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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Diversity

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Two-Year College

and Marshall College. Hye Rin’s research interests are self-reflection, academic interventions, online learning in education, mea- surement, temporal motivation, and resilience in students with disabilities. Specifically, her research focuses on (1) creating an effective intervention that helps URMs persist and continue on in STEM ma- jors via the social media platform, YouTube; (2) examining the nuances related to various measures of academic self-related motivational beliefs; (3) resilient students who achieve high levels of academic per- formance despite their disability; and (4) combining aspects of cognitive and positive psychology to study individual differences in motivation, particularly in exploring

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

community college faculty can contact the MNT-ECor visit our website (micronanoeducation.org) for more information on joining this program.AcknowledgementsThis project was supported by the Micro Nano Technology Education Center (MNT-EC), NSF ATEDUE 200028, and by the Network for Computational Nanotechnology (NCN), NSF EEC 1227110. Theopinions, findings, and conclusions or recommendations expressed are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References: 1. J. A. Hewlett, “Broadening Participation in Undergraduate Research Experiences (UREs): The Expanding Role of the Community College,” CBE-Life Sciences Education, Aug. 2018. 2. G. Bangera, S. E. Brownell, “Course-Based

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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Diversity

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Two-Year College

awareness activities, transfer transition support, cohesive learningcommunities, and scholarships. The program’s emphasis on an uncommon pathway toengineering reflected both the anticipated attraction of new students plus the shift of students totwo-year pre-engineering programs in response to the Tennessee Promise initiative, whichprovides free tuition at all state community colleges beginning in the fall of 2015. The proposedpathway to a senior engineering school was designed to pre-empt the unintended but wellrecognized consequences of students starting their engineering training at two-year schools byimproving student preparedness for transfer, providing structured support for students preparingto transfer, and rapidly establishing connection

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

barriers to student success in highereducation. The goal is to provide participants with opportunities to critically examine theintersections of their strengths with their social/cultural identities to support students as theytransfer from community college to a highly selective predominantly white institution. Ultimately, though the data currently reflects a small number of transfer studentparticipants, our plan is to gather more information over the course of the next academic year toquantify how and how many transfer students participate in extra- and co-curricular activities.Ultimately, we intend to describe the impact participation has on their sense of belonging and thedevelopment of their engineering and computer science identity, and

Conference Session

Technology and Manufacturing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gary J. Mullett, Springfield Technical Community College

Tagged Divisions

Two-Year College

– Proposed New Courses/Modules for Certificates/AS DegreeIs This Approach a Possible Solution?Shown below in Figure 4. are the basic enabling technologies of IoT applications that exist acrossvarious fields of technology including non-electronics based fields (e.g. smart agriculture, civilengineering, etc.). This figure shows that at the very center of these technologies is a complex,networked, electronic systems. The application itself is reflective of the specific discipline that theIoT application is designed for. An e-healthcare application might be to gather an individual’s vitalsigns in their place of residence and wirelessly transmit them to a central location where they canbe monitored. A smart home might be gathering data about solar panel

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David I. Spang, Rowan College at Burlington County; Edem G Tetteh, Rowan College at Burlington County; Ratneshwar Jha, Rowan University

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Diversity

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Two-Year College

infacilitating communication between stakeholders and for helping to achieve many importantgoals of the project. These personnel include Mr. Daniel Sullivan, the STEM-NSF Grant ProjectManager, Ms. Elaine Young, the NSF Grant Coordinator, Ms. Eileen Swiatkowski, SeniorGrants Specialist, and Ms. Kathryn Strang, Director of Compliance, Assessment and Research.The authors also wish to gratefully acknowledge the support of the National Science Foundation(NSF), through the Division of Undergraduate Education DUE), which made this effort possibleunder DUE-1601487. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.The authors

