Creating a Seamless Pipeline into Undergraduate Programs in STEM Fields Through Region-wide Articulation Agreements

Immanuel Adaikalaraj Edinbarough; Mikhail Bouniaev; Bill W. Elliott

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Topics Enhancing ET Education
Tagged Division: Engineering Technology
Page Count: 14
Page Numbers: 24.327.1 - 24.327.14
DOI: 10.18260/1-2--20218
Permanent URL: https://peer.asee.org/20218
Download Count: 380

Paper Authors

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Immanuel Adaikalaraj Edinbarough University of Texas, Brownsville

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Immanuel A. Edinbarough received his B.Sc. (Applied Sciences) degree from PSG College of Technology, University of Madras, India, his B.E.. (M.E.) degree from the Institution of Engineers, India, M.E. (Production Engineering) degree from PSG College of Technology, Bharathiar University, India, and his Ph.D. in mechanical engineering from the Bharathiar University, India. He is currently a professor and director of engineering technology at the University of Texas, Brownsville (UTB). Prior to joining the UTB faculty he was a visiting professor at the Rochester Institute of Technology and an associate professor of production engineering technology at PSG College of Technology, Bharathiar University, India, where he served as the director of the Computer Vision Laboratory and National Cadet Corps – Engineering Division Director. With over 26 years of teaching and research experience in manufacturing/mechanical engineering and engineering technology, he currently teaches in the areas of CAD/CAM/CIM, robotics and automation, product and process design, materials and manufacturing processes, machine design, renewable energy and micro-manufacturing. His current research interests include robotics, CIM, sustainable manufacturing, micro machining and engineering and technology education. He has published several papers in these areas in various national and international conferences and journals. He has worked in heavy and light manufacturing industries, manufacturing pumps, motors, and CNC machine tools in the areas of system design, production planning, and control and manufacturing. Edinbarough also served in paramilitary forces and in the Air Force. He is a Life Member of the ISTE, a senior life member of the IE (India), a member of ASEE and SME, and a licensed Professional Engineer (P.E.) in the state of Texas.

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Mikhail Bouniaev University of Texas, Brownsville

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Dr. Mikhail Bouniaev is the dean of the College of Science, Mathematics and Technology and professor of mathematics at the University of Texas, Brownsville (UTB). He holds a Ph.D. in mathematics from the Moscow Institute of Electrical Engineering and a doctor of science in pedagogy degree from Moscow State Pedagogical University. His research interests include functional analysis, topology, applied mathematics, nanosciences, the psychology of mathematics education, using technology in teaching mathematics, training mathematics teachers, and curriculum development. In each of these areas he has publications, including six books and 60 peer-reviewed papers. Though his scholarly work is related mostly to theoretical and applied mathematics as well the psychology of mathematics education, he has extensive experience working with and supervising engineering and computer science programs, including successful ABET accreditation for both engineering and CS programs. Before joining UTB/TSC, he served as dean of the College of Computing, Integrated Engineering, and Technology, and as chair of the mathematics and computer science department at Southern Utah University. He also served for 10 years as dean of the College of Mathematics at Moscow State Pedagogical University. Dr. Bouniaev has received numerous professional recognitions and awards.

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Bill W. Elliott The University Of Texas at Brownsville

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Bill Elliott holds a B.S. degree from The University of Mary Hardin-Baylor (UMHB) and M.P.A. from Texas State University. He has four decades of administrative management experience on the university campus and in health care education. Prior positions include director of admissions and financial aid at UMHB in Belton, Texas and director of education for the Valley Baptist Health System, Harlingen, Texas. He currently is the coordinator for special projects with the Office of the Dean, College of Science, Mathematics and Technology at the University of Texas, Brownsville. He has experience in developing academic support programs for post-secondary students.

