July 26, 2021
July 26, 2021
July 19, 2022
The session will report on the success of the last four years of implementing a collaborative DOE project between two state colleges and a Hispanic Serving Institution (HSI) university with a combined 140,000+ undergraduate students. The session will also report on the revision of a Systemic, Evidenced-Based, and Student-Centered (SE-SC) framework as initially designed in the 2016 project proposal. The original SE-SC framework aims to maximize the number of academically-talented, Hispanic students who complete their AA degrees at the State Colleges and transfer to a 4-year institution to complete their BS degree and are career-ready to enter engineering and computer science (ECS). The revised SE-SC framework addresses the fully on-line educational challenge of undergraduate courses due to the current COVID-19 situation. In particular, the challenges related to on-line Engineering lab participation are addressed.
In addition, the on-line revision of a course-specific mentoring Support Model to ensure student success in completing the Gateway Courses is reported. The overall objective of the mentoring component of the project has been to support students enrolled in gateway mathematics courses to ensure successful course completion. The on-line challenges of mentors and advisors due to the COVID-19 situation are reported in the paper. Data collected for the past four years (2016-2020) validate the effectiveness of the proposed initiative. In addition, our innovative approaches to address education, advising, and mentoring challenges due to COVID-19 are presented in the paper. The collaborative model's effectiveness and significance could be replicated among other institutions interested in promoting engineering degrees among Hispanic and low-income students.
Zilouchian, A., & Romance, N., & Zhuang, H. (2021, July), A University-State College Collaborative Project for Hispanic Student Success in STEM Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36630
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