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

that wastaken at the beginning of the session and then again at the end of the session for the ElectricalCircuits, Electric Vehicle, and MATLAB/programming labs. There was no assessmentdeveloped for SolidWorks. For the WBG workshop, the nine question assessment was also takenin the beginning and the end of the session. Each question focused on general concepts tomeasure the objective of the lab and understanding of the content. The questions were developedby the Electrical Engineering Ph.D. student who developed the labs and workshop.Using the e-portfolio platform Portfolium, students created posts with an artifact (image, video,document, file, etc.), a short description, selected technical and professional skills, “tagged”teammates, and

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Arizona State University; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Arizona State University; Emery DeWitt, Mentor-Connect, Florence-Darlington Technical College ; Richard H. Roberts Jr, Florence-Darlington Technical College, SCATE Center

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

themselves and from people who are like the students that they reach. Types of resources most asked for in live conference sessions include: translation services, pronunciation guides, and listings of agencies/resources that address basic life needs of students, e.g. housing, transportation, food. Types of HSI-relevant resources that were most frequently viewed from the repository are culturally responsive practices that are either research based and/or include examples from other HSI practitioners with NSF grants and proposal development aids.3. Community BuildingCommunity building in year 3 of the project was conducted entirely virtually. This contrasts withyears 1 and 2, where conferences were the primary mechanism for engaging with the

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Science Foundation Arizona Center for STEM at Arizona State University; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Arizona State University; Anna Tanguma- Gallegos, Arizona State University; Emery DeWitt, Florence-Darlington Technical College

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Diversity

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Two-Year College

community (2-year HSIs with grant prospects andawards from the NSF ATE Program), resource dissemination, usage, perceived value to thecommunity, and additional data gathered during the first and second cohorts of HSI ATE Hub,including adjustments based on learnings from year 1. Emphasis will be placed on HSI ATECommunity building and resources. Lessons learned and implications for future research arealso described in the paper.Funded by the NSF ATE Program, the HSI ATE Hub is a three-year collaborative projectimplemented by Florence Darlington Technical College in South Carolina and the ScienceFoundation Arizona Center for STEM at Arizona State University. The NSF ATE Program is aworkforce development program within the National Science Foundation

Conference Session

Technology and Manufacturing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Arizona State University/ Science Foundation Arizona Center for STEM; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Science Foundation Arizona Center for STEM at Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

techniciansprograms [1]–[3].In its five-year history, KS has also provided technical assistance for developing and submittingproposals to NSF but has engaged 2-year HSIs exclusively. Prior to proposal development, KSfacilitates a STEM self-assessment and strengths/gap heatmap discussion with a cross-departmental STEM team at each participating college [4] [5]. KS then facilitates the 2-year HSISTEM team in developing a STEM plan and prioritized research concepts that align with theCollege Strategy, leverage STEM strengths, and address STEM gaps. This approach by KS hasgenerated a portfolio of potential research funding opportunities for STEM improvements at each2-year HSI prior to proposal development.The approach for the HSI ATE Hub is a 2-step intervention

Conference Session

Two-Year College Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Klaus Bartels, San Antonio College; Steven F Lewis

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

(BLS) indicates that demand for engineers will continue to show asteady growth during the 2014-2024 period and expects greater-than-average growth fromseveral individual engineering fields with rates ranging from 23.1% for biomedical engineers to5.3 % for mechanical engineers [1]. The increasing employment of engineers in serviceindustries, research and development, and consulting is expected to generate most of theemployment growth.The National Science Foundation in a 2015 Survey of Graduate Students and Post-doctorates inscience and engineering [2] found that from 2008 to 2013 STEM graduate students in the U.S.who were U.S. citizens or permanent residents rose 3.1%. Of these, 25.8% were Hispanic and7.8% were African-American.San Antonio

Conference Session

Two-Year College Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lea K. Marlor, University of California, Berkeley; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

the technical areas associated with research projects, they did get hands onexperience assisting in the development or modification of STEM research (See Table 2).Table 2. Community College Faculty Perceptions of Their Research Experience (1=Not at All, 4=Great Extent) Mean (n=13) I observed research activities that others were doing 3.46 I attended lectures that presented information about current work in science, mathematics, or technology 3.80 I collaborated in ongoing research with regular staff

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Littrell, Tennessee Tech University; George Chitiyo, Tennessee Tech University; Ismail Fidan, Tennessee Tech University; Mel Cossette, Edmonds Community College; Thomas Singer, Sinclair Community College; Ed Tackett, University of Louisville

