Improving A University/Community College Partnership Program Having A Reduced Budget (original) (raw)
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The CARE (Center for Academic Resources in Engineering) Program at Illinois
2014 ASEE Annual Conference & Exposition Proceedings
The Grainger Engineering Library Information Center, in conjunction with the College of Engineering (COE) at the University of Illinois at Urbana-Champaign, has established, within the Library, the CARE (Center for Academic Resources in Engineering) program. CARE is designed to enhance the student academic experience in a variety of ways and to better integrate the Grainger Engineering Library into the day-today lives of engineering students. The overarching goal is to provide enhanced student academic services, increase engineering student retention rates, provide peer mentoring and focused instructional assistance, provide increased contact with teaching assistants (TA), give students advanced collaborative resources and facilities, and better integrate the Grainger Engineering Library services with student needs. The Grainger Library has repurposed 3,966 feet of classroom and group study space, and 14,550 square feet of open study space to establish CARE. The space includes 14 group study rooms, 2 instructional classrooms, 2 storage rooms, and 1 office utilized by the CARE Program Coordinator-who is funded by the COE. CARE was initially funded by a combination of Library Student/IT Fee money, COE Student Fee funds, and COE foundation moneys. These funds were used for high-end engineering workstation equipment, projection equipment, furniture, digital signage, glass and whiteboard equipment, collaboration furniture, and computing equipment. The total seating capacity for the CARE area in the Grainger Library is 472 with an additional 154 seats available for overflow. CARE provides academic learning support that primarily targets the needs of first-and second-year students enrolled in the COE. CARE offers peer mentoring and tutoring, study and instructional programs (including information literacy instruction), health and wellness programs, and collaborative and formal study group activities. CARE also offers course exam reviews, TA and faculty office hours, and periodic workshops in a variety of support areas. The CARE space and programs have been available to students since the beginning of the Fall semester, 2011. CARE employs more than 40 students as tutors and peer advisors that offer their tutoring/advising services for over 30 different subjects, from noon to midnight Sunday through Friday. A number of techniques are being used to assess the efficacy of the CARE program. Since the Fall semester of 2011, a preliminary study of data obtained from visual head counts of students on the fourth floor shows usage of the library space repurposed for CARE has increased 12.22% between Fall 2011 and Fall 2012, and 5.04% between Fall 2012 and Fall 2013. Likewise, wireless computing use, gate counts, and engineering workstation usage in the building is being monitored and all show significant increases. Some preliminary data on increases in freshmen retention rates is also reported.
2016
The Scholars of Excellence in Engineering and Computer Science (SEECS) program initiated its first cohort of 20 students in fall 2009. Funded for two, five-year awards through a National Science Foundation (NSF) S-STEM grant, the interdisciplinary, multi-year, mixed academic-level program offers scholarships to students based on academic merit and financial need. The goals of the scholarship program are (1) to increase the number of academically talented, but financially disadvantaged students in the stated majors, (2) to assist students to be successful in their undergraduate education, and (3) to foster professional development for careers or graduate education. A hallmark principle behind these goals is to build a broad scope of engineering and professional skills which include interpersonal communication, client-focus, and communityservice, knowing technical skills are readily developed in the students' academic courses. The SEECS program is delivered through the activities of a zero-credit seminar. The SEECS seminar encompasses three components: engineering design, professional development, and personal development. Through the engineering design component, the mechanism for realizing the hallmark principle is achieved. An engineering need of a non-profit community partner is identified, becoming the design project for the next two years for each new freshman class. The students become engaged in a longterm relationship with the non-profit community partner. The project provides a platform for exercising technical engineering skills and practices. The relationship, the organization, the contact people, the served audience provide a human culture with which the students become entwined. Consequently, the client-focus attitude of business is fostered in the engineering and computer science students. Unlike typical engineering semester-long projects-or even year-long capstone projects, the incremental pace over two years allows students to mature in their understanding of themselves, of the project, and of the community they serve. Through the two years, the students use more and various types of interpersonal communications than in a semester-long project. Further, the students do not view the client and his/her needs as a convenience for their education. The students become invested in the goals of the non-profit since the project's understanding and conclusion become a shared focus between them. In the following paper, the techniques and steps used to identify projects, build relationships, and align the students with a community need are described. To illustrate these points, aspects of the SEECS program and its community projects are presented. Finally, an innovative model for a project-based, honors-option for academically-talented students in SEECS majors based upon the practices used in the SEECS program is proposed.
