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Expanding the Education Pathway to Undergraduate Engineering through Strategic Two-year and Four-year Institution Partnerships

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Two-year College Division: Authors Address Transfer Matters-Part II

Tagged Division

Two Year College Division

Tagged Topic


Page Count


Page Numbers

26.715.1 - 26.715.11



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Paper Authors


Monica M. Cortez Texas A&M University

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Monica M. Cortez, Ph.D., is the Director of the Texas A&M Engineering Academy and Workforce Development Programs at Texas A&M University. She received her Ph.D. and M.S. in Nuclear Engineering from the University of Illinois at Urbana-Champaign. Her work focuses on the development of two- and four-year partnerships to enhance the educational continuum for students beginning at the two-year institution. The development of these co-enrollment programs and working with pre-existing certificate programs at community colleges to help bridge the gap toward achieving an engineering degree is her primary focus toward meeting existing workforce needs.

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Teri Kristine Reed Texas A&M University Orcid 16x16

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Teri Reed is assistant vice chancellor for academic affairs for engineering academic programs in the Texas A&M System and an associate professor in the Harold Vance Department of Petroleum Engineering in the Dwight Look College of Engineering at Texas A&M University, 3126 TAMU, College Station, TX, 77843-3126;

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P.K. Imbrie Texas A&M University


Sylvia E. McMullen Blinn College

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Sylvia McMullen

Sylvia McMullen brings more than 30 years of educational leadership, business development, project management and educational research to her role as President for the Brazos County campuses of Blinn College. She has worked specifically in data management and education reform with more than 500 schools districts in Texas, Nevada, Arkansas and New Mexico. She was project director for the Nevada Race to the Top application and served as a senior consultant to Dell Services on education data management in the development of integrated data warehouses in the Pk-20 environment.
McMullen has a Master of Educational Administration from Texas A&M University and a Doctorate of Jurisprudence from the University of Houston. She has served on numerous state organizations, including the Texas Education Reform Foundation, the Texas Business Education Coalition, and the Closing the Gap Initiative with the Texas Higher Education Coordinating Board.

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Jackie Perez Texas A&M University

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Expanding the Education Pathway to Undergraduate Engineering through Strategic Two-year and Four-year Institution PartnershipsTo enhance the minority participation in undergraduate engineering, strategic partnerships withcommunity colleges have been identified as an essential component in the U.S. STEM Educationsystem with a total of 1,738 2-year institutions: 967 public, 100 non-profit and 671 private. In2012, there were over 20 million students enrolled in an academic institution across the UnitedStates with over 6 million being educated at a two-year public institution. These two-yearinstitutions also have a large population of underrepresented minorities with approximately 34%of the total number of African Americans enrolled in an academic institution and 46% of thetotal number of Hispanics students enrolled in academic institutions. In addition to expandingunderrepresented minority participation through institutional partnerships, 33% of the totalfemale population was enrolled in a two-year institution.The state of Texas can be a key contributor to the overall increase in both the number of STEMgraduates and the increased number of underrepresented minorities graduating with a STEMdegree, for two reasons: 1) Texas is ranked second in the nation as having the largest number ofpublic community colleges, and 2) Texas will experience the largest headcount growth of highschool graduates over the next ten years; over 87,000 more graduates per year by 2025.In response to this anticipated growth and the increased demand for engineers, a co-enrollmentEngineering Academy was successfully launched in fall 2013, through a strategic partnershipbetween a two- and a four-year institution. The initial cohort of 113 prospective engineeringstudents became the inaugural class. After a full year of participation in the program, 21% of theparticipants successfully matriculated into their major of choice within the College ofEngineering by fall 2014, while 44 % remained in the program as co-enrolled students, takingcourses at both institutions. Unfortunately, 35% of the participants were not retained in theprogram due to grades (22%), voluntarily opting out of the program (10%), or choosing to notreturn as a continuing student (3%).The programmatic details required to establish this program in partnership with a two-yearinstitution, the current retention and matriculation data with demographics from both fall 2013and 2014 cohorts, and a comparative study of the Engineering Academy against otherengineering co-enrollment programs between two- and four-year institutions is reviewed.

Cortez, M. M., & Reed, T. K., & Imbrie, P., & McMullen, S. E., & Perez, J. (2015, June), Expanding the Education Pathway to Undergraduate Engineering through Strategic Two-year and Four-year Institution Partnerships Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24052

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: © 2015 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