Tagged Divisions

Two-Year College

, practical AM applications, math class integration, AM safety,and maintenance, and troubleshooting. Several aspects of all of the TTS sessions were evaluated. Educator participants wererequested, to retrospectively, give a rating (1 minimal; 2 basic; 3 average; 4 proficient; 5advanced) of their understanding of a topic before and after each one was covered. Participantswere also asked about their overall workshop experience by indicating their level of agreement(1 strongly agree; 2 somewhat agree; 3 neither agree nor disagree; 4 somewhat agree; 5 stronglyagree) with several survey items. Shown in the following pages are the data collected from theseevaluations. Evaluation Results Table 1 shows the

Conference Session

Workforce Preparation at the Two-year College

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alicia Boudreaux Kiremire, FlowStream Management LLC; Gerry Caskey, Louisiana Delta Community College; Marvin Nelson Jr., Bossier Parish School for Technology & Innovative Learning; Sidney Taylor Thomas, Applied Research for Organizational Settings (AROS); Michael K. Swanbom PE, Louisiana Tech University

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Diversity

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Two-Year College

, while 97 millionnew roles may emerge that are more adapted to the new division of labour between humans,machines and algorithms” [1].This situation presents a large opportunity, and dire need, for a prepared skilled technicalworkforce (STW). Project COMPLETE aligns with the National Science Board’srecommendations to create more STW opportunities for Americans by a) promoting the messagethat skilled technical work can lead to many educational and career pathways, and b) addressinglocal workforce needs through partnerships among a two-year college, university, K-12 schools,and industry partners [2].To build the STW in Louisiana, Career and Technical Education (CTE) plays an important rolein K-12 education. During the 2017-2018 school year

Conference Session

Workforce Preparation at the Two-year College

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rajendra K. Raj, Rochester Institute of Technology (GCCIS); Cara Tang, Portland Community College; David Gibson, United States Air Force Academy; Lawrence G. Jones, Accreditation Board for Engineering and Technology; Casey W. O'Brien, National CyberWatch Center

Tagged Divisions

Two-Year College

emphasize. Table 3: Associate’s Cybersecurity, Criterion 5, Curriculum The program’s requirements must be consistent with its program educational objectives and designed in such a way that each of the student outcomes can be attained. The curriculum must combine technical, professional, and general education components to prepare students for a career and lifelong professional development in the cybersecurity discipline. The program must include at least 30 semester credit hours (or equivalent) of up-to-date coverage that includes: 1. Application of techniques, skills, and tools necessary for cybersecurity practice. 2. Application of the crosscutting concepts of confidentiality, integrity, availability, risk, adversarial

Conference Session

Technology and Manufacturing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Curtis S. Tenney, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University; Faye R. Jones, Florida State University

Tagged Divisions

Two-Year College

settingscompare and contrast?Literature ReviewWhile the literature documents the history of community and technical institution, researchershave not studied the origins and historical context of AM programs within these institutions aswidely.Community Colleges as Local Educational and Economic Anchors.State, community, and technical college systems are the primary providers of AM and technicalengineering programs. Community colleges, as junior colleges, emerged in the early 20th centuryto prepare students for delayed entry into a 4-year program [1]. Institutional missions greatlyexpanded to provide occupational education, community services, and workforce developmentand continue to evolve. The introduction of AM and technical education is just one

Conference Session

Two-year College STEM Programs Meeting the Needs of Industry

Collection

2018 ASEE Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia; Tammy Wooten; Mozhgan Bahadory

Tagged Divisions

Two-Year College

need tohave the technical knowledge and skills to address a wide variety of problems, as well as theability to communicate and work closely with both clinical staff, such as nurses and respiratorytherapists, as well as IT professionals and a range of other key players in in hospitalenvironment.The program itself consists of two stackable certificates leading to an associate’s degree.The level-1 certificate is intended to provide students with sufficient background to be hired asentry level BMETs. Students gain knowledge and hands-on skills to enable them to carry outbasic inspection and preventive maintenance of a range of commonly used medical devices, aswell as knowledge of typical safety and documentation procedures. Students also

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; michael vitale; Annie Laurie Myers; Dana Hamadeh

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

and FAU faculty arecurrently developing a plan to pilot the evaluation of the course frameworks. Additionally, FAUproject staff and State College faculty initiated the refinement of the Introduction toProgramming course, which was targeted and completed during year 3 of the project.b) Development of a course-specific mentor support modelDuring years 1 and 2, Florida Atlantic University HSI project staff developed and iterativelyrefined a generic process (see Appendix B) through which project mentors, College ofEngineering and Computer Science junior and senior honors' students, would provideinstructional support to participating HSI students enrolled in the specific gateway mathematicssections taught by project-affiliated State College