Meeting STEM Workforce Demand in a Statewide Rural Community College Collaborative
2018 ASEE Annual Conference & Exposition Proceedings
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AC 2007-1064: A NEW MULTIDISCIPLINARY ENGINEERING EDUCATION INITIATIVE
Philadelphia University is developing a new engineering school based on a strategic decision made three years ago to re-engineer its School of Textiles and Materials Technology and expand undergraduate educational offerings beyond its legacy B.S. textile engineering program. Today, the school has re-emerged as the School of Engineering and Textiles, currently offering baccalaureate degrees in Industrial and Systems Engineering, Mechanical Engineering, and General Engineering with a choice of minor concentration tracks in Industrial, Mechanical, Environmental, Textile, or Architectural Engineering. Furthermore, two new programs, Architectural Engineering and a dual degree program in Environmental Engineering/B.S. Chemistry (environmental science) will be offered beginning fall 2007.
2019 ASEE Annual Conference & Exposition Proceedings
is an electrical engineer with 35 years industry experience and technical leadership in software development, artificial intelligence, information technology architecture/engineering, and collaboration systems research. In September 2015, she joined Science Foundation Arizona (SFAz) to lead the Girls in STEM initiative and translate her passion for STEM into opportunities that will attract, inspire and retain more girls in STEM to make it the new norm. She has also architected SFAz's enhanced Community College STEM Pathways Guide that has received the national STEMx seal of approval for STEM tools. She integrated the STEM Pathways Guide with the KickStarter processes for improving competitive proposal writing of Community College Hispanic Serving Institutions (HSIs) and is currently a co-PI on the HSI ATE Resource Hub. Throughout her career, Ms. Pickering has written robotics software, diagnostic expert systems for space station, manufacturing equipment models, and architected complex IT systems for global collaboration that included engagement analytics. She holds a US Patent # 7904323, Multi-Team Immersive Integrated Collaboration Workspace awarded 3/8/2011. She also has twenty-seven peer-reviewed publications. Ms. Elaine L. Craft, Florence-Darlington Technical College Elaine L. Craft (Florence-Darlington Technical College, Florence, SC-retired) holds a baccalaureate degree in chemical engineering from the University of Mississippi and a MBA from the University of South Carolina with additional graduate studies in mathematics. Her experience includes working as an engineer in industry as well as teaching and administration at community college and state levels. She served as Director of the South Carolina Advanced Technological (SC ATE) Center of Excellence from 1994-2017, leading initiatives and grant-funded projects to develop educational leadership and increase the quantity, quality and diversity of highly skilled technicians to support the American economy. Currently serving as Principal Investigator, Mentor-Connect: Leadership Development and Outreach for ATE-2 and-3; and Principal Investigator, Collaborative Research-HSI ATE Hub-Diversifying the ATE Program with Hispanic Serving Institutions Using Culturally Inclusive Mentoring and ATE Resources. The SC ATE Center is widely known for innovative initiatives impacting advanced technological education as well as developing and broadly sharing successful educational models and practices in technician education, with a particular emphasis on faculty development in problem-based learning, the first year of study for success in engineering and technology majors, and mentoring educators nationally.
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2012 ASEE Annual Conference & Exposition Proceedings
Lelli Van Den Einde is a tenure-track lecturer at UC, San Diego, and focuses mostly on undergraduate education in mechanics and design courses. Her past research was in the seismic design of bridge systems, but she is currently focused on assessing and improving engineering education pedagogy through technology. She has been the Faculty Advisor for UC, San Diego's Society of Civil and Structural Engineers (SCSE), a student chapter of the American Society of Civil Engineers, for the past two years. Additionally, Van Den Einde is also the Faculty Advisor for the ASCE Concrete Canoe competition team. She teaches a two-quarter technical elective course, which integrates not just the technical components of the concrete canoe project, but vital project management skills. Professionally, Van Den Einde is a member of ASCE and is currently the Secretary and Treasurer for the San Diego Earthquake Engineering Research Institute (EERI) chapter. Van Den Einde has her heart in the students' interests.
