Community College Undergraduate Research using a Student-Driven and Student-Centered Approach
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Transfer issues between 2-year colleges and 4-year Engineering and Engineering Technology programs 3
- Tagged Division
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Two-Year College Division (TYCD)
- Permanent URL
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https://peer.asee.org/48475
Paper Authors
Elizabeth A Adams P.E. California Polytechnic State University, San Luis Obispo
Dr. Elizabeth Adams is an Assistant Professor at Cal Poly in San Luis Obispo, California. She a civil engineer with a background in infrastructure design and management, and project management. Her consulting experience spanned eight years and included extensive work with the US military in Japan, Korea, and Hawaii. In 2008 Elizabeth shifted the focus of her career to education and academia, later receiving her Ph.D. in Civil Engineering from Arizona State University. Prior to her position at Cal Poly Dr. Adams taught engineering for 13 years in community colleges in Arizona and California. Her work highlights a commitment to undergraduate engineering education and its improvement through best teaching practices. Her research efforts are focused on increasing transfer student success.
Gabriel Cuarenta-Gallegos Cuesta College
Abstract
This paper describes a framework for conducting undergraduate research at a community college using student-driven, student-centered projects. The framework functions within time and resource constraints faced by many community college faculty and illustrates opportunities to facilitate meaningful student work within these constraints. Research projects were conducted by four students, working in groups of two, over the course of nine months. The projects were mentored by an engineering community college faculty member and supported by an NSF funded LSAMP grant program. Students utilized Arduino Uno microcontroller kits to learn the basics of the hardware and software components. Through guided and independent literature review activities student teams selected research topics. Faculty led student teams through the development of specific research questions and design of experiment details. Student teams were provided with necessary equipment to supplement the Arduino kits and conducted their independent studies. Faculty assisted the student teams with data analysis and result interpretation. Students summarized and presented their work in research poster presentations at the local transfer university at a sponsored research symposium at the end of the project. The success of this framework is that it required minimal resources, was manageable by busy faculty, and provided meaningful learning experiences for students throughout the project. Based on the success of this project the framework is being used again this year to now serve 13 students engaging in seven new undergraduate research projects at the community college.
Adams, E. A., & Cuarenta-Gallegos, G. (2024, June), Community College Undergraduate Research using a Student-Driven and Student-Centered Approach Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48475
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