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Abstract

CREATING A SEAMLESS PIPELINE INTO UNDERGRADUATE PROGRAMS IN STEM FIELDS THROUGH A REGION WIDE ARTICULATION AGREEMENTSUnderrepresented minority students pursue science, technology, engineering and mathematics(STEM) related degrees at much lower rates compared to other segments of the population. Toattract minority students, schools with STEM programs have resorted to myriad strategies suchas cohorts, scholarships, mentoring, summer bridge, etc. Some schools have also soughtinnovative ways to develop a pipeline for graduates of two-year technical degree programs tomatriculate into their four-year STEM programs and complete the remaining course workleading to a BAT or BS degree. The University ______ (UXX) has adopted this later innovativeapproach to increase the student enrollment in STEM fields.UXX is a Hispanic Serving Institution (91% Hispanic, 96% U.S. citizens) located at the southern tip ofthe state along the Mexico border in a region which has some of the lowest average household incomes inthe nation. The majority of UTB students (73%) are the first generation of their family to seek a bachelordegree.The College of Science, Mathematics and Technology (CSMT) has recently completed andsigned novel articulation agreements with three of the major community colleges in the region.These articulation agreements provide a pathway for community college students to seamlesslytransfer into the UXX STEM programs. The community college programs covered in thearticulation agreements represent a wide variety of two-year programs in the fields ofengineering and technology.The community college general education core courses do not pose problems and are seamlesslytransferred. However, community college technical courses do not have a direct match with thesimilar university courses. This problem is overcome by the innovative grouping of the technicalcourses as content blocks equating to the blocks of courses in the four year STEM programs.This method of block transferring of course credit is of great help to the community collegestudents transferring into the four year Bachelor of Science program in Engineering Technology.The seamless pipeline generated through these articulation agreements will greatly enhance thetransfer of students from the two year programs into four year baccalaureate programs. TheSTEM programs at the college (CSMT) are already witnessing increased enrollment numbers asa result of the community college transfers.This paper will present: a. Challenges and obstacles encountered during the planning and execution of articulation agreements with the three community colleges, b. Innovative solutions adopted in the articulation agreements, c. Articulation agreements signed by the STEM programs at CSMT.The paper will detail the articulation agreements, discuss the benefits of the agreement for bothtypes of institutions, and analyse the challenges encountered in transferring technical coursesfrom the community colleges. Preliminary enrollment data will be presented that suggests anearly indication as to the future viability of the articulated programs. 1SELECTED LIST OF REFERENCES: 1. Howard Kimmel and Rosa M. Cano, “Model for a K-12 Engineering Pipeline,” American Society for Engineering Education, 2003. 2. Patricia Tolley, Catherine Blat, Deborah Sharer, Farid Tranjan, “ Strategies for Success: Enhancing Minority Student Success in Science, Engineering, and Technology (SET) Professions,” American Society for Engineering Education, 2004. 3. Charles Feldhaus , “Project PETE: Pathways to Engineering and Technology Education,” American Society for Engineering Education, 2005. 4. Michael T. Gibbons, “Pilot Survey Of Engineering And Engineering Technology Students In 2-Year And 4-Year Institutions,” American Society for Engineering Education, 2011. 5. Barbara A. Christie, “Creating Partnerships Between Your University And Community- Based Out-Of-School Time Programs To Improve The Stem Pipeline,” American Society for Engineering Education, 2012 6. RobertW. Whalin P , Qing Pang, “Solving The Engineering Pipeline Challenge: Revised, Validated, And Cost-Optimized,” American Society for Engineering Education, 2012. 7. Summer Dann, Paige Davis, “Implementing A Bridge Camp And Intro. Course: Lessons Learned From A Phase 1 Step Grant,” American Society for Engineering Education, 2012 8. Susan K Donohue, Ali Bouabid, “Establishing A Community College Pathway to Baccalaureate Systems Engineering Programs,” American Society for Engineering Education, 2013. 2

Citation
Format

Edinbarough, I. A., & Bouniaev, M., & Elliott, B. W. (2014, June), Creating a Seamless Pipeline into Undergraduate Programs in STEM Fields Through Region-wide Articulation Agreements Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20218