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2007 Annual Conference & Exposition Proceedings
Dr. Evans has over 20 years of executive and senior technical management experience at 3M Company and IBM Corporation, primarily leading multidisciplinary, global technical organizations responsible for R&D; new business and market development; manufacturing engineering; quality; environmental, health and safety; and others. Before joining National University, he acquired 12+ years of voluntary involvement with higher education, including adjunct teaching and research in engineering at the University of Colorado and formal advisory involvement in both science and engineering at the University of Texas. Other past professional and academic activities include being a founding member and officer in the Central Texas Electronics Association; past chairman of IBM's Materials Shared University Research Committee; Ph.D. Recruiting Coordinator for IBM's Systems Technology Division; and executive sponsor for 3M division's student programs. He has published and presented widely in areas of surface science, electronic materials and processes, project management, and industry/university relations. He holds 4 patents and has received awards for excellence in technical innovation (IBM), technical authorship (IBM), teaching (University of Colorado), and scholarship (National Science Foundation). Shekar Viswanathan, National University Dr. Viswanathan is a Professor and Chair of the Department of Applied Engineering and Lead Faculty for Engineering Management and Homeland Security and Safety Engineering. He is the Lead for six full time and fifty two adjunct faculty members. His department offers three undergraduate and six graduate programs and has a student population of three hundred students. Dr. Viswanathan is an educator, researcher and administrator with more than twenty-five years of industrial and academic experience encompassing engineering and environmental consulting, research and development, and technology development. His career experience includes teaching at the University level, conducting fundamental research, and developing continuing educational courses.
A model for academia, industry, and government collaboration for K-12 outreach
FIE'99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings (IEEE Cat. No.99CH37011
(OMEP) that supports both the ASU MESA program and the Minority Engineering Program (MEP). ASU MESA, part of Arizona MESA and a national partner of MESA USA, an eight state collaborative, was established to assist our state and nation in achieving the MESA goals. ASU MESA reaches over 500 students within the Central region of the state and as far Northeast as the Navajo Indian Reservation. The ASU OMEP and ASU MESA hosted a twoweek residential summer program sponsored by the US Department of Transportation. The purpose of the Federal Highway Administration (FHWA) Summer Transportation Institute (STI) is to raise awareness and foster excitement on the diversity of careers in Transportation Engineering and to instill the importance of mathematics and science as tools in the development of the technological industry. ASU MESA was used to recruit secondary students to study the option of Transportation Engineering as an academic and professional career to Arizona students. The program participants consisted of 28 rising freshmen and sophomores students from Arizona high schools. The behavioral objectives for the STI were delivered by utilizing technology, instruction, and research. The student participants studied various modes of transportation, explored areas of Civil Engineering, developed teambuilding skills, and participated in transportation design. The program also included mathematics and science tutoring, as well as critical thinking and analytical skill building. In the past, similar programs were focused around and facilitated by Historically Black Colleges and Universities over a four-week period. In addition, a university west of the Mississippi River had never hosted the program. Now the goal of the FHWA is to extend these institutes to a wider and broader student population. Therefore, the STI offered at ASU will serve as a comprehensive two-week program model for other MESA or MESA related programs. Furthermore, in Arizona, the program will be expanded to include an additional twoweek session for Native American students in Summer 1999. The paper will discuss how university faculty and engineering students, the FHWA, and the Arizona Department of Transportation (ADOT) employees, and other technical industry members collaborated together to develop an effective program to increase interest in Transportation.
Incorporating Research and Design in a Community College Engineering Program
2015 ASEE Annual Conference and Exposition Proceedings, 2000
Community College Dr. April K. Andreas earned a B.S. and M.S. in Mathematics from Southern Methodist University and a Ph.D. in Systems and Industrial Engineering from the University of Arizona. Her papers have appeared in journals ranging from "Networks" and "The Journal of Global Optimization" to "The Toastmaster" and "The Quarterly Journal of the Texas Association for the Gifted and Talented." Dr. Andreas is currently building an engineering program at McLennan Community College in Waco, Texas. The department's emphasis on undergraduate research, student-driven learning, and non-traditional learning experiences have contributed significantly to the growth of the department, nearly 40% annually since its reboot in 2009.