Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, Virginia Tech; Dustin Grote; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

].Transferring into engineering is particularly tricky for transfer students. There are different waysin which students can matriculate into their majors [12]. Also, the first-year experience can varyby institution and matriculation model [13] – adding further complications. Considering thatinformation flows between four-year institutions and community colleges can be lackluster [5],students might be caught in a compromising position where their earned credits are incompatiblewith a revised curriculum. Forecasting these issues can provide an opportunity for collaborativediscussions between community college partners and among faculty on how to best supportincoming transfer students. We contend a quantitative approach to measuring curricularcomplexity

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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Diversity

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Two-Year College

Paper ID #34069 (CUERG), The City College of New York Presidential Professor, and the NOAA CREST Professor of Me- chanical Engineering at the City College of New York. Prof. Gonz´alez earned his Doctorate (1994) and Bachelor (1988) degrees in Mechanical Engineering from the Georgia Institute of Technology and from the University of Puerto Rico-Mayag¨uez, respectively. He joined The City College of New York faculty in 2008 after tenures at Santa Clara University, California, as Professor and David Packard Scholar, and as Chairman and Professor of Mechanical Engineering at the University of Puerto Rico-Mayag¨uez. He teaches and conducts research in urban energy sustainability, urban weather and climate, urban remote

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Surendra K. Gupta, Rochester Institute of Technology (COE); James E. Moon, Rochester Institute of Technology (COE); Roy W. Melton, Rochester Institute of Technology (COE); Michael E. Kuhl, Rochester Institute of Technology ; Daniel P. Johnson, Rochester Institute of Technology (CAST); Todd Dunn, Rochester Institute of Technology (CAST); James H. Lee, Rochester Institute of Technology (CAST); Franz Allen Foltz, RIT; Rob Garrick, Rochester Institute of Technology (CAST)

Tagged Divisions

Two-Year College

the research instruments, and the results froman online survey and a focus group interview of the first cohort of VTAB scholars.IntroductionThe shortage of STEM workers with advanced degrees in the U.S. is not new. In the 1990s, therules for H-1B visas given to foreigners to work in the U.S. were liberalized to accommodate theneeds of the U.S. industry. Then, in 2001, in response to concerns about the adverse impact of H-1B on the U.S. labor force [1], the U.S. Congress allocated additional funds to the ComputerScience, Engineering, and Mathematics Scholarship (CSEMS) program at the National ScienceFoundation (NSF) by making significant changes to the H1-B Visa allocations and fees [2].Since then, CSEMS [3] and its replacement program

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Jennifer H Choi, University of California, Davis; Jason White, University of California, Davis

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Diversity

Tagged Divisions

Two-Year College

address concerns about academic preparationand connecting students to faculty, on-campus resources, and other students.IntroductionA key to maximizing America’s future success is broader access to higher education. One of tenrecommendations from the National Research Council is to “secure for the United States the fullbenefits of education for all Americans, including women and underrepresented minorities, inscience, mathematics, engineering, and technology” [1]. This goal is a central tenet of theUniversity of California (UC) system, which was recently recognized by The New York Timesas an “upward-mobility machine” [2]. UC campuses received six of the top seven spots on theirCollege Access Index, which ranks schools on the percentage of students

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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Diversity

Tagged Divisions

Two-Year College

minutes, and thesecond group lasted almost 50 minutes. WTER conducted both focus groups using similarprocedures.Overview of Student PerceptionsAll of the students were very complimentary of the ETS project and were very grateful for thescholarship. Several students even indicated that without the scholarship, they would not be inschool. They agreed about the value of the project’s seminar series, especially for new transferstudents; however, they had numerous suggestions for other seminar topics to offer scholarshiprecipients during their second year. Students praised ETS project leaders for their concern forstudent success and the help project leaders provided the students. In contrast, ETS participantsviewed their academic/departmental advisors

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

Tagged Topics

Diversity

Tagged Divisions

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

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

18 12 32 Figure 14: To what extent do you expect Resource Issues to be challenging at our university?Figure 15 shows that their expectations regarding academic issues were similar to theirexperience at the 2-year school, though a few more people had concerns over the larger workload (see Figure 7 for comparison). Part of the increased expectations came from the studentsexperiences at our university over the first few weeks. ACADEMIC ISSUES great deal some not much not at all FACULTY APPROACHABILITY 0 14 20

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carl Whitesel, South Mountain Community College; Nicholas Langhoff, Skyline College; Marco Wehrfritz, Skyline Community College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

each approached the mountain of issues and concerns that were specific to theenvironment and their students. Funding  Working within the constraints of fiscal budgeting and reimbursement practices  Spending allocated funds within fiscal constraints and purchasing cut- off deadline Staffing  Underestimating the amount of dedicated staff required to manage makerspace activities  Faculty and staff learning how to work with interns and students to incorporate them as staff Human  The college’s slow hiring process resulted in a slower than planned Resources

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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Diversity