TY - CPAPER
AB - CREATING A SEAMLESS PIPELINE INTO UNDERGRADUATE PROGRAMS IN STEM FIELDS THROUGH A REGION WIDE ARTICULATION AGREEMENTSUnderrepresented minority students pursue science, technology, engineering and mathematics(STEM) related degrees at much lower rates compared to other segments of the population. Toattract minority students, schools with STEM programs have resorted to myriad strategies suchas cohorts, scholarships, mentoring, summer bridge, etc. Some schools have also soughtinnovative ways to develop a pipeline for graduates of two-year technical degree programs tomatriculate into their four-year STEM programs and complete the remaining course workleading to a BAT or BS degree. The University ______ (UXX) has adopted this later innovativeapproach to increase the student enrollment in STEM fields.UXX is a Hispanic Serving Institution (91% Hispanic, 96% U.S. citizens) located at the southern tip ofthe state along the Mexico border in a region which has some of the lowest average household incomes inthe nation. The majority of UTB students (73%) are the first generation of their family to seek a bachelordegree.The College of Science, Mathematics and Technology (CSMT) has recently completed andsigned novel articulation agreements with three of the major community colleges in the region.These articulation agreements provide a pathway for community college students to seamlesslytransfer into the UXX STEM programs. The community college programs covered in thearticulation agreements represent a wide variety of two-year programs in the fields ofengineering and technology.The community college general education core courses do not pose problems and are seamlesslytransferred. However, community college technical courses do not have a direct match with thesimilar university courses. This problem is overcome by the innovative grouping of the technicalcourses as content blocks equating to the blocks of courses in the four year STEM programs.This method of block transferring of course credit is of great help to the community collegestudents transferring into the four year Bachelor of Science program in Engineering Technology.The seamless pipeline generated through these articulation agreements will greatly enhance thetransfer of students from the two year programs into four year baccalaureate programs. TheSTEM programs at the college (CSMT) are already witnessing increased enrollment numbers asa result of the community college transfers.This paper will present: a. Challenges and obstacles encountered during the planning and execution of articulation agreements with the three community colleges, b. Innovative solutions adopted in the articulation agreements, c. Articulation agreements signed by the STEM programs at CSMT.The paper will detail the articulation agreements, discuss the benefits of the agreement for bothtypes of institutions, and analyse the challenges encountered in transferring technical coursesfrom the community colleges. Preliminary enrollment data will be presented that suggests anearly indication as to the future viability of the articulated programs. 1SELECTED LIST OF REFERENCES: 1. Howard Kimmel and Rosa M. Cano, “Model for a K-12 Engineering Pipeline,” American Society for Engineering Education, 2003. 2. Patricia Tolley, Catherine Blat, Deborah Sharer, Farid Tranjan, “ Strategies for Success: Enhancing Minority Student Success in Science, Engineering, and Technology (SET) Professions,” American Society for Engineering Education, 2004. 3. Charles Feldhaus , “Project PETE: Pathways to Engineering and Technology Education,” American Society for Engineering Education, 2005. 4. Michael T. Gibbons, “Pilot Survey Of Engineering And Engineering Technology Students In 2-Year And 4-Year Institutions,” American Society for Engineering Education, 2011. 5. Barbara A. Christie, “Creating Partnerships Between Your University And Community- Based Out-Of-School Time Programs To Improve The Stem Pipeline,” American Society for Engineering Education, 2012 6. RobertW. Whalin P , Qing Pang, “Solving The Engineering Pipeline Challenge: Revised, Validated, And Cost-Optimized,” American Society for Engineering Education, 2012. 7. Summer Dann, Paige Davis, “Implementing A Bridge Camp And Intro. Course: Lessons Learned From A Phase 1 Step Grant,” American Society for Engineering Education, 2012 8. Susan K Donohue, Ali Bouabid, “Establishing A Community College Pathway to Baccalaureate Systems Engineering Programs,” American Society for Engineering Education, 2013. 2
AU - Immanuel Adaikalaraj Edinbarough
AU - Mikhail Bouniaev
AU - Bill W. Elliott
CY - Indianapolis, Indiana
DA - 2014/06/15
PB - ASEE Conferences
TI - Creating a Seamless Pipeline into Undergraduate Programs in STEM Fields Through Region-wide Articulation Agreements
UR - https://peer.asee.org/20218
DO - 10.18260/1-2--20218
ER -