Displaying all 11 results
- 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 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)
necessary to success in their careers. The course provides an excellent first-yearexperience, measures belonging and self-efficacy to the engineering profession, increasesstudents’ confidence in their professional goals, as well as tracks the success of engineeringstudents.III. RESULTS1. Contextualized BridgeIn 2022, the qualitative and quantitative outcomes of the first Bridge cohort were assessed throughsurveys and case study interviews supplemented with retention, persistence, transfer, and degreecompletion rates.[17] The outcomes showed that the established framework overwhelminglyincreased belonging and self-efficacy. All participants who completed the Bridge eliminated up totwo years of math remediation, and 54% were directly placed in
- Conference Session
- Engineering and Engineering Technology Transfer and the Two-Year College Student Part 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Doris J. Espiritu, City Colleges of Chicago-Wilbur Wright College; Ruzica Todorovic, City Colleges of Chicago-Wilbur Wright College; Bridget O'Connell, City Colleges of Chicago-Wilbur Wright College
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- Diversity
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- Two-Year College Division (TYCD)
attended the Bridge remotely, still found the experiencetransformational. In a case study interview conducted by Ruxton Consulting, one student attributedtheir success to the Bridge saying, “I really think I wouldn't be here. I wouldn't be studyingengineering without the creation of the Bridge program.” (Ruxton Consulting Evaluation Reportpresented to the PI, 2022).Students also reflected on how their effort, within the structure of the Bridge, contributed to theirimproved self-efficacy in math. As one student shared, “It's not a test of your finances, or yourbrains. It's a test of how hard you can work, and I think that's a great factor to measure someoneby.” Another student acknowledged how much work was ultimately needed in order to be readyfor
- 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)
of these affective characteristics include a growth mindset,STEM identity, a sense of belonging, and academic self-efficacy. It can be helpful to characterizethese for a particular population of students. Interventions such as research participation,tutoring, or internships can then be more readily identified, which might help to improve thesefeelings and attitudes among the students, leading to greater success in STEM retention anddegree completion.It is possible to quantify some of these student beliefs and attitudes through validated instrumentsthat have been developed to measure specific characteristics. These instruments frequently takethe form of survey-like questions that can be given to students. These instruments can be used
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
academic/personal growth and understanding of engineering careers.Participants reported increased interest in and understanding of research practices and futurecareers. One “Learned so much more about the field I am going into and the different types ofwork I can expect in my future.” Another described growth in research interest, career potential,and opportunities for future study: “Ultimately, it [the internship] opened my interests and eyes to a different type of engineering that I did not expect. Also, with seeing how helpful this opportunity was I have become more excited to transfer and get more involved with this project or other projects.”Emerging self-efficacy [19]-[23] as an engineer is evident in 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)
self-efficacy and senseof belonging for Engineering and Computer Science (ECS) students using the campusmakerspace as a central hub for cohort activities. The scholars received financial assistance eachsemester, intentional advising, mentoring and transfer support. Weekly study hall/tutoringsessions were made available to all ECS students and were strongly encouraged for the scholars.In addition, scholars were advised to complete the Introduction to Engineering course whichemphasizes research on engineering disciplines, team building activities, academic planning andinternship preparation.Reviewing the academic outcomes of these scholars compared to other ECS students from springof 2020 to spring of 2024 demonstrates the positive impact of the
- Conference Session
- Transfer issues between 2-year colleges and 4-year Engineering and Engineering Technology programs 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University; Christy Jenkins Brown, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
and staff validation, financialknowledge, motivation and self-efficacy, and social support [8], [9], [10], [17]. This theory isunique in its integration of various forms of capital which include human capital, social capital,community and cultural wealth, and experiential capital to name a few [9], [10], [18], [19], [20],[21]. Prior research has unfortunately assumed that unsuccessful, disadvantaged, and/orunderrepresented transfer students are absent or lacking in knowledge, qualities, experiences,and/or resources needed to be successful in the transfer process [18], [22], [23]. The shift from adeficit-based focus to weaving together forms of capital highlights one of the most significantstrengths of this framework, which is the facilitation
