June 26, 2011
June 26, 2011
June 29, 2011
Minorities in Engineering
22.6.1 - 22.6.15
Summary: Exploring Collaborations with Non-Metropolitan Community Colleges to Graduate More Engineering and Computer Science Students with Bachelor’s and Graduate DegreesIn Fall 2008, the National Science Foundation funded a one-year grant (witha no-cost extension) to explore the feasibility of a four-year researchinstitution working with three non-metropolitan community colleges toencourage more students to study engineering and computer science and toassist them with their transfer to earn a BS/E. An emphasis is also placed oninvolving women and underrepresented minority students and encouragingstudents to go right on to graduate school.In 2002 the first author began working with community colleges (CCs) localto the university. Collaborations were established and the CCs anduniversity worked together to encourage high school students to begin theirengineering or computer science degrees at a CC, to make a smooth transferto a four-year institution, to have financial support and resources readilyavailable after transfer, and to encourage the student to go for a Master’s orPhD degree.In Fall 2008, we began to investigate how the successful activities developedwith local CCs could be adapted, expanded, and modified to work with non-metropolitan (rural) CCs. The CCs chosen were Arizona Western, ArizonaCentral, and Cochise. These CCs were not located close to ASU or anyuniversity and were from one to four hours distance by car. In addition, theCCs had never had professors, staff, and students from any university evervisit them. A primary liaison at each CC led the CC efforts.The early results of this grant have been reported and this paper will give asummary of the results. The math, science, and engineering classes at eachof the three CCs have been given a “shot in the arm” due to this grant. Thesuccess of this project led to the funding of an NSF STEP grant to work withthese three CCs plus two additional rural CCs.A major research question in this grant was what it would take to entice newtransfer students to enroll in an Academic Success class that would helpthem increase their GPA and retention after transfer. The students would bein addition to the academic scholarship students ($4,000/yr scholarship) whoare required to take the class as part of their scholarship. We learned that$300 is sufficient to interest students. After three semesters, 20 students hadtaken the course for the $300 scholarship and reported back that the coursewas very valuable to them. Due to word-of-mouth and encouragementthrough the transfer center, over 30 students are voluntarily enrolled for theacademic success class in Fall 2010, most of whom are working for the $300scholarship.Sixty percent of the participants in the projects are women andunderrepresented minority students. Student feedback by gender andethnicity will also be included in the paper.
Anderson-Rowland, M. R., & Grierson, A., & Pangasa, R., & Vangilder, C., & Hall, R. A. (2011, June), Exploring Collaborations with Non-Metropolitan Community Colleges to Graduate more Engineering and Computer Science Students with Bachelor's and Graduate Degrees Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17280
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