MNT-CURN and START: Successful Nationwide Programs for Connecting Community College and Technical Education Students to Research Opportunities
- Conference
- Location
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Montreal, Quebec, Canada
- Publication Date
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June 22, 2025
- Start Date
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June 22, 2025
- End Date
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August 15, 2025
- Conference Session
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Two-Year College Division (TYCD) Technical Session 4: Curriculum and Assessment
- Tagged Division
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Two-Year College Division (TYCD)
- Tagged Topic
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Diversity
- Page Count
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15
- Permanent URL
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https://peer.asee.org/56971
Paper Authors
Sophia Isabela Salter Micro Nano Technology Education Center
Sophia Salter graduated with a BS in Neurobiology from UC San Diego in June 2023. She has been a mentor within the Micro Nano Technology Education Center for the past four years and will be starting medical school at the University of Chicago in August 2025.
Jared Ashcroft Pasadena City College
Jared Ashcroft graduated with a BS in Chemistry from Long Beach State in California and subsequently attended Rice University, where he worked for Dr. Lon J. Wilson, developing carbon based nano-bio immunoconjugates for use in medical applications. After
Tanya Faltens
Purdue Polytechnic Institute, Purdue University – West Lafayette
orcid.org/0000-0003-4035-1908
Tanya Faltens is the Assistant Director of Education and Community Partnerships for the Network for Computational Nanotechnology (NCN) at Purdue University.
Kendrick Davis
University of Southern California
orcid.org/0000-0002-7579-9246
Kendrick B. Davis, Ph.D. is an Associate Professor and Chief Research Officer at the USC Race & Equity Center at the University of Southern California. A mechanical engineer and roboticist by training, his research interrogates the intersections of education, science, and policy and has been funded by the National Science Foundation (NSF), the US Department of Defense (Army Educational Outreach Program), Walmart, and the Bill and Melinda Gates Foundation. Prior to USC, Dr. Davis was an American Association for the Advancement of Science (AAAS) Congressional Fellow in the United State Senate. He has been an education and science policy advisor locally, nationally, and internationally.
Peter D Kazarinoff
Portland Community College
orcid.org/0000-0002-3482-6164
Peter D. Kazarinoff is a full-time faculty member in Engineering at Portland Community College in Portland, OR. He is the Editor-in-Chief of the Journal of Advanced Technological Education (J ATE). J ATE is the peer-reviewed journal focused on technician education at community colleges. Peter is a co-PI of MNT-EC, the National NSF ATE Center for Micro and Nano Technology. Peter is passionate about helping community college faculty and staff publish their work in peer-reviewed journals like J ATE. In addition to his work on J ATE, Peter is also the voice of the Talking Technicians Podcast, a podcast about working technicians.
Justice Robinson Micro Nano Technology Education Center
Justice Robinson is a graduate of the University of North Carolina at Chapel Hill (Neuroscience) and a mentor for Micro Nano Technology Education Center.
Paula Kirya Micro Nano Technology Education Center
Paula Kirya is a graduate student at UC San Diego studying Mechanical Engineering. She graduated from UCSD with a degree in Bioengineering in June 2023.
Antar A. Tichavakunda
Abstract
The Micro Nano Technology Education Center (MNT-EC), funded by the National Science Foundation (NSF) and administered through Pasadena City College, successfully conducted an academic-year online program from October 2021 to May 2024, serving three cohorts of students. The program aimed to provide hands-on research experiences in high-tech fields to a diverse group of traditionally underrepresented community college students.
Each cohort participated in weekly one-hour Zoom sessions, engaging with Center staff and invited experts to explore research topics and career opportunities. Additionally, students received guidance from near-peer mentors—former community college students who had embarked on their own research journeys. To assess program effectiveness, the Center’s external evaluator conducted a comprehensive evaluation using an adapted Context-Input-Process-Product (CIPP) model developed by Western Michigan University’s Evaluation Center. Evaluation areas included students' perspectives on STEM education and careers, confidence in pursuing STEM pathways, career aspirations, diversity, equity, and inclusion (DEI) considerations such as race, gender, and cultural background, educational relationship-building, and socioeconomic influences, including family income.
Data collection followed standards set by the Joint Committee on Educational Standards and Evaluation and included pre- and post-surveys, as well as focus-group interviews centered on DEI-related issues. Formative feedback from these evaluations informed ongoing program modifications, leading to improvements in structure and implementation with each cohort. Notably, by the third cohort, participation was exclusively available to students enrolled in technical education courses and programs.
This paper presents the logic model, structure, and outcomes of the program, examining its impact on student recruitment, retention, satisfaction, and research participation. Key elements of the program included research-focused presentations and professional development workshops designed to enhance technical and career skills, such as Python coding, MATLAB, and the use of Large Language Models (LLMs) as coding assistants. Students also received training in resume writing, crafting a statement of purpose, developing a LinkedIn presence, requesting letters of recommendation, communicating scientific findings, delivering an elevator pitch, preparing for summer research experiences, and publishing their work in peer-reviewed journals. Workshops were recorded and made available online for students and faculty to access at their convenience.
A significant aspect of the program was the development of student e-portfolios, which showcased responses to weekly research challenges. The program also transitioned from traditional office hours to in-meeting workshops facilitated by student mentors, creating a more interactive and engaging learning environment. Strategies for active student participation and individualized feedback further enhanced the experience. The program incorporated short-term intensive research experiences lasting one to two weeks and offered virtual research opportunities for students unable to travel. Additionally, it facilitated the matching of students with research projects at partner institutions while supporting them in applying for external, paid research opportunities.
Through continuous evaluation and iterative refinements, the program successfully expanded research access and fostered impactful, research-driven learning experiences for community college students pursuing STEM careers.
Salter, S. I., & Ashcroft, J., & Faltens, T., & Davis, K., & Kazarinoff, P. D., & Robinson, J., & Kirya, P., & Tichavakunda, A. A. (2025, June), MNT-CURN and START: Successful Nationwide Programs for Connecting Community College and Technical Education Students to Research Opportunities Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56971
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