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

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Diversity

Tagged Divisions

Two-Year College

five-yearKickStarter program, which aimed to increase the number of 2-year HSIs that successfullypursued federal STEM education grants, particularly from NSF. The grants pursued by the 2-yearHSIs in KickStarter focused on enhancements to STEM curricula, industry and communitypartnerships, faculty professional development, preparing students for technical careers, androbust articulation pathways to four-year STEM programs to ultimately increase recruitment andretention of underrepresented students in STEM.KickStarter ProcessThe KickStarter Process, shown in Figure 1, helps 2-year HSIs develop a college President-endorsed STEM plan with institution-wide goals, strategic objectives, and work plans foractivities and programs to improve STEM

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sophia Isabela Barber, Pasadena City College; Sophia Isabella Ibargüen, Pasadena City College; Chloe Sharp, Pasadena City College ; Aaron Reedy, DataClassroom; Tanya Faltens, Purdue University, Main Campus; Yu-Chung Chang-Hou, Pasadena City College; Jared Ashcroft, Pasadena City College

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Diversity

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Two-Year College

. Lam, R. Luu, K. Cheung, M. Achterman, A. Leong, “Converting a General Chemistry Class to a Remote Format: The Analysis of a Simulated Integration Using DataClassroom, Jupyter Notebook, nanoHUB, and Canvas, in Micro Nanotechnology Education Special Interest Group ( MNTeSIG) 2020 Live! Virtual Conference, July 2020.28. S. Barber, “Remote Undergraduate Research to Increase Participation in ATE,” in Advanced Technological Education Principal Investigators Conference (student panel), Washington, D.C, October 2020.29. S. Ibargüen, “Student Spotlight Session: Resilience and New Frontiers,” in ATE Principal Investigators Conference (student panel), Washington, D.C., October 2020.30. S. Barber, “Statistical Analysis: Building A

Conference Session

Technology and Manufacturing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ismail Fidan, Tennessee Tech University; George Chitiyo, Tennessee Tech University; Eric Newland Wooldridge, Somerset Community College; Thomas Singer, Sinclair Community College

Tagged Divisions

Two-Year College

including Architectural, Mechanical, and Manufacturing systems, and holds multiple patents related to consumer cooler technology. A fourth generation cattle farmer, he also owns two private engineering and design firms and has designed buildings and systems all across the central and southern regions of Kentucky. Wooldridge is also licensed by the ATF for explosives, their handling, and detonation, as well as provid- ing consulting design and engineering services for weapons manufacturers. He teaches courses in additive manufacturing, pre-engineering, parametric design, and workforce leadership at Somerset Community College, where he serves as faculty and PI on various NSF, KCTCS TRAINS, and USDA grant projects

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas Langhoff, Skyline College; Jenny Ngoc Le, Skyline College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

Trigonometry 43% Pre-Calculus 58% Calculus I 55% Physics 54% General Chemistry 58% Introduction to Programming (C++) 49%Additionally, the difficulty of persevering in STEM pathways is exemplified in the low pass andhigh attrition rates for additional core major requirements. Table 1 shows the average pass ratesfor the following core courses: General Chemistry, General Physics, and Introduction toProgramming. Engineering and Computer Science majors, in particular, require extensiveprerequisites which then causes the experience of pursuing these degrees to be front-loaded

Conference Session

Engineering/Engineering Technolgy Transfer Issues: Two-year College to Four-year College

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Cañada College; Nicholas Langhoff, Skyline College; Erik N Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College; Wenshen Pong P.E., San Francisco State University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

Physics Jam, Chemistry Jam is being developed as a week-long boot-camp course at the beginning of the fall and spring semesters for incoming general chemistrystudents. The STEM Explorers Program is a week-long summer orientation for incomingstudents who have expressed interest in a STEM field. The goals of the program are to: (1)increase student awareness and motivation to pursue a STEM major; (2) engage students withhands-on activities; and (3) develop a community of learners, or STEM cohort. The DifferenceEducation Intervention exposes new first-generation students (participants) to continuingstudents’ (panelists) personal experience narratives to teach that academic struggle is a commonexperience, and that diversity is an asset. The

