Displaying results 1 - 30 of 71 in total
- Conference Session
- 2-Year College Division: Transferring and Smoothing Transitions
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Dan G. Dimitriu, San Antonio College; Klaus B. Bartels, San Antonio College; Charles Chris Navarro, The DoSeum
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- Diversity
- Tagged Divisions
- Two-Year College
engineering education. He received the 2015 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring.Mr. Klaus B. Bartels, San Antonio College Klaus Bartels is an Adjunct Faculty member at San Antonio College (SAC) in the Mathematics, Archi- tecture, Physics and Engineering Dept. He was born near Buenos Aires, Argentina and immigrated to the U.S. in 1956. He grew up and went to college in the Boston, MA area. He has a B.S.E.E. from Tufts University (1972) and an M.S.E.E. from M.I.T. (1975). He served as a Communications-Electronics En- gineer/Officer in the USAF from 1975 to 1999, retiring as a colonel. He worked part time as a Flight Director at the Challenger Learning Center of San Antonio
- 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
Mentored Research Experiences to Engage Underrepresented Minority Students,” AIDS and Behavior, Sep. 2016. 11. M. C. Linn, E. Palmer, A. Baranger, E. Gerard, E. Stone, “Undergraduate research experiences: Impacts and opportunities,” Science, vol. 347, issue 6222, Fe. 2015.12. T. J. Wenzel, C. K. Larive, K. A. Frederick, “Role of Undergraduate Research in an Excellent and Rigorous Undergraduate Chemistry Curriculum,” Journal of Chemical Education, vol. 89, no. 1, 2012.13. H. Walkington, “Students as Researchers: Supporting Undergraduate Research in the Disciplines in Higher Education,” York: The Higher Education Academy, 2015.14. S. Hurtado, K. M. Eagan, T. Figueora, B. E. Hughes, “Reversing Underrepresentation: The Impact
- 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
]F. Laanan. Making the transition: Understanding the adjustment process of community college transferstudents. Community College Review, [s. l.], v. 23, n. 4, p. 69, 1996. DOI 10.1177/009155219602300407.[10]K. Webber, R. Krylow, and Q. Zhang. “Does Involvement Really Matter? Indicators of College Student Successand Satisfaction” (2013). College Student Development, 54(6), 591-611.[11]D. Cole and A. Espinoza. Examining the academic success of latino students in science technology engineeringand mathematics (STEM) majors, (2018). Journal of College Student Development, 49(4), 285-300.[12]D. Carter, H. Ro, B. Alcott, and L. Lattuca. “Co-Curricular Connections: The Role of Undergraduate ResearchExperiences in Promoting Engineering Students
- 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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- Diversity
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- Two-Year College
Paper ID #33566Revolutionizing Transfer: A Novel and Holistic Programmatic Model thatEliminated the Visible and Invisible Barriers to Student SuccessDr. Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago Doris J. Espiritu, PhD is the Executive Director of the College Center of Excellence in Engineering and Computer Science and a professor of Chemistry at Wright College. Doris Espiritu is one of the first National Science Foundation’s research awardees under the Hispanic- Serving Institutions (HSI) Program. She pioneered Engineering at Wright and had grown the Engineering program enrollment by 700
- Conference Session
- Transfer and Transitions
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Eliza A. Banu, University of Georgia; Nicola W. Sochacka, University of Georgia; Sarah Elizabeth Franklin; Kosi Ofunne
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- Diversity
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roommates. Entry 2: I came into UGA as a third year being an A/B student with only one C on my transcript. After my first round of tests, I failed everything single one. My study habits did not change whatsoever. I continued to do my work, I prioritized school over everything else, yet I did not perform to the level I am used to. To say the least, it was very discouraging. After this time, I did what many students do, and called my mom crying. I was so upset because I spent so much time studying and had no reward. She did not know what to tell me, but reminded me that it would be okay and I would learn how to adjust and do better. After calling my step-mom, I confessed how scared I was to lose my
- Conference Session
- 2-Year College Division: Transferring and Smoothing Transitions
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
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- David Reeping, Virginia Tech; Dustin Grote; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Polytechnic Institute and State University
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offered suggestions for implementing suchanalyses to forecast potential issues brought about by curricular change and other extensions tothe technique to simulate student movement through the curriculum. AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.EEC-1623067. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. References [1] Main, J. B., & Xu, X. R., & Dukes, A. M. (2018), Board 94: A Conceptual Model for Engineering Major Choice Paper presented at 2018
- 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
