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

Montana Epps, California Polytechnic State University, San Luis Obispo ; Jamie Bettencourt, Cuesta Community College; Daniel Almeida, California Polytechnic State University, San Luis Obispo; John Y. Oliver, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson , California Polytechnic State University, San Luis Obispo; Chance Hoellwarth, California Polytechnic State University - San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo

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Diversity

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Two-Year College

community colleges andan additional two years at an established four-year engineering and computer science university. The overall goal of this NSF funded program is to increase access to high qualityuniversity engineering and computer science education for academically talented, low-incomestudents with demonstrated financial need. The program aims to address two significant barriersfaced by engineering and computer science students at the participating community colleges.One barrier is the highly impacted nature of the engineering and computer science programs atthe university, and the other is the university’s focus on admissions practices that cater to first-time-in-college (FTIC) students. The impacted nature of the engineering and

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Alireza Dayerizadeh, North Carolina State University; Kristen Booth, North Carolina State University

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Diversity

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Two-Year College

forresearch programs and the impact of inclusivity. As it is not necessary to have exclusively allcommunity college participants, the approach for CUREs and the UCORE program provide anideal framework to embrace two-year institution students in REU Programs.Data CollectionThe data was collected based on pre- and post-surveys. Of the 12 REU participants, four werefrom community colleges. All attended the same community college in the county in which theuniversity of the REU Program is located.All the community college participants were male, 75% were under the age of 25 and 25% of theparticipants were in the 30-34 age range. Half the community college participants were Hispanicstudents. One community college participant was a disabled military veteran

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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Two-Year College

. Participants in this investigation also noted that four-year classroom environments were a major challenge for STEM transfer students [11].In her exploration of the impact of support systems on the experiences of community collegetransfer students in STEM majors, Jackson also [11] found that support systems came indifferent forms: family, community college and university faculty, and advisors. However, whilestudents indicated positive experiences with community college faculty, Jackson's findings [11]did indicate that students experienced some challenges with faculty at the four-year university.For example, one undergraduate in Jackson’s study described the four-year classroom as "chilly”[11]. Specifically, when the student participated during

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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Two-Year College

researchers and highschool students, who have even fewer opportunities for research. Additionally, by not requiring aminimum GPA to join this program, the research opportunities become open to students who may havebeen detrimentally impacted by their personal and socioeconomic backgrounds yet are still driven tolearn and to succeed.This first of its kind community college research opportunity allows students to collaborate from anumber of different states, representing various ethnicities and backgrounds on projects ranging fromunderstanding coloration of Blue Morpho butterfly wings through natural selection, chemistry, physics,and nanotechnology to the Student Engagement and Statistical Analysis Project, which employs at-homelabs in combination with

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elaine L. Craft, Florence-Darlington Technical College; David M. Hata, Portland Community College; Emery DeWitt, Mentor-Connect/FDTC; Liesel Ritchie, Oklahoma State University; Nnenia Campbell, Collaborative for the Social Dimensions of Disasters ; Jamie Vickery, Center for the Study of Disasters and Extreme Events, Oklahoma State University

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Two-Year College

, and #1840856),was launched in 2012 to stimulate expansion and improvement of technician education programsoffered by the nation’s two-year technical and community colleges. The objective was to connecttechnician educators more effectively with the unique funding opportunity offered by theNational Science Foundation through the Advanced Technological Education Program (NSF-ATE).To accomplish this objective both a paradigm shift and capacity-building must occur. Generatingproposals for external funding to advance specific academic programs, integral to the work ofuniversity professors and their graduate students, is not typical among two-year college facultywhose emphasis is on teaching. It is unusual for a faculty member to lead a grant-funded

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Two-Year College

in 75-minute interviews based on willingness and availability to participate. Students were split intosmaller groups of three students each to facilitate in-depth discussion. The interview wasfacilitated by a third-party researcher, and was recorded and thematically analyzed.Students were asked open-ended questions about their perceptions of the importance or impact ofvarious program components, including math preparation, technical skill workshops, transferpreparation workshops, social activities, the embedded Retention Specialist, and access toscholarship and internship opportunities. Interviewers also attempted to gauge program impactby assessing factors such as sense of community, sense of identity and self-efficacy as a STEMstudent, and

