New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
The nation’s network of two-year community colleges was created initially in order to support the educational aspirations of those high school graduates interested in pursuing careers in the occupational and technical communities. More recently, community colleges are viewed as a platform for those seeking to further their educational pursuits by completing their studies at four-year institutions. With affordable, diverse offerings of programs from engineering to nursing, two-year community colleges have become attractive for not only traditional students but also for nontraditional students as well as for some underrepresented minorities and first generation college students who are unfamiliar with the collegiate academic landscape. Recognizing this value-added proposition, as well as the opportunity for community colleges to have an impact on the demand to produce more STEM graduates, efforts are now focused on improving the learning experiences of students matriculating through their programs. In this paper, we present one such effort to establish a sustainable collaboration between the School of Engineering at a four year university and the Mathematics, Science and Engineering Division at two-year community college to meet the demand to produce more STEM graduates and to increase the diversity of those graduates. With a goal of expanding to multiple departments, the collaboration was initially piloted in the mechanical engineering department and consists of a Dual Admission Compact agreement, referred to as the Compact, to increase access and engagement between the two constituent student bodies. Key elements of the Compact include a revised curriculum framework to improve transition between the schools, and an enhanced assessment and evaluation effort to identify common student outcomes and assess their levels of attainment. Two cohorts of students – those admitted directly as first year students into the four-year institution and those who will enter from the two-year college via the Compact – are monitored for student efficacy and student success.
Reagle, C. J., & Barton, O., & Ball, K. S., & Caraballo, S. A., & Eftekhari, A., & Napisa, R. (2016, June), Developing a Sustainable Collaboration Between a Four-Year and a Two-Year College to Enhance Student Access into Mechanical Engineering Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26734
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015