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community to have intervening communication facilitators in the role of mentors[22]. In this paper we present the development and evolution of a guided mentorship programadministered by the ESP mentors over the first two years of this program, in which eight studentsreceived support during Year 1 (Cohort A) and an additional eleven students were supported inYear 2 (Cohort B). Findings from Years 1 and 2 will be used to support additional considerationsas this program matures and prepares for the transfer of FCC students to a four-year institution tocomplete their engineering degree.MethodsWe distinguish Years 1 and 2 of the ESP program by their discernibly different approaches tomentorship. During the first year of this program, mentorship took an
- Conference Session
- 2-Year College Division: Collaboration Between Institutions
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
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- Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; michael vitale; Annie Laurie Myers; Dana Hamadeh
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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
- Two-year College Potpourri
- Collection
- 2018 ASEE Annual Conference & Exposition
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- Dan G. Dimitriu, San Antonio College; Diana Carmen Dimitriu, University of Texas at San Antonio
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- Two-Year College
couldbe replicated on a national level. I also believe that providing students with mentors thathave extensive experience as practicing engineers can underpin the core of each experiencethat an undergraduate receives, and better prepare them to be engineers, both mentally andacademically. Retention rates, grade point averages and graduation and transfer rates forengineering majors who have been nurtured in our experience-centered “nest” are muchhigher than the rates for SAC students as a whole.Publications After witnessing for several years a continuous decrease of students’ 3-D visualizationskills I decided to develop a series of exercises to help the correct the situation. The exerciseswere collected in a book “A, B, See in 3D”20
- Conference Session
- 2-Year College Division: Workforce Pathways and ATE
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
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- David I. Spang, Rowan College at Burlington County; Edem G Tetteh, Rowan College at Burlington County; Ratneshwar Jha, Rowan University
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constituents. The ProgramEducational Outcomes for associate and baccalaureate degree programs (ABET-ETAC) areoutlined in Table II. Table II. Program Educational Objectives (PEO’s) for Associate and Baccalaureate degrees (8) Associate Degree Programs Baccalaureate Degree Programs PEO a. Application of principles of geometric Application of principles of geometric dimensioning and tolerancing. dimensioning and tolerancing. b. Use of computer aided drafting and design Use of computer aided drafting and design software. software. c. Selection, set-up, and calibration of measurement Perform
- Conference Session
- Two-year College STEM Programs Meeting the Needs of Industry
- Collection
- 2018 ASEE Annual Conference & Exposition
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- David I. Spang, Rowan College at Burlington County; Eric Constans, Rose-Hulman Institute of Technology; Edem G. Tetteh, Rowan College at Burlington County
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, as well as those making use of novel technologiesincluding big data and analytics, automation and robotics, additive manufacturing, advancedmaterials, and biotechnologies.The program is designed to be a two-year (AAS) degree that is transferable to the junior year of aBachelor of Science degree program in Mechanical Engineering Technology (MET) that is underdevelopment through a partnership with Rowan University.Aligning with the ABET-ETAC requirements, the student outcomes of the program will include:a) an ability to select and apply the knowledge, techniques, skills, and modern tools of thediscipline to broadly-defined engineering technology activities;b) an ability to apply a knowledge of mathematics, science, engineering, and technology
- 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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- Diversity
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development of Advanced Technology Education projects and evaluated the effectiveness of these projects. She has also served as a reviewer of papers submitted to the International Mechanical Engineering Congress. She holds a master’s degree in English and an MBA. She has over twenty years experience in higher education administration.Mr. John Morgan, Yavapai College John H Morgan – Biographical Sketch (a) Professional Preparation Undergraduate Institution: University of Arizona, Agriculture, Bachelor of Science, 1989 Graduate Insti- tution: University of Phoenix, Administration and Supervision, Master of Arts, 2005 (b) Appointments 2/2011 to Present: Dean, School of Career and Technical Education, Yavapai Community
- Conference Session
- Diversity and Two-year Colleges part 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- A. Fort Gwinn, Lipscomb University; Todd Gary
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Paper ID #33405The Path from Community College to Engineering Bachelor’s Degree ThroughPartnerships and NSF S-STEM Funded ScholarshipsDr. A. Fort Gwinn, Lipscomb University Dr Fort Gwinn is associate dean of the Raymond B Jones College of Engineering at Lipscomb University and also teaches Mechanical Engineering courses in machine design, vibrations, and finite element anal- ysis. Prior to coming to Lipscomb University in 1999, he spent 22 years in the automotive and aerospace testing industry where he gained valuable insights in engineering design and analysis.Dr. Todd Gary Todd Gary is the external evaluation for Lipscomb
