NSF S-STEM Funded iAM Program: Lessons Learned Implementing a Collaborative STEM Workshop for Community College and University Partners

Margaret A Hunter; Lynn A. Albers; Jessica Santangelo; Jacqueline Lee; Catherine Weinstein; Scott T Lefurgy; Sean A Roberts; Suzanne Trabucco; Kristin Weingartner

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Conference: 2024 Fall ASEE Mid-Atlantic Section Conference
Location: Farmingdale State College, NY, New York
Publication Date: October 25, 2024
Start Date: October 25, 2024
End Date: November 5, 2024
Conference Session: Technical Sessions 2
Tagged Topics: Diversity and Professional Papers
Page Count: 14
DOI: 10.18260/1-2--49452
Permanent URL: https://peer.asee.org/49452
Download Count: 30

Paper Authors

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Margaret A Hunter Hofstra University

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Margaret Hunter,Ph.D., is an Associate Professor and Associate Chair of Engineering at Hofstra University in the Fred DeMatteir School of Engineering and Appplied Science. She has been teaching in the Civil Engineering program for 25 years. Her educational research focuses on broadening the participation in enigineering. This has included both formal and informal learning activites in pre-college, developing a course framework to aid faculty at 2 year institutions to encourage participation by women in STEM and currently involved in methods to improve retention in engineering.

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Lynn A. Albers Hofstra University orcid.org/0000-0002-1436-0256

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Dr. Lynn Albers is an Assistant Professor in Mechanical Engineering of the Fred DeMatteis School of Engineering and Applied Science at Hofstra University. Her previous academic contribution was as one of the founding five faculty/staff at Campbell University, helping the newly formed School of Engineering grow and establish roots in the community. A proponent of Hands-On Activities in the classroom and during out-of-school time programs, she believes that they complement any teaching style thereby reaching all learning styles. She earned her doctorate in Mechanical Engineering from North Carolina State University specializing in thermal sciences where her dissertation research spanned three colleges and focused on Engineering Education. Her passions include but are not limited to Engineering Education, Energy Engineering and Conservation, and K-20 STEM Outreach. Prior to matriculating at NCSU, she worked at the North Carolina Solar Center developing a passion for wind and solar energy research while learning renewable energy policy. She combined these passions with K-20 STEM Outreach while a National Science Foundation Fellow with the GK-12 Outreach Program at NCSU where she began Energy Clubs, an out-of-school-time program for third, fourth and fifth graders to introduce them to renewable energy.

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Jessica Santangelo Hofstra University

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Jacqueline Lee Nassau Community College

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Professor Jacqueline Lee is a Professor Emerita at Nassau Community College. She received her B.S. in Animal Science from Cornell University and her M.S. in Animal Industries from the Pennsylvania State University. Professor Lee’s current research interests focus on improving the college experience for STEM students at community colleges.

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Abstract

In alignment with the NSF Scholarships in Science, Technology, Engineering and Mathematics Program (S-STEM) [1], a Two-Year Community College, Nassau Community College (NCC) and four-year university, Hofstra University (HU) are within a five-mile radius of each other and are collaborating. The objective is to recruit academically talented low-income students through two pipelines, retain them through transparency of the hidden curriculum, and see them through to graduation in a STEM field from HU [2]. The Integrated and Achievement Mentoring (iAM) Program is a Track 3 (multi-institution) funded program built on the theoretical framework of legitimate peripheral participation [3] with an emphasis on inclusivity, community, and belonging [4]. To date, the Program has increased Scholar retention, academic performance, and engagement with student support services relative to peers [5].

As part of the Program, an annual faculty workshop was designed to catalyze and sustain collaborations between NCC and HU STEM faculty. The workshop consisted of interactive modules to facilitate directed discussions and produce deliverables. We will share the lessons learned, obstacles overcome, and the outcomes of the collaborative process of hosting this type of workshop. The paper documents the process used to identify workshop outcomes and design activities to achieve those outcomes. It outlines specific modules utilized in the workshop including Design Thinking, curriculum alignment, idea emergence, and coalescing into sustainable Working Groups. It further addresses our approach to answer the following questions associated with the workshop: 1) What are the critical processes required to create and sustain pedagogical collaboration across institutions? 2) To what extent does the Program influence a) curricula and pedagogy; b) communication and collaboration across institutions? A summary of initial results will be shared.

Citation
Format

Hunter, M. A., & Albers, L. A., & Santangelo, J., & Lee, J., & Weinstein, C., & Lefurgy, S. T., & Roberts, S. A., & Trabucco, S., & Weingartner, K. (2024, October), NSF S-STEM Funded iAM Program: Lessons Learned Implementing a Collaborative STEM Workshop for Community College and University Partners Paper presented at 2024 Fall ASEE Mid-Atlantic Section Conference, Farmingdale State College, NY, New York. 10.18260/1-2--49452

TY - CPAPER
AB - In alignment with the NSF Scholarships in Science, Technology, Engineering and Mathematics Program (S-STEM) [1], a Two-Year Community College, Nassau Community College (NCC) and four-year university, Hofstra University (HU) are within a five-mile radius of each other and are collaborating. The objective is to recruit academically talented low-income students through two pipelines, retain them through transparency of the hidden curriculum, and see them through to graduation in a STEM field from HU [2]. The Integrated and Achievement Mentoring (iAM) Program is a Track 3 (multi-institution) funded program built on the theoretical framework of legitimate peripheral participation [3] with an emphasis on inclusivity, community, and belonging [4]. To date, the Program has increased Scholar retention, academic performance, and engagement with student support services relative to peers [5].

As part of the Program, an annual faculty workshop was designed to catalyze and sustain collaborations between NCC and HU STEM faculty. The workshop consisted of interactive modules to facilitate directed discussions and produce deliverables. We will share the lessons learned, obstacles overcome, and the outcomes of the collaborative process of hosting this type of workshop. The paper documents the process used to identify workshop outcomes and design activities to achieve those outcomes. It outlines specific modules utilized in the workshop including Design Thinking, curriculum alignment, idea emergence, and coalescing into sustainable Working Groups. It further addresses our approach to answer the following questions associated with the workshop: 1) What are the critical processes required to create and sustain pedagogical collaboration across institutions? 2) To what extent does the Program influence a) curricula and pedagogy; b) communication and collaboration across institutions? A summary of initial results will be shared.

AU - Margaret A Hunter
AU - Lynn A. Albers
AU - Jessica Santangelo
AU - Jacqueline Lee
AU - Catherine Weinstein
AU - Scott T Lefurgy
AU - Sean A Roberts
AU - Suzanne Trabucco
AU - Kristin Weingartner
CY - Farmingdale State College, NY, New York
DA - 2024/10/25
PB - ASEE Conferences
TI - NSF S-STEM Funded iAM Program: Lessons Learned Implementing a Collaborative STEM Workshop for Community College and University Partners
UR - https://peer.asee.org/49452
DO - 10.18260/1-2--49452
ER -