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

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Diversity

Tagged Divisions

Two-Year College

combustion engines, renewable fuels, the design and implementation of sus- tainable energy systems, and technical and economic analysis of system upgrades to improve energy efficiency. Dr. Lee is a professional engineer licensed in the state of New York. c American Society for Engineering Education, 2020 Paper ID #29269Dr. Rob Garrick, Rochester Institute of Technology (CET) Robert D. Garrick, Ph.D., P.E., is a Professor in the Department of Manufacturing and Mechanical En- gineering Technology at the Rochester Institute of Technology (RIT) and Department Chair. Garrick worked for 25 years in automotive

Conference Session

Two-year College STEM Programs Meeting the Needs of Industry

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark Bradley Kinney, Bay de Noc Community College; Mark Highum, Bay de Noc Community College; Aleksandr Sergeyev, Michigan Technological University; Scott A Kuhl, Michigan Technological University

Tagged Topics

Diversity

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Two-Year College

of a Community College and University Partnership in Mechatronics and Robotics SystemsAbstractMeeting the employment needs of regional industries can be difficult in any environment, butdoing so in rural locales represents an especially challenging, yet critically important, mission.Community colleges are generally well-suited to the task of producing graduates with thenecessary skill sets for entering the workforce and meeting this demand, but rural institutionsface a major barrier in the form of insufficient resources to purchase equipment, hire qualifiedstaff, and provide facilities to support multifarious academic and technical programs. Additionalchallenges such as a lack of enrollment, student demographic

Conference Session

Workforce Preparation at the Two-year College

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr, Miami Dade Community College

Tagged Divisions

Two-Year College

collaboration: An analysis from the perspective of academicians in the context of entrepreneurial science paradigm,” International Journal of Social Inquiry, 2011, vol. 4, no. 1, pp. 185-213.[6] F. Rahman and E. Billionniere. “Cultivating Next Generation Emerging Technology Workforce through Academia-Industry Partnerships,” In Proceedings The 21st Annual Conference on Information Technology Education, 2020, Virtual Event, USA. https://doi.org/10.1145/3368308.3415428[7] D. Coghlan and P. Coughlan. “Action learning and action research (ALAR): A methodological integration in an inter-organizational setting,” Systemic Practice and Action Research, 2008, vol. 21, no. 2, pp. 97-104.[8] A. Sannö, A. E. Öberg

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Klaus Bartels, San Antonio College; Dee Dixon

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Diversity

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Two-Year College

been teaching re- medial math and engineering classes at SAC since 2000. He has also been involved in various engineering summer programs at SAC, including instructor for Robotics Camps for 3rd to 5th graders (2012 - 2014), instructor and coordinator for the Early Development of General Engineering program for high school stu- dents (2007 - 2015), and faculty adviser for alternative energy Summer Undergraduate Research Programs (2011 - present). In addition, he is currently the SAC Co-PI for the 3-year NSF CIMA-LSAMP Alliance grant supporting increased representation of Underrepresented Minorities (URMs) in STEM education and undergraduate research.Ms. Dee Dixon c American Society for

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jorge E Loyo Rosales, Rice University; Armineh Noravian, Arizona State University; Alison Cook-Davis, Arizona State University; Carrie A. Obenland, Rice University; Carolyn Nichol, Rice University

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Diversity

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Two-Year College

NEWT’s logicmodel, and they are to (1) provide community college students, especially from underrepresentedminorities in science and engineering (URM), with professional research experience in NEWTlaboratories, (2) improve the program participants' communication skills, specifically posterelaboration and presentation, (3) increase the number of URM students choosing to pursuecareers or graduate studies in NEWT-related STEM fields, and (4) improve the mentorship skillsof NEWT graduate students and postdocs participating as mentors. The NEWT REU program isrun by NEWT staff from Rice and the participants are placed for ten weeks in NEWTlaboratories at ASU, Rice, and UTEP, where they are generally mentored by graduate students.From the inception of

Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bruk T. Berhane, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Danielle Melvin Koonce, University of Maryland; Christin Jacquelyne Salley, University of Maryland, College Park; Sharon Fries-Britt, University of Maryland, College Park; Darryll J. Pines, University of Maryland, College Park

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Diversity

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Two-Year College

preliminary findings from interviews with three Blackstudents who started their academic careers at several community colleges in a Mid-Atlanticstate before transferring to the flagship institution of that same state. Interview transcripts wereanalyzed and coded by different members of the research team to document rich themes. This research is part of a larger-scale, three-year, NSF-funded qualitative study, whichexamines the academic trajectories of two distinct groups of Black engineering majors: 1) Blacksborn and educated in the United States and 2) Those born and educated in other countries. Bylooking at these two communities, we will build upon past literature that disaggregates theexperiences of Black STEM students who represent multiple