- Conference Session
- Engineering/Engineering Technolgy Transfer Issues: Two-year College to Four-year College
- Collection
- 2018 ASEE Annual Conference & Exposition
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- 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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Paper ID #23246Insights on Retention of Underrepresented Minority Electrical and Com-puter Engineering Transfer Students (Experience)Dr. Samuel Paul Merriweather, Texas A&M University Dr. Samuel Merriweather currently serves as the Texas A&M University System Louis Stokes Alliance for Minority Participation (TAMUS LSAMP) Associate Director through the Texas A&M Engineering Experiment Station (TEES), a part of the Texas A&M University System. He obtained bachelor and mas- ter of science degrees in industrial engineering at Georgia Institute of Technology and a PhD in industrial engineering at Texas A&M
- Conference Session
- Workforce Preparation at the Two-year College
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- 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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, 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
- Two-Year College Division Poster Session
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Lynn Van den Broeck, Faculty of Engineering Technology, Leuven Engineering Science and Education Centre (LESEC), KU Leuven; Tinne De Laet, KU Leuven; Carolien Van Soom, KU Leuven, Faculty of Science, LESEC; Marlies Lacante, KU Leuven & University Free State (South Africa); Greet Langie Langie, KU Leuven
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learningprocess. By checking learning outcomes and gathering feedback from the learners via surveysor forums it will be possible to improve the MOOC based on evidence.Figure 2. Theoretical framework for the design and evaluation of MOOC's - Grover et al. [29]This framework was used during the development of the math MOOC. This development wasa cooperation between the math lecturers, IT, and pedagogical supporters. The course consistsof four modules (ILE – Content), which are divided in numerous subsections. The modulesare enumerated below: Elementary arithmetic’s A Elementary arithmetic’s B Trigonometry, Geometry, Equations, Inequalities, & Linear systems Derivatives & IntegralsEvery module contains video’s, step
- Conference Session
- Diversity and Two-year Colleges Part 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Hanqi Zhuang, Florida Atlantic University
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newchallenges through new ways of teaching and considering student socio-psychological needs, and(b) to support students by reaching out to them to provide the motivational and academic supportthat keeps them in school, doing well, staying focused on their goals of completing their education,and graduating. The pandemic has resulted in implementing some new initiatives, which may needto continue foreseeable future.d) Project multi-year longitudinal databaseThe project multi-year database is designed to collect pertinent student data from each StateCollege and provide accessibility for project-specific reporting functions across the 5-year project.Included as database support functions are: (a) the collection, filtering, and random selection ofState
- Conference Session
- 2-Year College Division: Transferring and Smoothing Transitions
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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university personnel at my 2-Year College. I talked with an academic advisor/counselor at our university about courses I needed to transfer to our university. I got information about financial aid at our university from our university personnel. I stayed overnight on the our university campus before applying to our university. I participated in an Open House event on our university campus.17. How would you rate your 2-Year College with respect to each of the following aspects of yourtransfer experience?: Scale 0 to 4 {0 = Don’t know; 1 = Needs much improvement; 2 = Needs some improvement; 3 = Satisfactory; 4 = Outstanding} a. Availability of good information about transfer requirements b. Availability of advising and
- Conference Session
- 2-Year College Division: Collaboration Between Institutions
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- 2020 ASEE Virtual Annual Conference Content Access
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- Cynthia Howard-Reed, Pennsylvania State University; Jennifer X Wu, Pennsylvania State University; Erin A Hostetler, Pennsylvania State University
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, Portland, 1985.[6] J. Hills, "Transfer shock: The academic performance of the transfer student," The Journal of Experimental Education, vol. 33, no. 3, pp. 201 - 215, 1965.[7] A. W. Astin, "Student Involvement: A Developmental Theory for Higher Education," Journal of College Student Development, vol. 40, no. 5, pp. 518 - 529, 1999.[8] V. Tinto, Leaving college: Rethinking the causes and cures; 2nd Edition, Chicago: University of Chicago Press, 1993.[9] G. D. Kuh, J. Kinzie, J. A. Buckley, B. K. Bridges, and J. C. Hayek, Piecing together the student success puzzle: Research, propositions, and recommendations: ASHE higher education report, San Francisco: Jossey-Bass, 2011.[10] L. J. Sax, A. N. Bryant and C. E. Harper, "The