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Two-Year College

noted what they perceived to be as “tension”between teaching obligations and the attention needed to devote toward the grant. As someparticipants explained, faculty overload and time commitment issues were a direct reflection ofthe lack of familiarity and experience with the grant-writing process. A key issue for them waslearning how to budget the appropriate amount of time to ensure the successful implementationof project components.Lack of familiarity with grant-writing and grant administration: People interviewed at amajority of the 11 colleges in Cohort 1 expressed concerns and constraints relating to a lack offamiliarity with grant writing and grant administration, including the need for more directionaround grant budgeting, creating an

Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

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 Kuhl, Rochester Institute of Technology (COE); Daniel P. Johnson, Rochester Institute of Technology (CET); James Lee, Rochester Institute of Technology (CET); Rob Garrick, Rochester Institute of Technology (CET); Maureen S. Valentine, Rochester Institute of Technology (CET)

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Diversity

Tagged Divisions

Two-Year College

enrolling in the 2-year school instead of a 4-year college or university?(Check all that apply) Figure 1: Main reasons for enrolling in a 2-year school before transferring to a 4-year collegeOnce again, as one would expect, the biggest issue for their going to a 2-year school initially wasfinancial. For the second cohort 15 out of 23 or 65% listed financial concerns as one of theirmain reasons for enrolling initially in the 2-year school. For the first cohort the result was 20 outof 25 respondents (80%). The combined result for both cohorts was 35 out of 48 or 72% of thestudents initially enrolled at a 2-year school for financial reasons. The major difference betweenthe two cohorts was that for the first cohort half of those responding said

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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Diversity

Tagged Divisions

Two-Year College

-madematerials for a mentorship training program were not available to meet the unique needs of two-year community college faculty mentors who bring diverse experiences and may or may not havethe same disciplinary background as the students’ intended majors at the four-year institution. Thispaper presents the development and implementation of the ESP’s guided mentorship program,summarizing program components designed for two-year community college faculty members andcurrent faculty/peer mentorship feedback. Results from the first semester of the guided mentorshipprogram indicate that faculty mentors utilized the new mentorship materials with success, thoughthe additional professional development in mentorship highlighted desire for more

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

4.452 1.02I was provided information concerning the activities 4.452 0.89I could afford the costs/expenses 4.296 0.97I had the time 4.296 0.97To relieve stress 3.99 1.01To be on par with other students in terms of involvement in activities 3.972 1.22To break down barriers of any kind (i.e., religion, race, Gender, sexual orientation) 3.576 1.29To follow encouragement from an advisor or faculty member 3.288 1.08My parents influence

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Narketta Sparkman-Key, Old Dominion University; Konstantin P. Cigularov, Old Dominion University; Daniela Cigularova; Bonita G. Anthony, Old Dominion University; Otilia Popescu, Old Dominion University

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Diversity

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Two-Year College

face various issues whentransferring to different university settings. Some of these issues are related to embeddednessinto the university community while other issues are more personal in nature. Various academicsupport programs are focused on providing transfer students with information such as how toenroll in their classes, how to enable them to be successful in their academic program, and howto persist in the program. However, adapting to the new educational environment often meansthat they have to establish new mentoring relationships, develop a new social peer network, andsearch for internships or co-op opportunities. Majority of the transfer students enrolled in amidsize institution’s engineering technology program are “non-traditional

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Diana Carmen Dimitriu, University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

larger when you try to enter the field of engineering. When Ifinally decided on perusing an education in engineering, I wanted to tell everyone of my new-found passion. Rather than the usual “sounds like you have a plan” that I heard my fellowclassmates get, I was met with a lot of “well that’s a tough discipline” and even more “so youdon’t want a social life”. From my point of view now, I can see that these were simply jokes butat the time they weren’t viewed as jokes. At the time, I started to doubt my choices and began tothink that engineering may not be for me. It wasn’t until I went to a professor’s office hour anddiscussed my concerns with him that I finally heard what would eventually lead to clearing anyuncertainty from my mind. He

Conference Session

Technology and Manufacturing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gary J. Mullett, Springfield Technical Community College

Tagged Divisions

Two-Year College

Engineering Technology CSET)students24. STCC recently received (Fall 2018) a new three-year NSF ATE grant to directly addressthis issue. The grant is titled the Internet of Things Education Project (IoTEP) (DUE-1801090)25.Another View:One without much knowledge of IoT application technology might argue that the networkingcomponent of these sensor/actuator-based systems will be handled by the IT staff of the particularorganization or enterprise (i.e. ala Cisco). However, this would be a naïve view of what is entailedby these systems. Most IoT applications use non-Enterprise, industry and function specific, areanetworks. From the control and automation field there are many “fieldbus” implementations. Fromthe building automation field there are the

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristin Kelly Frady, Clemson University; Christy Brown, Clemson University; Karen A. High, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Robert M O'Hara, Clemson University; Shuyu Huang

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Diversity

Tagged Divisions

Two-Year College

emphasis includes faculty development and mentoring, graduate student development, critical thinking and communication skills, enhancing mathematical student success in Calculus (including Impact of COVID-19), and promoting women in STEM. Her technical research focuses on sustainable chemical process design, computer aided design, and multicriteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2) Associate Dean for Undergraduate Studies in the College of Engineering, Computing and Applied Sciences-Clemson, 3) Interim Director of Student