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

a project with students. At the community college level there is not muchopportunity to perform research, and through the undergraduate research program faculty have achance to engage in such activities.Students are encouraged to participate in the undergraduate research program from their peers.Usually, former research participants are called on to give presentations on their individualexperience to students who have expressed an interest in research. Often, students opt to getengaged because it is a chance for them go get hands-on experience, expand their knowledge,contribute to a project and build their resume. Some former students truly use the experience tocatapult themselves and other students see the impact research can have on their

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jared Ashcroft, Pasadena City College; Jillian L Blatti, Pasadena City College; Marcial Gonzalez, School of Mechanical Engineering, Purdue University; Melanie T. Hacopian, California State University, Long Beach; Danyal Nicole Pereyda Cave; Isabel Bojanini; Esteban Bautista, California State University, Northridge; Veronica I. Jaramillo, Pasadena City College

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Two-Year College

life.Evolution of eCURe Tier 4: Remote Undergraduate Research Experiences (R-UREs)Future expansion of eCURe will entail strengthening the partnership between Purdue Universityand PCC. Effective UREs aim to (i) engage undergraduates in following protocol rather thaninterpreting results, (ii) increase duration and intensity of mentoring to strengthen impacts, and(iii) allow student opportunities to integrate evidence from their research to strengthen theiridentity as a scientist, and it takes up to a year within the URE to gain sufficient understanding tomake sense of science practices and concepts in lab [23].A newly established Tier 4 within eCURe will allow community college participants to meet ona biweekly basis with faculty, post-docs, and other

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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Two-Year College

separate grant-funded programs or initiatives funded by the National Science Foundation, U.S. Department of Education, U.S. Department of State, U.S. Department of Agri- culture, National Institutes of Health, and The Kern Family Foundation. These projects have focused on the evaluation of student success, outreach impacts, innovative learning techniques, and STEM-related interventions and curricula.Dr. Carrie A. Obenland, Rice University Dr. Obenland is the Assistant Director for Outreach and Research at the Rice Office of STEM Engage- ment. She as her PhD in Chemistry from Rice University, as well as her Masters. Her graduate work was focused on chemical education. She earned her BS in Chemical Engineering from the

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

Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago; Ruzica Todorovic, Wilbur Wright College - One of the City Colleges of Chicago; Natacha Depaola, Illinois Institute of Technology

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Two-Year College

of the partner institutions, local employer and industry engagement, shared interestfor community impact, and enabling seamless student financial aid across the partner institutions.2.1. The Developmental Stage2.1.1. Establishing a Partnership: Finding the Best-FitInitiating and adopting a holistic and programmatic approach for transfer needs to be fullycustomized to the mission and /goals of both institutions. The transfer partnership can be initiatedby either institution. Finding the best-fit partner can be challenging, considering the differencesbetween community colleges and 4-year institutions, but the historical data can streamline thesearch. An initial feasibility research which considers historical transfer, students’ preferences

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

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Diversity

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Two-Year College

practices in technician education, with a particular emphasis on faculty development in problem-based learning, the first year of study for success in engineering and technology majors, and mentoring educators nationally.Caroline VanIngen-Dunn, Science Foundation Arizona Center for STEM at Arizona State University Caroline VanIngen-Dunn is Director of the Science Foundation Arizona Center for STEM at Arizona State University, providing services for Maximizing the Educational and Economic Impact of STEM. Ms. VanIngen-Dunn is the inspiration behind the programs and resources designed to assist community colleges, particularly rural and Hispanic Serving Institutions (HSIs), through a rigorous process leading to improvements

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas Langhoff, Skyline College; Amelito G. Enriquez, Cañada College; Eva Schiorring, Cañada College

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Diversity

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Two-Year College

andimplemented a ten-week Summer Group Research internship program suitable for sophomorestudents who have little to no previous research experience and have at least one more year ofcourses to complete at the community college before transfer. Held in the university’s researchfacilities, the program engages community college students in graduate-level engineeringresearch projects under the supervision of a university professor and a graduate student mentor.This paper highlights the collaborative development of the program, along with results ofinterviews with students who participated in the 2016 and 2017 Summer Group Researchprograms. The interview protocol is presented along with data from four key areas of inquiry thatwere identified to examine the

