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

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Two-Year College Division (TYCD)

from Southern Methodist University and a Ph.D. in Systems and Industrial Engineering from the University of Arizona. Her papers have appeared in journals ranging from ”Networks” and ”The JournalDr. Michelle Pettijohn Powell, Waco Independent School District ©American Society for Engineering Education, 2025 Enhancing Engineering Self-Efficacy in Community College Students Through Workshop ImplementationAbstractEfforts to increase engineering degree completion at community colleges often focus onrecruitment, academic performance, and persistence. However, an often-overlooked yet crucialfactor is engineering self-efficacy—students' belief in their ability to learn and performengineering

Conference Session

Two-Year College Potpourri

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah L. Rodriguez, Virginia Polytechnic Institute and State University; Paul Charles Bigby, Virginia Polytechnic Institute and State University; Antarjot Kaur, Virginia Polytechnic Institute and State University

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Two-Year College Division (TYCD)

research projects focused on institutional environments and STEM identity development are sponsored by the National Science Foundation (NSF) and the Kapor Center. In recent years, she was selected as an Early Career Awardee and Faculty Fellow with the American Association of Hispanics in Higher Education (AAHHE) and a NASPA Emerging Faculty Leader. She also received the Barbara Townsend Early Career Scholar Award by the Council for the Study of Community Colleges (CSCC) and gave the distinguished ASHE-CAHEP Barbara Townsend Lecture. To learn more about her current projects, visit http://sarahlrodriguez.com/Paul Charles Bigby, Virginia Polytechnic Institute and State University Paul C. Bigby is a graduate student at

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

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Two-Year College Division (TYCD)

college’s NSF S-STEM grant, Building an Academic Community of Engineering Scholars.Dr. Ana Mazilu, College of Lake County Earned PhD in Physics from UIC, focus on solid state physics, specifically on high-Tc superconductors. Served as a physics tutor as part of three consecutive NSF grant-based scholarship programs for the engineering students at College of Lake County. ©American Society for Engineering Education, 2025 Examining an NSF S-STEM Community College program through an Identity LensIntroductionCommunity colleges are well positioned to assist in fulfilling the National Science Foundation(NSF) mission developed for the S-STEM program: increase the number of

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

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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 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

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Two-Year College Division (TYCD)

Engineering Liaison Council and is a doctoral student in Engineering Education.Dr. Winny Dong, ©American Society for Engineering Education, 2025 Understanding and Addressing Transfer Credit Loss in Engineering EducationAbstractThe persistent transfer credit loss among engineering transfer students, particularly in California,has far-reaching implications for individual academic pathways, the higher education landscape,and workforce development. Academic transfer credit loss can result from multiple factors,including issues of transfer requirements, missing transfer pathways, and curriculum misalignmentbetween community colleges and universities, often stemming from variations in course content,sequencing, and rigor

Conference Session

STEM Education at the Two-Year College

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabe Hanzel-Sello, Growth Sector; Janet Yowell, University of Colorado, Boulder; Cheryl Martinez, Growth Sector; Ivanna Abreu

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Two-Year College Division (TYCD)

better prepare developmental math community college students for transfer into STEM bachelor’s degree programs or entry into the STEM workforce.Cheryl Martinez, Growth Sector STEM Program ManagerIvanna Abreu ©American Society for Engineering Education, 2023 Paid Pre-College STEM Bridge Programs: “Just-In-Time” Support and Engagement for Community College STEM LearnersINTRODUCTIONWhile America’s “Innovation Economy” continues to thrive and drive strong employment trendsin technology, advanced manufacturing, R&D, and defense, our country’s postsecondaryinstitutions fail to produce enough qualified graduates to meet employer demand (O'rourke,2021). To further

Conference Session

Transfer Issues Between 2-Year Colleges and 4-Year Engineering and Engineering Technology Programs 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janet Yowell, University of Colorado Boulder; Heidi G. Loshbaugh; Nick A. Stites, University of Colorado Boulder; Chris Anderson, University of Colorado Boulder

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Two-Year College Division (TYCD)

leveraging the NSF INCLUDES Alliance awards (NSF #1834628 and #1834608),Engineering Momentum builds on the success and knowledge gained from the current STEM CoreExpansion initiative by developing a sustainable and replicable program to broaden participationin STEM, both in education programs and the workplace. Engineering Momentum also includesthe implementation of the STEM Core model at each their five community college partners. Figure 1. The Engineering Momentum pathways project.The initial three-year program design and intervention activities (Phase 1) will include five cohortsof approximately 25 students each (125 students total). During Phase 2, years 4-6, the project plansto scale to three additional colleges and include

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

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Two-Year College Division (TYCD)