- Conference Session
- Engineering and Engineering Technology Transfer and the Two-Year College Student Part 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Xiaorong Zhang, San Francisco State University; David Quintero, San Francisco State University; Fatemeh Khalkhal, San Francisco State University; Zhaoshuo Jiang, San Francisco State University; Zhuwei Qin, San Francisco State University; Jenna Wong, San Francisco State University; Yiyi Wang, San Francisco State University; Wenshen Pong, P.E., San Francisco State University; Robert Petrulis
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
is the S-SMART Summer Internship Program, which offerscommunity college students who have limited previous research experience meaningfulopportunities to engage in engineering research with close mentorship from faculty and peermentors, as well as gain hands-on teamwork experience. Research has shown that closementorship and teamwork can enhance academic performance, increase retention and persistenceto graduation, improve confidence and self-efficacy, and enhance career preparation, particularlyamong URM students [13]–[15]. The eight-week summer internship program aims to have ten totwelve community college students from diverse backgrounds in group research projects acrossseveral engineering disciplines within research labs at SFSU School
- Conference Session
- Transfer issues between 2-year colleges and 4-year Engineering and Engineering Technology programs 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Heather Dillon, University of Washington; EC Cline, University of Washington Tacoma; Emese Hadnagy, University of Washington Tacoma ; Sarah L Rodriguez, Virginia Polytechnic Institute and State University; Amanda K Sesko, University of Washington Tacoma; Rebecca N Sliger, Tacoma Community College; Noelle Wilson
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
Lents, N. H., 2016, “Cultivating Minority Scientists: Undergraduate Research Increases Self-Efficacy and Career Ambitions for Underrepresented Students in STEM,” J. Res. Sci. Teach.[8] Watkins-Lewis, K. M., Dillon, H. E., Sliger, R., Becker, B., Cline, E. C., Greengrove, C., James, P. A., Kitali, A., and Scarcella, A., 2023, “Work In Progress: Multiple Mentor Model for Cross-Institutional Collaboration and Undergraduate Research,” American Society for Engineering Education, Baltimore MD.[9] Lopatto, D., Hauser, C., Jones, C. J., Paetkau, D., Chandrasekaran, V., Dunbar, D., MacKinnon, C., Stamm, J., Alvarez, C., Barnard, D., Bedard, J. E. J., Bednarski, A. E., Bhalla, S., Braverman, J. M., Burg, M
- Conference Session
- Two-Year College Potpourri
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Zhuwei Qin, San Francisco State University; Xiaorong Zhang, San Francisco State University; David Quintero, San Francisco State University; Wenshen Pong P.E., San Francisco State University; Yiyi Wang, San Francisco State University; Jenna Wong P.E., San Francisco State University; Robert Petrulis
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
Intelligence (AI): Multidisciplinary perspectives on emergingchallenges, opportunities, and agenda for research, practice and policy. International Journal ofInformation Management, 57, 101994.[3] Prada, E.D., Mareque, M. and Pino-Juste, M., 2022. Teamwork skills in higher education: isuniversity training contributing to their mastery?. Psicologia: Reflexao e Critica, 35.[4] Rockinson-Szapkiw, A.J., Sharpe, K. and Wendt, J., 2022. Promoting Self-Efficacy,Mentoring Competencies, and Persistence in STEM: A Case Study Evaluating Racial and EthnicMinority Women's Learning Experiences in a Virtual STEM Peer Mentor Training. Journal ofScience Education and Technology, 31(3), pp.386-402.[5] Diggs-Andrews, K.A., Mayer, D.G. and Riggs, B., 2021, June
- Conference Session
- Engineering and Engineering Technology Transfer and the Two-Year College Student Part 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Matthew Ford, University of Washington, Tacoma; Aleya Dhanji, Highline Community College; Kira Glynn King; Jie Sheng, University of Washington; Skyler Roth, Highline Community College; Emese Hadnagy, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College Division (TYCD)
and financial aidplanning, but also self efficacy, transfer shock and feelings of connectedness. As such, apartnership with UWT has great potential to increase the effectiveness of interventions initiated atHighline by leveraging the knowledge, data, and resources of both institutions and boostingstudent retention rates and reducing graduation timelines at the 2-year and 4-year levels.Guided Pathways Implementation at Highline: In April 2019, Highline joined a cohort ofWashington State Board for Community and Technical Colleges (SBCTC) in implementingGuided Pathways. As a student-centered framework designed to increase and diversify thestudents and communities accessing and earning high-value credentials, using data and solicitingstudent