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miguel Velez-Reyes P.E., University of Texas at El Paso; Ivonne Santiago P.E., University of Texas at El Paso; Victor Manuel Garcia Jr., The University of Texas at El Paso; Irma Y. Torres-Catanach, The University of Texas at El Paso; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, The City College of New York; Dugwon Seo, Queensborough Community College; Jorge E. Gonzalez, City University of New York, City College; Joseph Barba, City University of New York, City College; Fenot Aklog, Teachers College Columbia University; Fred Moshary, City University of New York, City College; Jeff Sivils, El Paso Community College; Yasser Hassebo, The City University of New York, LaGuardia CC

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Two-Year College

important need of recruiting more Hispanic faculty at CC whocan serve as outstanding teachers, mentors and role models to students at CC. Over 50% ofHispanics start their college journey at a community college while less than 5% of faculty in highereducation is from Hispanic backgrounds. Increasing the can increase the number of Hispanic whoreceive degrees from community college and who transfer to 4 year institutions to obtain degreesin STEM. Higher representation of faculty from Hispanic and other racial/ethnic groups on campushave a positive impact on underrepresented minority student’s success when measured in gradesand course completions as well as retention and degree completion.The lessons learned came from a Strengths, Weaknesses

Conference Session

Two-year College STEM Programs Meeting the Needs of Industry

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caroline Vaningen-Dunn, Science Foundation Arizona; Phil Blake McBride, Eastern Arizona College; Cynthia Kay Pickering, Science Foundation Arizona; Verlyn Fick, Cochise College; Judith M. Slisz, Judith Slisz Consulting; John Morgan, Yavapai College

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Two-Year College

knowledge and skills leading to credentials and degrees andeventually jobs. The STEM Pathways Model was developed during the Engineering PathwaysPartnership Project (EP3): A Rural Model for a Modern World, Grant Award No. 1003847,2011-2015 and is shown in Figure 2. Loosely categorized into three components, the programsand activities of a STEM Pathway are anchored by the community colleges and closely tied tolocal employers. The three components are (1) Outreach and Career Exploration; (2)Foundational Knowledge and Skills; and (3) Transferable Certification and Degree Programs. Figure 2: STEM Pathways Model ComponentsOutreach and Career Exploration focuses on engaging and exciting students about STEMcareers at an early age

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Roberta Rincon, Society of Women Engineers; Alexandra Schaefer, University of Washington

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Two-Year College

, and a BA in Sociology from Smith College.Dr. Roberta Rincon, Society of Women Engineers Dr. Roberta Rincon is the Senior Manager of Research with the Society of Women Engineers, where she oversees the organization’s research activities around issues impacting girls and women from ele- mentary through college and into the engineering workforce. Before joining SWE, Roberta was a Senior Research and Policy Analyst at The University of Texas System, where she focused on student success and faculty teaching and research award programs across nine academic institutions. Roberta received her B.S. in Civil Engineering from The University of Texas at Austin, an MBA and an M.S. in Information Management from Arizona

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Rodriguez; Brian Le, Iowa State University ; Maria L Espino M.A, Iowa State University of Science and Technology

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Two-Year College

development, development is multifaceted, especially withSTEM identity development and the intertwinement of how SES can make an impact on thatdevelopment. Prior research also shows that engineering and identifying as an engineering is crucial tohaving a sense of engineering community [5].Conceptual Framework Role Identity Theory is applied as the main framework for the study. This theory wasutilized to help us understand how community college students felt a sense of identity along withlooking at the impact of socioeconomic status. This is important because once the student is ableto identify as an engineer, the community aspect plays a strong role in their success. Whenlooking at role identity theory, the theory frames around

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samuel Paul Merriweather, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Shannon Walton, Texas A&M University; Judy Kelley

