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Changing Student Behavior through the Use of Reflective Teaching Practices in an Introduction to Engineering Course at a Two-Year College

Conference Session: Enhancing Student Success in Two-Year Colleges
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Richard Brown Bankhead III, Highline College; Tessa Alice Olmstead, Highline College; Judy Mannard PE, Highline Community College
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

Paper ID #15817Changing Student Behavior through the Use of Reflective Teaching Practicesin an Introduction to Engineering Course at a Two-Year CollegeMr. Richard Brown Bankhead III, Highline College Richard B Bankhead III is the engineering department coordinator at Highline College. At Highline Colleg,e Richard is committed to developing the behaviors of successful engineering students in transfer students as well as preparing them academically for the challenges of junior level engineering courses. Richard has taught at Highline since 2004 and was awarded the Faculty of the Year Award at Highline Col- lege for the 2009

Relevance Score: 1.7876289

A Student Outcomes Assessment Methodology for Technology-Based and Hands-On Intensive Curricula

Conference Session: Focus on the Classroom: Innovative Pedagogies
Collection: 2016 ASEE Annual Conference & Exposition
Authors: David I. Spang, Rowan College at Burlington County; Kathryn E. Strang, Rowan College at Burlington County
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

accompanyingrubric(s), reviews them with the assessment coordinator, and meets with, trains, and collectscompleted assessments from all instructors who teach the course. The assessment chair alsomeets with and receives feedback from the instructors and constructs a reflective summary forthe course. The chair then compiles all of the assessment results, including the reflectivesummary, and transmits them to the assessment coordinator.At the discretion of the assessment chair (and approved by the assessment coordinator),assessment devices may include qualitative, quantitative, and/or mixed direct and indirectmeasures. Rubrics are used to assess essay questions, projects, portfolios and presentations, andthey are provided to the instructors who conduct and

Relevance Score: 0.020231707

Transforming Liberal Arts Graduates to Advanced Manufacturing Careers: The First Cohort

Conference Session: Curriculum Development in Two-Year Engineering and Engineering Technology Programs
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Ibrahim F. Zeid, Northeastern University; Chitra N. Javdekar, Massachusetts Bay Community College; Claire Duggan, Northeastern University; Marina Bograd
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

integrates requiredcourses with career planning and support, followed by a paid internship with a partner company,completed by final reflection and placement. The net cash outlay for a participant is $4,400 withthe opportunity to earn the equivalent or more during the paid internship. We have developedtwo tracks for the program, one in Innovation and one in Technology. Each track shares severalfoundational courses and has been designed to meet the diverse needs and prior skills of ourtarget population.Courses/core curriculumManufacturing certificate programs are offered at MassBay Community College and are part ofthe engineering department offerings. The college is an open access institution and thecertificate programs do not have prerequisite

Relevance Score: 0.016389556

Expanding the Education Pathway to Undergraduate Engineering through Strategic Two-year and Four-year Institution Partnerships

Conference Session: Two-year College Division: Authors Address Transfer Matters-Part II
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Monica M. Cortez, Texas A&M University; Teri Kristine Reed, Texas A&M University; P.K. Imbrie, Texas A&M University; Sylvia E. McMullen, Blinn College; Jackie Perez, Texas A&M University
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

majority-minority institution can make for the state andthe nation, a co-enrollment program was developed. At the onset of its development, theengineering co-enrollment program was founded on over a decade of experience gained througha strategic partnership between the general studies department at Texas A&M and Blinn College.This co-enrollment program, known as the Texas A&M Blinn Transfer Enrollment at A&M(TEAM) Program, now fourteen years (2001-2015) in existence, has enrolled a total of 8,122students and graduated 2,846 in 112 different majors across the university. The number ofgraduates does not include the past four years of students admitted to the program(approximately, 3,900 students) which reflects their highest enrollment