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

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Two-Year College

diversity efforts with ETSscholarships and matriculation activities. The targeted transfer institutions and communitycolleges had high student enrollments of African American and Hispanic American students, twohistorically underrepresented groups in STEM fields in the US. Twenty-two (22) of the thirty-five (35) ETS participants were underrepresented minority (URM) students. Almost half (17/35)of ETS participants transferred to TAMU as electrical and computer engineering (ECE) (13) orcomputer science (4) majors. Ultimately, 29 of the 35 (about 83%) ETS participantscompleted bachelor degrees after transferring to TAMU. This paper discusses activities,successes, and challenges during the project implementation and reflections on importantfindings

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Hanqi Zhuang, Florida Atlantic University

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Diversity

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Two-Year College

supporting students.Project Mission and Reflection on the COVID-19 Impact on ProjectThe COVID-19 pandemic and its resultant impact across all sectors of the economy, education,and even people’s daily lives have challenged us to embrace system-wide digital transformationinitiatives and rapid-cycle innovations. Like many post-secondary institutions, FAU isreconfiguring itself and the education it is providing students in ways previously unexpected. TheTitle III Leadership Team has been working within our own College of Engineering and ComputerScience as well as in close collaboration with our State College partners to maximize our strengthsand resources in ways that enable us to more efficiently reach every student desiring to completea quality post

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Dana Hamadeh, Palm Beach State College; Annie Laurie Myers, Broward College; Michael Vitale, East Carolina University

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Diversity

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Two-Year College

theadvantage of one of the largest and most diverse populations of learners in the state of Florida. TheBC and PBSC student populations reflect the socioeconomic and ethnic diversity of the SouthFlorida area, with a majority of the enrolled students hailing from minority backgrounds.The articulation program has intended to build a sustainable and growing pipeline of studentsenrolling in Computer Engineering and Computer Science majors. The implementation of theprogram has centered on student success. As we prepared the program, we asked, “What dostudents need to successfully decide/get into college?” In addition to the reducing the worryabout how they would pay for College, we recognized that students need support in terms ofmentoring and advising

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

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Two-Year College

18 8 Figure 16: To what extent do you expect Social Issues to be challenging at our university?Overall, their expectations reflected their earlier experiences with maybe a slightly higheramount of angst being at a bigger, and perceived to be more rigorous school.Conclusions: Overall, our findings were fairly consistent with existing studies. The studentswere for the most part concerned with financial aspects of their education. Most chose going to a2-year school first in order to lower their overall educational costs. They also reported a higherlevel of concern over financial resource issues than most of the other issues addressed by thesurvey.Our findings also supported the idea that proximity to home was important to low

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

necessarily reflect the views of theNational Science Foundation or the US Department of Education.REFERENCES1. NSF, Division of Science Resources Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering. Available at https://www.nsf.gov/statistics/2017/nsf17310/.2. National Center for Education Statistics, Digest for Education Statistics, Available at https://nces.ed.gov/programs/digest/d16/tables/dt16_219.70.asp.3. Joint Venture Silicon Valley (2012). The 2012 Index of Silicon Valley p. 36, Available at http://www.jointventure.org/images/stories/pdf/2012index-r2.pdf.4. NSF, Division of Science Resources Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering

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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Two-Year College

collaborate effectively for academic and careersuccess of students. The following is a summary of the lessons learned:  Learning in an undergraduate CS/CE program requires, at a minimum, a programmatic sequence of required courses (some of which are the gateway courses) that reflect a focused and conceptually-coherent development of disciplinary principles and practices. In turn, conceptually coherent courses provide students with the prerequisite knowledge necessary for success in subsequent courses within the CS program. Many students lack adequate and relevant background knowledge necessary to successfully complete those gateway courses that are required prerequisites for entry into a degree program in CS. With such

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Two-Year College

. 13In summary, the REU program experience was positive and accomplished the key programmaticobjectives: (1) taught students about communication, (2) research kills, and (3) for a couplestudents, it provided ideas about a possible future in research.Of the nine participants, three (33%) (REU1, REU2, and REU7) said that they will likely pursuea graduate degree. REU4 said that he intends to look for other research opportunities. REU5and REU6 felt that they would like to enter a career in research, while REU8 said that the area ofwater treatment might be an option. For REU9, the experience had provided general knowledgeof what graduate school would be like. REU3 was not sure about what his plans would be.These reflections indicated an increased