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Two-Year College

through enabling academically talented and financially needy studentsto transfer from two-year community colleges or four-year universities to TAMU to obtainbaccalaureate degrees in engineering or computer science. The goal was accomplished throughscholarship funding and engagement of ETS students in a complementary focused learningcommunity that included academic and social components to improve the students’ educationalopportunities and retention. Two focal points of this project were (1) linking and leveraging theTexas A&M University System (TAMUS) Louis Stokes Alliance for Minority Participation(LSAMP) program’s community college partnerships and (2) complementing the TAMUSLSAMP and TAMU College of Engineering (COE) recruitment and

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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Two-Year College

student education. The institution’s strategic vision,and a STEM self-assessment of its student support services, industry engagement, technologyintegration, and curricular alignment drive the STEM planning. Community of Practice theory isintrinsic to the KickStarter process, with a cross-departmental STEM Team that includes STEMand CTE faculty, student support staff, institutional research, grants staff, and communitypartners. The team is central to the activities during KickStarter and in sustaining the plan afterKickStarter. Figure 1: The KickStarter ProcessDuring the initial phase of the KickStarter Process, Recruit and Select, 2-year HSIs respondedto a Call for Applications through a written proposal. Expert

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

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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

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

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Diversity

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Two-Year College

early in college.To further engage STEM students in their education, Cañada College has developed a three-tierresearch internship program suitable for community college students at different stages of theiracademic careers. The first part of the program is a two-week program, the Winter ResearchScholars Program, held during the winter break for students in the beginning stages of theirstudies. The second part is a ten-week Summer Group Research Internship program forsophomore students who have no previous research experience and have at least one more yearof courses to complete at the community college before transfer. The Summer IndividualResearch Internship program is a ten-week program for rising junior students who havecompleted all the

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Yushin Ahn; Karen Willis, Fresno City College; Deanna Craig, Clemson University

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Two-Year College

sustaining their student status [4], [5]. Passive learning and lackof connection to others can have lasting impacts on students’ personal association with a subjectmatter [6].Communities of Practice (CoP) have been used to authentically engage students, avoidingperipheral or observatory experiences, and can enhance students’ ability to move to communitycenters through legitimate participation, implicating learning during the process [2], [7]. CoPprovide both short-term and long-term value to members, including, but not limited to: supportstructures for tackling the challenges of purpose-driven work, processes to engage expertise, andconstruction of collective confidence that has long-term impacts on students’ identity development[8].How individuals

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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Two-Year College

programs and resources designed to assist community col- leges, particularly rural and Hispanic Serving Institutions (HSIs), through a rigorous process leading to improvements in their capacity building, infrastructure, and proposal development efforts that support and better serve students in their STEM education and career pathways pursuits. VanIngen-Dunn has built her career on years of experience as engineer and project manager in human crashworthiness and safety design, development and testing, working for contractors in commuter rail, aerospace and defense industries. VanIngen-Dunn has an MS degree in Mechanical Engineering from Stanford University and a BSE degree in Biomedical Engineering from the University

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

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Two-Year College

knowledge to home institution. I learned so many useful strategies for teaching! I had a huge gain in understanding of semiconductor/electronics field. I enjoyed this experience tremendously. It was fun and stimulating to interact with researchers with a high level of thinking and reasoning, at the cutting edge of the field. It was also fun and stimulating to be around other community college teachers and educators who were extremely invested in teaching itself.Faculty also described how the experience would have a direct positive impact on their students. Engaging in engineering research that has societal benefits that I can contextualize for my class room. This I believe will get my students

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

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Two-Year College

environment with lecture, self-paced practice, hands on activities as needed to promotestudent engagement and success.AWS Educate platform is a free form environment that faculty use for cloudification offoundation courses. As examples, the database class can deploy various relational and non-relational databases as needed, with no local lab setup, maintenance or student softwareinstallations. In the Linux class, it provides access to multiple Linux virtual machines and labs,giving opportunities for risk free exploration of the manipulation, installation and utilization ofLinux tools.Survey MethodsStudent Survey & AnalysisStudents who were enrolled in the advanced cloud computing course, known as CloudInfrastructure and Services, were requested