Successes and Difficulties Experienced by Engineering Transfer Students at a Large Public University
- Conference Session
- Engineering/Engineering Technolgy Transfer Issues: Two-year College to Four-year College
- Collection
- 2018 ASEE Annual Conference & Exposition
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- 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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befinancially independent and live farther from college than their traditional peers.Overall, transfer students report lower levels of satisfaction in their sense of belonging ascompared to the non-transfer students as reflected in their less satisfying overall socialexperiences (Figure 1). The lower satisfaction is unlikely due to students’ efforts to becomeinvolved on campus. Transfer students are more likely to be involved in a student organizationthan non-transfer students, despite having been on campus for a shorter period of time. Figure 1. Students’ feelings of belonging and social experience at the university. a) Students’ involvement in at least one student organization and b) students’ social satisfaction. All comparisons are
- Conference Session
- Two-year College Potpourri
- Collection
- 2018 ASEE Annual Conference & Exposition
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- Nicholas Langhoff, Skyline College; Amelito G. Enriquez, Cañada College; Eva Schiorring, Cañada College
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manypresentations that (a) “nobody was paying attention at the end,” (b) the volume of information“started to be overwhelming,” and (c) the teams presenting last faced an exhausted and lessengaged audience.Recommendations from the researcherAfter conducting the interviews and reviewing responses, the team researcher gaverecommendations to the ASPIRES leadership. Her first recommendation was regarding extrainformation to include in the preliminary notification on being selected for the internship. Shenoted that when students are notified that they have been selected to participate in the program,they should be informed very clearly that (a) this is a great honor and achievement; (b) they maybe assigned to a project which is not in their major; and (c
- Conference Session
- Workforce Preparation at the Two-year College
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- 2021 ASEE Virtual Annual Conference Content Access
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- Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr, Miami Dade Community College
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analysis, 1977, vol. 10, no. 2, 239-253.[13] D. A. Kolb. Experiential learning: Experience as the source of learning and development, FT press., 2014.[14] D. Taieb. Why cloud platforms should invest in the promise of Python, 2017, [Online]. Available: https://www.infoworld.com/article/3233140/why-cloud-platforms-should- invest-in-the-promise-of-python.html[15] J. Brewer and A. Hunter. Foundations of multimethod research: synthesizing styles, Sage, 2006.[16] N. K. Denzin. The research act: A theoretical introduction to sociological methods, McGraw-Hill, 1978.[17] M. D. LeCompte MD and J. J. Schensul. Analyzing & interpreting ethnographic data, Rowman Altamira, 1999.[18] B. Harry, K. M. Sturges and
- 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
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partner colleges with special thanks to Dr. Marilyn Barger, Dr.Richard Gilbert, and Florida Advanced Technological Education Center (FLATE) for their inputon this research.References[1] J. M. Beach, Gateway to Opportunity?: A History of the Community College in the UnitedStates. Stylus Publishing, LLC., 2012.[2] A. M. Cohen, F. B. Brawer, and C. B. Kisker, The American Community College, 6th ed. SanFrancisco: John Wiley & Sons, 2014.[3] D. F. Ayers, "Three functions of the community college mission statement," New Directionsfor Community Colleges, vol. 2017, no. 180, pp. 9-17, December 2017.[4] K. J. Dougherty and B. K. Townsend, "Community college missions: A theoretical andhistorical perspective," New Directions for Community Colleges, vol
- Conference Session
- 2-Year College Division: Transferring and Smoothing Transitions
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jennifer Karlin, Minnesota State University, Mankato; L. Eric James, Iron Range Engineering; Rebecca A Bates, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Jodi Nelson
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, 2008.10. H. J. Shaw, “Food deserts: towards the development of a classification,” Geografiska Annaler: Series B, Human Geography, 88B(2), pp. 231–247, 2006.11. S. Cummins and S. Macintyre, “"Food deserts"--evidence and assumption in health policy making,” BMJ, 325(7361), pp. 436-8, 2002.12. Charles M. Tolbert and Molly Sizer, “US commuting zones and labor market areas: A 1990 update.” Economic Research Service, 1996.13. Laura Beamer and Marshall Steinbaum, “Unequal and Uneven: The Geography of Higher Education Access,” Phenomenal World, published by the Jain Family Institute, December 2019.14. Brandy Maki, Rebecca Bates, Andrew Hanegmon, Jennifer Karlin, and Cody Mann, “Just Deserts: Engineering for All, Everywhere,” Proceedings
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- 2-Year College Division: Students and the Pipeline
