Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Students who have barriers, whether perceived or real, to leaving their immediate geographic area are considered place bound. Being place bound becomes an issue of inclusion and access when place bound students live in an engineering education desert, or a geographic region where there is no access to face-to-face engineering education programs. Our data show that 1 in 3 Americans live in an engineering education desert. The geographic spread of two-year colleges throughout the United States makes them a vital link in connecting place bound students with opportunities for 2- and 4-year degrees in engineering and engineering technology. This paper first follows Hillerman’s work by applying statistically created Commuting Zones to determine the availability of both lower division and upper division face-to-face degrees in engineering and engineering technology. That data is then crossed with the results of a study of average distance from their permanent address that students travel to college based on the type of institution. When stratified by institution type, this data visually and statistically demonstrates the vital role of two-year colleges in providing engineering education access for all Americans. Finally, we apply an inclusion lens to consider the implications of our data and interventions that support recruiting and retaining place bound students. These interventions are both local to a particular college such as curricular elements and student affairs strategies, and broader across the network of two-year colleges, four-year colleges and industry, such as articulation agreements and partnerships in all directions. Explicitly valuing two-year college partnerships with local industry simultaneously highlights the role of two-year colleges in the economic development of their region and opens the conversation about engineering education deserts to considering pathways to careers for place bound students.
Karlin, J., & James, L. E., & Bates, R. A., & Siverling, E. A., & Nelson, J. (2020, June), The Missing Third: The Vital Role of Two-Year Colleges in Shrinking Engineering Education Deserts Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35347
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