Conference Session

The Curriculum at Two-year College's Engineering Technology and Engineering Transfer Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marilyn Barger P.E., FLATE, Florida Advanced Technological Education Center; Lakshmi Jayaram, Inquiry Research Group LLC

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Diversity

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Two-Year College

theCOVID era. What will technician students’ academic engagement and persistencebe like, and how will online learning affect their educational outcomes? What dotechnician students like about remote learning and what do they find challenging?What does online learning mean for hands-on applied and experiential learning,which are hallmarks of technical education programs? This paper explores pilotstate-level survey data from advanced technology students at two-year colleges.Five primary areas covered in the survey include enrollment status, access totechnology, experience using a Learning Management System and learning online,impact on applied and experiential learning, and students’ background information. Key findings include decreased

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

A. Fort Gwinn, Lipscomb University; Todd Gary

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University’s NSF S-STEM award #1458735 ”Enhanc- ing Engineering Talent in Tennessee.” He has been an external evaluator on a USDA award focused on precision agriculture. He is the Director of Community and Research Development at the School of Ap- plied Computational Sciences at Meharry Medical College. He was a community college transfer student then went on to receive a PhD from Vanderbilt University. American c Society for Engineering Education, 2021 The Path from Community College to Engineering Bachelor’s Degree Through Partnerships and NSF S-STEM Funded ScholarshipsAbstractIn the spring of 2014, Governor Bill Haslam signed Tennessee Promise

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

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Two-Year College

. Background The far-reaching impact of AM on many industries has been essential to moderninnovation and is continuing to expand [1]. The effects of AM, or 3D Printing as it is commonlyknown, can be seen in a variety of fields ranging from visual art to healthcare. Effectiveeducation programs designed to teach others about AM are vital to the growth and support of thistechnology as it becomes increasingly ubiquitous [2]. Despite its economic importance, manyeducational institutions lack the means to teach this emerging subject. To this end, a coalition ofhigher education institutions partnered under an NSF ATE project grant to teach current andaspiring STEM educators. This program, which ultimately benefits student learners, targetedteachers

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

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Two-Year College

, Student Outcomes Graduates of the program will have an ability to: 1. Analyze a broadly-defined security problem and apply principles of cybersecurity to the design and implementation of solutions. 2. Apply security principles and practices to maintain operations in the presence of risks and threats. 3. Communicate effectively in a variety of professional contexts. 4. Recognize professional responsibilities and make informed judgments in cybersecurity practice based on legal and ethical principles. 5. Function effectively as a member of a team engaged in cybersecurity activities.Criteria 1, 2, 4, 7 and 8 are ”harmonized” across all four ABET commissions, meaning the sameunderstanding applies to all programs accredited by ABET regardless

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leo Salgado, University of California, Irvine; Sharnnia Artis, University of California, Irvine; Hye Rin Lee, University of California, Irvine; Lorenzo Valdevit, University of California, Irvine

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Two-Year College

whether memories of past experiences and views of future self may impact an individual’s strength of motivation in a task/goal.Prof. Lorenzo Valdevit, University of California, Irvine American c Society for Engineering Education, 2020 The Motivation of Low-Income Engineering Transfer Students that Influences Choosing and Pursuing a Baccalaureate Degree AttainmentAbstractThe transfer pathway in engineering disciplines, especially for low-income students, is often seenas an opportunity to expand the science and engineering workforce, particularly whentransferring from a two-year community college to a four-year institution. This study focused onlow-income transfer

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Sinclair Curtis, University of California, Davis; Beth Frances Broome Broome; Cynthia Murphy-Ortega, Chevron Corporation

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Two-Year College

$1000 during their final year of community college. In partnership with the UC Davis Office of Financial Aid and each community college’s financial aid office, the awards help reduce each student’s individual contribution and loans and do not adversely impact other financial aid that they receive.9. In order to address students’ concerns about a lack of preparation in computer programming, a MATLAB workshop was developed and offered to transfer students in Fall 2017.10. So that transfer students can build a social network within a specific engineering discipline, faculty in the Civil and Environmental Engineering (CEE) Department at UC Davis initiated a one-unit course to help CEE transfer students build a social network and