Relevance Score: 0.011589166

BRCC to LSU Engineering Pathway to Success - Assessment Measures

Conference Session: Two-year College Division: Authors Address Transfer Matters-Part I
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Tanya Karam-Zanders, Louisiana State University; Dina Acklin, Louisiana State University; Sarah Cooley Jones, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

have transferred to a 4-year university. This subsection willalso be information when we compare the responses from transfer students to traditionaluniversity students in the future. Self-efficacy was assessed by asking the students to indicatetheir level of agreement to six statements on a 5-point Likert scale.We also asked all students to indicate what hurdles they expect to face if and when they enter a4-year university institution (refer to Section 1 of Appendix A, however note that the specificwording was designed for the existing transfer students. The wording was changed for theanticipating students to reflect their future concerns). This subsection was designed to assess theissues and concerns transfer and potential transfer students

Relevance Score: 0.010814303

Easing engineering transfer students’ transitions: Recommendations from students who successfully navigated the transfer pathway

Conference Session: Engineering Transfer Issues: Two-year College to Four-year College
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Kirsten A Davis, Virginia Tech; Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

thathelped engineering transfer students’ make the adjustment to their new receiving institutions; and(2) to increase awareness of opportunities to enhance transfer receptivity at four-year institutionsfor transfer students in engineering programs. More specifically, we explore the followingresearch questions:RQ1: When engineering transfer students are asked to reflect on their transitions to their receiving institutions, what themes emerge regarding: a. Factors that helped them adjust to the receiving institution? b. How the sending institution could have enhanced their success or eased their transition? c. How the receiving institution could have enhanced their success or eased their transition?RQ2: What

Relevance Score: 0.00993357

Developing Resources to Support Comprehensive Transfer Engineering Curricula: Assessing the Effectiveness of a Hybrid Materials Science Course

Conference Session: Focus on the Classroom: Innovative Pedagogies
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Erik N Dunmire, College of Marin; Amelito G Enriquez, Canada College; Nicholas P. Langhoff, Skyline College; Thomas Rebold, Monterey Peninsula College; Eva Schiorring, Canada College
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

course, students on averageanswered 90% of these questions correctly, reflecting an average increase of 38%. Thiscorresponds to an average normalized (Hake) gain12 G of 0.79; in other words, students achievedon average 79% of their possible learning gain on this assessment instrument.As is customary with concept inventories, learning gains were somewhat more modest asmeasured by the MCI, with average scores increasing from 44% pre to 61% post, an averageincrease of 18%, and a normalized gain G of 0.32. Although this indicates that only one-third ofthe potential gain in conceptual understanding was realized on average, these results comparefavorably with those reported by others for the MCI. During initial development and testing ofthe MCI

Relevance Score: 0.00993357

Increasing Success and Retention in Engineering and other STEM Fields

Conference Session: Best Practices for Two-Year Students Majoring in Engineering & STEM Fields
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Karen M. Groppi P.E., Cabrillo College; Susan Tappero, Cabrillo College
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

pursuing STEM majors during that time, (Figure 2) During this time period, the number of all Latino STEM majors made the most dramatic increase of 233%, more than doubling; (Figure 3) There was also an increased proportion of STEM associate degrees earned by URM students--up from 11.5% before the grant to 33.9% after, The number of students completing credits towards a transfer STEM degree increased by more than 50%, going from roughly 7% of the Cabrillo population before the grant to 17% after, URM STEM majors in the pipeline have increased from 19% to 34% of all STEM majors over the course of the grant, nearly reflecting their overall proportion of the college population, which is 40%, ( Figure 1)Outcomes that were related to

Relevance Score: 0.009558584

What Does It Mean to Be an Engineer? A Comparison of Adult Students at Three Institutions

Conference Session: Addressing Diversity Issues in Engineering Education
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Tressa Kay Mikel, University of California, Berkeley; Frank Hoang, University of California, Berkeley; Pedro S. H. Kim, UC Berkeley; Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

personality, experiences, skills and values. This frame can provide insight into the ways that adult engineering students build their sense of professional identity through multiple modes. Successful development of an engineering identity is reflected by professional persistence. Work by Lichtenstein et al found that a minority percentage (42%) of seniors definitively planned on 12pursuing an engineering related career following graduation. Undergraduate engineering programs must try to do better to foster engineering identity development so that professional persistence is improved and the workforce is provided a steady stream of capable degreed engineers from a variety of

Relevance Score: 0.009462515

Developing a Comprehensive Online Transfer Engineering Curriculum: Designing an Online Introduction to Engineering Course

