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

\bibitem{asee_peer_24052}
  Cortez, M. M., \& Reed, T. K., \& Imbrie, P., \& McMullen, S. E., \& Perez, J. (2015, June), \emph{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

Monica M. Cortez, Teri Kristine Reed, P.K. Imbrie, Sylvia E. McMullen, and Jackie Perez.  "Expanding the Education Pathway to Undergraduate Engineering through Strategic Two-year and Four-year Institution Partnerships".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24052 Internet.  16 Apr, 2024

\bibitem{asee_peer_24052}
  Monica M. Cortez, Teri Kristine Reed, P.K. Imbrie, Sylvia E. McMullen, and Jackie Perez.
  "Expanding the Education Pathway to Undergraduate Engineering through Strategic Two-year and Four-year Institution Partnerships".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24052 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_24052
author = "Monica M. Cortez, Teri Kristine Reed, P.K. Imbrie, Sylvia E. McMullen, and Jackie Perez"
title = "Expanding the Education Pathway to Undergraduate Engineering through Strategic Two-year and Four-year Institution Partnerships"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24052}
number = {10.18260/p.24052}
}

TY  - CPAPER
AB  -        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.
AU  - Monica M. Cortez
AU  - Teri Kristine Reed
AU  - P.K. Imbrie
AU  - Sylvia E. McMullen
AU  - Jackie Perez
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Expanding the Education Pathway to Undergraduate Engineering through Strategic Two-year and Four-year Institution Partnerships
UR  - https://peer.asee.org/24052
DO  - 10.18260/p.24052
ER  -