the impact of transfer credit loss on student academic performance, GPAs,and 3) analyzing current practices and strategies employed by institutions to minimize transfercredit loss and facilitate smooth transfer pathways. The
- Conference Session
- Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Shannon Conner, Clemson University; D. Matthew Boyer, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
in an Undergraduate Transfer ProgramIntroduction The Student Pathways in Engineering and Computing for Transfers (SPECTRA) programis an NSF-STEM that supports high-achieving low-income students who intend to transfer froma technical college to Clemson University, a large R1 institution, and pursue engineering orcomputing degrees. The three goals of the program are as follows: (1) provide scholarshipopportunities to low-income students pursuing engineering or computing at Clemson, (2) buildcohorts of transfer students to support their transition into Clemson University, (3) assess itsprogress internally and externally to assist the transfer students and improve the program Having support at a community college, such as through a
- Conference Session
- Two-Year College Division (TYCD) Technical Session 4: Curriculum and Assessment
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Foeday Zinnah, Utah State University; Angela Minichiello, Utah State University; Muhammad Asghar P.E., University of Cincinnati
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
Workforce Development- A Systematic Literature ReviewAbstractWhile non-degree credentials hold the potential to revolutionize access to the STEM workforceby providing more opportunities and pathways to gain relevant knowledge, skills, and abilities[1], a critical challenge to their use lies in the ways learners, academic institutions, andemployers understand and value non-degree credentialing programs. This work-in-progresspaper aims to synthesize the empirical published literature on the impact of non-degreecredentials related to STEM workforce development. This review aims to synthesize relevantinformation and develop guidelines for future research and two-year college education practicerelated to non-degreed workforce
- Conference Session
- Two-Year College Division (TYCD) Technical Session 4: Curriculum and Assessment
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Stephanie Laughton, The Citadel; Timothy Aaron Wood P.E., The Citadel
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
impact on those with less exposure to tertiary education. Assignment instructions,student submission rates, and faculty/student feedback are included to inform others who wish toimplement this model.IntroductionThe Good Old-Fashioned Student Framework [1] implemented at The Citadel in the School ofEngineering provides a structured and scaffolded approach to help students practice skills related toreading textbooks, taking notes, and learning reflectively from homework assignments among otheractivities. Many current faculty members may remember from their own undergraduate experience thatthey received no training on how to interact with textbooks or homework. Often described as part of the“hidden curriculum” of college, there was an understanding
- Conference Session
- Two-Year College Division (TYCD) Technical Session 2: Student Success and Support
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Saharnaz Baghdadchi, University of California, San Diego; Karcher Morris, University of California, San Diego; Bill Lin, University of California, San Diego
- Tagged Divisions
- Two-Year College Division (TYCD)
transition from a community college to a four-year university is a critical time in a student'sacademic journey, often accompanied by significant challenges. Many students have to adjust tonew academic expectations, navigate unfamiliar institutional cultures, and form connectionswithin a new peer and faculty network. These difficulties lead to what is commonly called“transfer shock,” impacting students' confidence and hindering their academic progress,particularly during their initial terms at a new institution. Prior research has shown that transferstudents experience higher dropout risks and lower first-year GPAs due to these transitionalbarriers [1], [2].For low-income and first-generation students, these challenges are often amplified by
- Conference Session
- Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Maria L Espino, University of California, Los Angeles
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
scholar and a student advocate, Dr. Espino believes in centering, humanizing, empowering, and supporting the communities in which we serve through practical and policy reform. ©American Society for Engineering Education, 2025 From Staff to Students: Centering Critical Relevant Pedagogy and Community Cultural Wealth in an S-STEM program [work-in progress]AbstractFostering a strong and diverse STEM workforce is essential for driving innovation [1]. Thisqualitative phenomenological research study examines the experiences of academically talented,low-income students in STEM fields who participate in a S-STEM scholarship at a communitycollege, and the faculty and staff that are involved with the S-STEM grant
- Conference Session
- Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Paulina Z. Sidwell, McLennan Community College; April K. Andreas, East Texas A&M University; Michelle Pettijohn Powell, Waco Independent School District
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