, practices, and relationships to guide students along the manystrands. The work has been practical and applied; although we used education research to informthe adopted changes, this paper is not a discussion of research findings.Colorado has high levels of technical employment but low levels of post-secondary degreecompletion among residents. The University of Colorado Boulder (UCB), the state’s flagship,plays a key role in state workforce development, yet, for students starting in one of the state’scommunity colleges, transfer leading to engineering graduation at UCB has been rare.About a decade ago, one co-author left his community college job to begin recruiting andadvising engineering students at UCB. He immediately noted low transfer rates and

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)

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Two-Year College Division (TYCD)

student in Engineering Education.Ms. Anne Victoria Wrobetz, Purdue University at West Lafayette (COE) Anne Wrobetz currently serves as the lead engineering faculty at Front Range Community College in Colorado, in addition to pursuing a PhD in Engineering Education as a Hybrid Student at Purdue University. She hopes to analyze the factors that impact nontraditional students’ success and persistence in engineering, particularly at the community college level. Anne received a BS and MS in Civil & Environmental Engineering from the University of Colorado at Boulder. Since graduating in 2015, Anne has worked as a clean technology researcher and engineer in the environmental remediation sector. She has taught engineering

Conference Session

STEM and the Two-Year College

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cheryl Martinez, Growth Sector; Gabe Hanzel-Sello; Ivanna Abreu

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Two-Year College Division (TYCD)

employers don’t have adequate DEIframework to support students from “populations that are underrepresented in technology”, (Joy,2022). Growth Sector and the STEM Core Network have developed impactful relationships withvarious engineering and technology employers who lacked experience working directly withcommunity college students. While many of these employers had the best of intentions onsupporting community college students in their educational and career goals, many are unawareat some of the differences between the traditional undergraduate engineering or computer scienceintern (much closer to B.S. degree achievement, more technical coursework completed, moreknowledge of transit/housing options). Thus, Growth Sector and the STEM Core Network

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

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Two-Year College Division (TYCD)

motivation–and sense of belonging are explored as theyare impacted by the program and school activities. Additionally, the effects of the activities ontransfer engineering student transitions are investigated and discussed.Using a survey-based mixed-method approach, we collected information on students’engagement with support activities, their transition experiences, the perceived impact of theseactivities, and their levels of motivation and sense of belonging. Our findings indicated nostatistically significant differences in motivation and sense of belonging between students whoparticipated in community-building, professional development, and academic supportopportunities and those who did not. However, minor trends suggest that participation in

Conference Session

Transfer issues between 2-year colleges and 4-year Engineering and Engineering Technology programs 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Conner, Clemson University; Lisa Benson, Clemson University; D. Matthew Boyer, Clemson University

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Two-Year College Division (TYCD)

learning practices, and epistemic beliefs. Other projects in the Benson group involve students’ navigational capital, and researchers’ schema development through the peer review process. Dr. Benson is an American Society for Engineering Education (ASEE) Fellow, and a member of the European Society for Engineering Education (SEFI), American Educational Research Association (AERA) and Tau Beta Pi. She earned a B.S. in Bioengineering (1978) from the University of Vermont, and M.S. (1986) and Ph.D. (2002) in Bioengineering from Clemson University.Dr. D. Matthew Boyer, Clemson University Dr. Boyer is a Research Associate Professor in the Department of Engineering & Science Education in the College of Engineering

Conference Session

Transfer Issues Between 2-Year Colleges and 4-Year Engineering and Engineering Technology Programs 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caroline Lubbe, University of Florida; Sindia M. Rivera-Jiménez, University of Florida; Justin Ortagus, University of Florida; Hope Allegra Allchin, University of Florida; Sofia Isabel Montiel, University of Florida

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Two-Year College Division (TYCD)

´enez is an Assistant Professor at the Department of Engineering Education (EED) and an affiliate faculty to the Department of Chemical Engineering at the University of Florida. Her research focuses on understanding the role of engineering communities while enacting their agency in participatory and transformational change. She is particularly interested in broadening the participation of minoritized communities by studying the role of professional development in shaping organizational cultures. As an education practitioner, she also looks at evidence-based practices to incorporate social responsibility skills and collaborative and inclusive teams into the curriculum. Dr. Rivera-Jim´enez graduated from the University

Conference Session

Engineering and Engineering Technology Transfer and the Two-Year College Student Part 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon Conner; Olivia Anne DiSilvestre; Marcus Lee Ridlehuber, Clemson University; Louise Averitt, Clemson University; D. Matthew Boyer, Clemson University

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Two-Year College Division (TYCD)

degree program. Their difficultiesmay be due either to a lack of preparedness for previous classes (stemming from their technicalcollege or from Clemson itself) or to not fully understanding what would be asked of themwithin the course before registration. In addition, they share struggles relating to their Clemsonprofessors. Positive impacts come from their experience at Clemson and their direct SPECTRAinvolvement. Examples of these benefits include building skills, participating in undergraduateresearch, creating and having a community with fellow students, and developing their identitiesas engineers and computer scientists. Undergraduate research is a highly valued aspect of theSPECTRA program. The students work closely with graduate students