Conference Session: Enhancing Student Success in Two-Year Colleges
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Nicholas P Langhoff, Skyline College; Eva Schiorring; Erik N Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College; Tracy Huang, Canada College
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

reading or video assignments that prompted students to thinkabout concepts and strategies for success in what they read or watched, reflect on newknowledge they gained, and how these strategies applied to their own journey throughengineering education.The second hour of the lecture meeting was generally used to explore engineering careersand conceptual background and applications for the lab activities and design projects.Topics included measurements and error analysis, computational methods and analysiswith MATLAB, mechanical properties of materials, trusses and structures, fundamentalelectronics, sensors and signal conditioning, Arduino programming, and robotics andsimple control scenarios.All of the lab activities and design projects listed in

Relevance Score: 0.008110727

Meeting the Need for Diversity in STEM Fields

Conference Session: Two-year College Potpourri
Collection: 2017 ASEE Annual Conference & Exposition
Authors: James Burton Dorsey, Washington MESA; Elizabeth Apple Meza, University of Washington; Phyllis G. Harvey-Buschel, Washington MESA
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

progress through theSTEM pipeline also depends on the types of opportunities, experiences, and support studentsreceive while in college (Chang, Eagan, Lin, & Hurtado, 2011; Espinosa, 2011). “Theeducational experience and the culture of the discipline (as reflected in the attitudes and practicesof faculty) make a much greater contribution to [STEM] attrition than the individualinadequacies of students or the appeal of other majors” (Chang, Sharkness, Hurtado, & Newman,2014). In addition to the academic and social supports deemed essential for studentpersistence and transfer, there appear to be some specific recommendations that encourageSTEM students in particular to persist, transfer, and ultimately complete a STEM degree

Relevance Score: 0.0076468666

Enriching the Diversity of the Engineering Workforce: Addressing Missed Opportunities to Support Student Transition from a Two- to a Four-Year Institution

Conference Session: Addressing Diversity Issues in Engineering Education
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Jackie Perez, Texas A&M University - Dwight Look College of Engineering; So Yoon Yoon, Texas A&M University; Teri Kristine Reed, Texas A&M University; Cecelia Diane Lawley, Texas A&M University
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

, Texas was one of five majorityminority states11. These partnerships increase educational opportunities and support efforts toproduce engineers reflective of the community. This paper shares the challenges and successeslearned during the first three years of the program and the planned expansion to further recruit,retain, and graduate a more diverse engineering demographic through a pathway of co-enrollment and partnership with two-year institutions.II. Background of the PartnershipsThe Texas public education system includes 39 public universities, 50 public community collegedistricts with multiple campuses and 75 of the 409 designated Hispanic Serving Institutions(HSIs) in the United States (18.3%)12,13. From 2000 to 2015, the number of

Relevance Score: 0.0066910083

Tapping into the Talent: Exploring the Barriers of the Engineering Transfer Pathway

Conference Session: Two-year College Division: Authors Address Transfer Matters-Part II
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Brooke Charae Coley, University of Virginia; Carolyn A. Vallas, University of Virginia
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

transfers to the University of Virginia’s SEAS has increased 30% over the last few years. Despite this growth in applicants, the total number of students matriculating into the program has remained largely unchanged. These numbers reflect transfer applicants and enrollments across the university and not exclusively engineering. Page 26.1458.8

Relevance Score: 0.00573515

The creation of a Biomedical Engineering Technology Program for the 2020's

Conference Session: Focus on the Classroom: Novel Approaches to Course Delivery
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Gary J. Mullett, Springfield Technical Community College
Tagged Topics: Diversity
Tagged Divisions: Two Year College Division

ratechanges may be detected by focusing an extremely high frequency beam of submillimeter waveenergy on the palm of a human hand – most of these techniques look at the parameter known asthe “reflection coefficient” of human skin to detect subtle changes in the heart beat of a humansubject.The health issues related to an aging population are very complex. For people over the age of 65,one of the most serious health care risks is falling. This is the leading cause of death for this agegroup! For those that survive a fall, many will suffer hip fractures. Even with successful surgery,about 40% of those hospitalized for a hip fracture cannot return to independent living, and,amazingly enough, about 20% will die within a year! Using sensors like radar and