final Engineering Skills Self-EfficacyScale [1]. This scale measures self-efficacy in three key areas: experimental, tinkering, anddesign. The survey will be administered again at the end of each of the following five subsequentsemesters to track changes in self-efficacy based on workshop utilization for various courses’projects.BackgroundWhile it’s widely recognized that nearly half of students who graduate from four-yearuniversities start their education at community colleges [2], the numbers are notably lower forengineering students. Only 43% of engineering graduates have attended a community college,and just 13% have earned an associate degree [3]. Community colleges also enroll a higherpercentage of underrepresented minority groups, with
- Conference Session
- Two-Year College Division (TYCD) Technical Session 4: Curriculum and Assessment
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Elizabeth Meza, University of Washington; Maria L Espino, University of California, Los Angeles
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
University in her hometown of Milwaukee, WI. She completed her Bachelors degrees at the University of Wisconsin-Madison with a double major in Community and Nonprofit Leadership and Gender and Women studies. As a scholar and a student advocate, Dr. Espino believes in centering, humanizing, empowering, and supporting the communities in which we serve through practical and policy reform. ©American Society for Engineering Education, 2025 Navigating S-STEM: Student Perspectives on Success in Community College [work-in progress]AbstractBuilding a robust and diverse STEM workforce is essential for fostering innovation andaddressing global challenges [1]. This qualitative
- Conference Session
- Two-Year College Division (TYCD) Technical Session 2: Student Success and Support
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jingjing Liu, Florida International University; Bruk T Berhane, Florida International University; Daniel I. Adeniranye, Florida International University; Janet Yowell, University of Colorado Boulder; Julian Rodrigo Sosa-Molano, Florida International University; Joseph Ronald Sturgess, Florida International University; Nick A. Stites, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
, particularly underserved students in STEM, face challengesin achieving their educational aspirations due to a lack of what we define as “college capital”—that is, the access to academic, co-curricular, social, financial, and professional support thatstudents need to be successful within institutions of higher education. As an academic andprofessional initiative aiming to bolster students’ college capital and promote students’engineering achievement, the Engineering Momentum Program provides: 1) academic support toensure program participants are prepared to succeed in calculus, which is a gateway course forengineering majors; 2) paid research internships to guide students toward engineering careers;and 3) transfer advising to help students navigate the
- Conference Session
- Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jan Edwards, College of Lake County; Ana Mazilu, College of Lake County
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
academicallytalented, low-income students who graduate and contribute to the American innovation economywith their STEM knowledge [1]. Students frequently start at community colleges not only due tothe proximity to their home but also to lower their overall costs because of their own financiallimitations. In addition, community students are often from underserved communities andpopulations enabling them to bring a broader perspective to the classroom and ultimately theirworkplace [2], [3].As important as it is for these students to gain access to the degree path, it is equally important toretain them throughout their educational journey. This includes both supporting their first-yearexperiences as well as successful transfer from the community college to
- Conference Session
- Two-Year College Division (TYCD) Technical Session 4: Curriculum and Assessment
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University
- Tagged Divisions
- Two-Year College Division (TYCD)
state collegesand their connections with the Florida State University System. I. INTRODUCTION America is at a critical juncture in terms of advancing science, technology, engineering, andmathematics (STEM) education across the increasingly diverse student population inpostsecondary classrooms. The explosive research and development taking place in areas suchas Artificial Intelligence (AI), data analytics, cybersecurity, supply chain, alternative energy,Internet of Things(IoT) and biotechnology, to mention a few, are key to America advancing itspositional strength in world affairs, national defense and security, educational systems across thelife span, economic growth and development, and health and human welfare[1]-[4].Simultaneously
- Conference Session
- Two-Year College Division (TYCD) Technical Session 4: Curriculum and Assessment
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sophia Isabela Salter, Micro Nano Technology Education Center; Jared Ashcroft, Pasadena City College; Tanya Faltens, Purdue Polytechnic Institute, Purdue University – West Lafayette; Kendrick Davis, University of Southern California; Peter D Kazarinoff, Portland Community College; Justice Robinson, Micro Nano Technology Education Center; Paula Kirya, Micro Nano Technology Education Center; Antar A. Tichavakunda
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