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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,performance, and value beliefs. A qualitative analysis showed that students mainly chose topursue a baccalaureate degree in engineering due to the financial reward, family influences,faculty support, and early childhood interest. Furthermore, students’ motivation to continue topursue an engineering degree was attributed to prestige, engineering experiences acquired,financial and academic support, faculty and peer support, and gain of engineering knowledgethroughout their academic journey.Implications of the study were: a) a set of small samples of data was analyzed, and b)examination of students belonging to a specific cohort. This cohort was provided with financialand academic support to navigate through their studies. Future studies could consist
- Conference Session
- Research, Innovation and Careers
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Annie Laurie Myers, Broward College; Dana Hamadeh, Palm Beach State College; Michael Vitale, East Carolina University
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- Diversity
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courses by comparing their effectiveness to regular State College courses in (a) student academic success and (b) student success in follow-up courses (e.g., relative success of students in Calculus after taking the prerequisite Pre-Calculus course.o Introduction to Programming offered at State Colleges. Because this course also has a high DFW (i.e., failure and withdrawal) rate, it serves as a barrier to students whose intent is to major in computer science. The objective of this project curriculum refinement component is to improve the conceptual framework of this course so it is optimally effective for State College students in terms of course achievement outcomes and retention in a STEM education degree track. The course
- Conference Session
- 2-Year College Division: Workforce Pathways and ATE
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
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- Megan Morin, University of North Carolina - Chapel Hill; Alireza Dayerizadeh, North Carolina State University
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Paper ID #30441Filling the Technical Gap: The integration of technical modules in a REUProgram for 2+2 Engineering StudentsMrs. Megan Morin, University of North Carolina - Chapel Hill Megan Patberg Morin is a Ph.D. student at North Carolina State University studying Technology and En- gineering Education. Megan studied Middle Childhood Education at the University of Dayton and then began her career as a Middle School Teacher at Wake County Public Schools in North Carolina. As her interest in STEM Education grew, she completed her Master’s of Education in Technology Education at North Carolina State University before
- Conference Session
- Diversity and Two-year Colleges Part 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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their eventual job choice and the process that lead them to that choice. The JobSearch Survey, distributed to Fellows 3-6 months after graduation, is focused on collecting datarelated to the following: a) how Fellow’s experience in their doctoral program influenced theircareer plans and decisions; b) how their experience as a Fellow in the H-AGEP program influencetheir career plans and decisions; c) what career options did they initially consider, did their careergoals change over time and if so, what factors influenced changes to those career decisions; andd) were academic careers at community colleges a consideration in those decisions. Three Fellowshave completed this survey so far, and we anticipate providing a richer analysis of the data
- Conference Session
- 2-Year College Division: Collaboration Between Institutions
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
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- James K. Nelson Jr. P.E., Texas A&M University System; Karen Buck, M.Ed., The Blinn College District; Nancy Shankle Jordan, RELLIS Academic Alliance in The Texas A&M University System; Mary Hensley, The Blinn College District
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agencies. • The ability for Blinn to increase its facility footprint without additional land purchases, which is difficult for a rural community college. • Allows Blinn to focus on what it does best: quality instruction for students during their freshman and sophomore years, with minimal loss of credits for students continuing in the aligned bachelors' programs and extending Blinn's top status in the state for transfer rates. • Research opportunities for students and faculty that are not normally available at a community college. • Dual admission for Blinn students into Blinn and the system school that aligns with their chosen major creating an environment where students move to the B/CS area
- Conference Session
- The Curriculum at Two-year College's Engineering Technology and Engineering Transfer Programs
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Raymond Edward Floyd, Northwest College
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Paper ID #32397Do Engineers Need A Code of Ethics?Dr. Raymond Edward Floyd, Northwest College Raymond E. Floyd (M’63 – SM’85 – LSM’03) He has a BSEE from Florida Institute of Technology, Melbourne, FL – 1970, an MSEE from Florida Atlantic University, Boca Raton, FL – 1977, and a PhD in Engineering Management from California Coast University, Santa Ana, CA - 2009. He spent 26 years with IBM, retiring as a Senior Engineer in 1992. He is currently a Visiting Lecturer at Northwest College in Powell, WY. He has published over 200 papers on a variety of topics. He most recently co-authored a text, Perspectives on Engineering