astheir effects on student recruiting, retention, satisfaction and participation in research.IntroductionIn the United States, science, technology, engineering, and mathematics (STEM) fields continueto have a low representation of Black, Hispanic, Native American, women, and those whoqualify as low-income or first-generation college students [1], [2]. Community colleges are ofteninstrumental in providing these students with pathways into STEM careers through opportunitiesfor collaborative learning and by building early momentum in STEM education [3], [4].Community colleges are well-poised to reach students from underrepresented groups: they serve40 percent of all Black undergraduates, 51 percent of all Hispanic undergraduates, and 38percent of
- Conference Session
- Two-Year College Division (TYCD) Technical Session 2: Student Success and Support
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Doris J. Espiritu, City Colleges of Chicago; Russell R. Ceballos, Wilbur Wright College - City Colleges of Chicago; Ruzica Todorovic, Wilbur Wright College - One of the City Colleges of Chicago
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
Community of Practice (CoP), Professional Identity, and Self-Efficacy to streamline transfer from community colleges to 4-year institutions.Dr. Russell R. Ceballos, Wilbur Wright College - City Colleges of Chicago Russell R. Ceballos, Ph.D., is a quantum information theorist originally from the South-East side of Chicago, has a background in the theory of open quantum systems, and is currently the Associate Dean of the Center of Excellence for Engineering and Computer Science at Wilbur Wright College - City Colleges of Chicago. Dr. Ceballos previously served as the Associate Director of Curriculum and Educational Partnerships at the Chicago Quantum Exchange, where Dr. Ceballos leveraged his technical background to 1
- Conference Session
- Two-Year College Division (TYCD) Technical Session 2: Student Success and Support
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Caroline Lubbe, University of Florida; Sindia M. Rivera-Jiménez, University of Florida; Ayla Sevilleno, University of Florida; Justin Ortagus, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
Pathway, Engineering workforce, GenderDisparities, Academic and Social Adjustment1. Introduction1.1 Significance. The vertical transfer pathway, where students begin at community colleges andthen transfer to four-year institutions, constitutes 12% to 17% of all engineering bachelor's degreesawarded annually [1]. Compared to traditional engineering students, Black and Hispanic studentsare more highly represented among engineering community college and transfer students [1]. Thevertical transfer pathway is crucial for promoting social and economic mobility by providingaffordable access to high-demand engineering careers, especially for lower-income students [2],[3]. Therefore, understanding this important student population is essential to
- Conference Session
- Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Will Tyson, University of South Florida; Geeti Anwar, University of South Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
demanding fields, and informs their aspirations for STEM careers.Responses from 39 community college transfer students, gathered through in-depth interviewsand focus group discussions, reveal that the scholarship provides support in various areas,including academic choices, community and social engagement, and providing motivation andpersistence. Additionally, the S-STEM scholarship informs participants' future aspirations byoffering personal and professional development, educational and research opportunities, careeropportunities and access to resources and informational support. Participants highly value thescholarship's role in shaping their career trajectories in the STEM field and contributing to theiracademic success.1. IntroductionThe demand
- Conference Session
- Two-Year College Division (TYCD) Technical Session 2: Student Success and Support
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- John Krupczak Jr, Hope College; David R Brown; Amy B Chan Hilton, University of Southern Indiana
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
faculty and administrators for creating a thorough studentneeds assessment and characterization of institutional context.IntroductionThis paper describes an approach that can be used by faculty and administrators to helpcharacterize student needs. Characterizing student needs is essential in efficiently developingprogram-level student support plans for increasing retention and completion in STEMdisciplines. An overview is provided herein to help faculty, staff, and administrators in two-yearcolleges to identify sources of data that can be used to inform plans for student support.The need to improve STEM education in the United States, particularly in the area of retentionand timely degree completion, is well established [1]. A wide variety of
- Conference Session
- Two-Year College Division (TYCD) Technical Session 2: Student Success and Support
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Hilda Cecilia Contreras Aguirre, New Mexico State University; Maryanne Long PhD, University of Texas - El Paso; Concepcion Martinez Miller, New Mexico State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
for STEM careers. In some cases, the responsibilities and experiences inguiding and assisting students allowed peer mentors to consider career adaptability, in whichthey refined professional goals by exploring multiple career paths in STEM. This studydemonstrates the importance of providing leadership opportunities for students, as theseexperiences supplement their educational and technical training and make them ideal candidatesfor highly competitive STEM fields.Background At Doña Ana Community College (DACC) in the Southwest United States (US), 72% ofthe students identify as Hispanic/Latinx, yet only 16% of this demographic graduate in normaltime, compared to the national average of community college graduation rate of 35% [1