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1. How Professors Can Work With Schools to Provide Tutoring for Students With Learning Disabilities

   Hord, C. (January 2022, Learning disabilities)

   The authors describe how professors can work with schools (teachers and/or administrators) to create and implement a tutoring program designed to promote the learning of Algebra 1 by students with learning disabilities as well as provide a learning experience for undergraduates majoring in special education. From the professors’ perspective, we report on our experiences with developing trusting relationships with schools, matching our tutoring services with the needs of the schools and its students, the logistics regarding setting up trainings and tutoring sessions, and how we provide a learning experience for special education majors and students with learning disabilities. 

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2. S-STEM as the Culmination of a Multi-Institutional, Multi-Grant Program for the Success of Underrepresented Students

   Rath, K.; Xavier, J.; Menier, A.; Esiason, J.; Gates, A.; Kitanska, D.; Komisaruk, B.; San Miguel, C.; Stein, J.; Tat, F.; et al (April 2023, Understanding Interventions Journal)

   Although numerous programs exist in many institutions of higher education aimed at helping students from underrepresented groups achieve their goals of successfully graduating in a science, technology, mathematics, or engineering (STEM) field and moving on to the next educational level or a career, few are set up to support students across schools, from their entry into postsecondary education at the community college through the completion of their fouryear degree at a university and beyond. Furthermore, few programs are able to offer the full range of support that has been shown to be optimally effective toward promoting student success, as in, for example, the Building Engineering and Science Talent (BEST) model laid out by Chubin and Ward (2009). The reason for this is simple: rarely are the funds available from any given source to allow a program to provide all the supports students need. In this paper, we provide an example of how this problem was (at least partly) solved by the close interaction of two Louis Stokes Alliances for Minority Participation and an S-STEM program, working within the context of other support opportunities at three community colleges and one university in Northern New Jersey. The programs and the mechanisms through which they support students are described and preliminary data examining their impacts are presented. 

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3. Work-In-Progress: Recruitment of Pre-Engineering Students via an Advanced Manufacturing Pathway Paper presented at 2019 FYEE Conference , Penn State University , Pennsylvania. https://peer.asee.org/33745

   Pieri, R. V.; Haefner, K.; Allard, A. J.; Vallie, A.; Parker, M. M.; Mattes, J.; Nelson, L. (July 2019, 2019 First Year Engineering Education Congference)

   Abstract This paper is a “Work-in-Progress”. This paper describes the synergetic intersection of two programs designed to bring a particular group of minority students into aspects of a STEM career field. One program, sponsored by a national laboratory is designed to inform and train a these students about advanced manufacturing methods, in this case 3-D printing. The other program is also aimed at that same group of minority students but the purpose of the second program is to aid the students in becoming baccalaureate engineers. The programs exist simultaneously at a small group of tribal colleges or universities, TCU’s in the north-central US. The key question to be answered here is how can cooperation between the two programs resulted in a net positive impact to the surrounding community. A brief historical summary of similar programs trying to attract student talent into similar but different career fields will be given, i.e. in-home health services versus nursing or. MD programs, computer technician versus computer program. Some of the prior problems could be attributed to limited available human talent and a lack of program cooperation. A short description of each program will be given highlighting similarities and differences and the resources needed by each. The advantages of working the programs in tandem in particular areas will be discussed and examples given. Potential future opportunities and directions provided to each student by conducting the programs in cooperation will be illustrated. It is believed that combining such programs, experiences that allow students to have some immersive time within different career paths, will provide them with the opportunity to evaluate their own reaction and suitability to each career path, allowing them to envision themselves in those areas. This should provide for a more informed career choice and other benefits. Identifying how this cooperation might impact first year engineering students, leading to better persistence in the curriculum, is a major goal of this work. 

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4. Enhancing Workforce Readiness of Engineering Technicians

   https://doi.org/10.18260/1-2-34579  

   Delahanty, C. M.; & Genis, V.; & Herring, S.; & Timby, T. A. (June 2020, 2020 ASEE Virtual Annual Conference Content Access)

   null (Ed.)

   Our community college will utilize funds from an NSF ATE grant to develop and integrate and innovative teaching model designed to prepare future technicians for industry by incorporating soft skills training, career exploration, and entrepreneurship. This collaborative model will formally connect our Center for Workforce Development (CWD) sector with our for-credit engineering technology program, our Business and Innovation Department and with our educational partners. This innovative project will enable our college to strengthen our technician education programs, formalize connections with CWD and our Business and Innovation Department, and prepare students for industry jobs through shadowing opportunities, employment, entrepreneurship, internships, and real-world, collaborative outreach. Our community college will collaborate with our Industry Advisory Board (IAB), CWD, and educational partners to (a) integrate an innovative teaching model for technician education that includes a formalized shadowing and internship program and connects students to opportunities in business and entrepreneurship; (b) require students to take a manufacturing laboratory course to introduce hands-on industry-related experiences; (c) include certifications that award digital badges, military training, and industry experience in our engineering technology program. It is our intention that this model for an enhanced educational experience designed to increase workforce readiness of students will become a blueprint for other programs and institutions. 

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5. Providing Opportunities with Technology to Support Traditionally Disadvantaged Students: Examining College Ambition Program

   Chen, I; Choi, G; Schneider, B. (January 2018, American Education Research Association)

   This study examines the impact of the college ambition program (CAP) which is designed to increase postsecondary enrollment particularly for low-income and minority high school students. CAP provides course counseling, financial information, college visits, tutoring, and builds social networks with staff and other students. To measure the impact of the intervention, a quasi-experimental design with panel college enrollment survey data complemented by state administrative data were analyzed. Results indicate that the CAP increased 2-year college attendance for low-income and minority students by 9 %. These results underscore the need to differentiate the features of intervention programs and types of channels in guiding student’s choice of enrolling in a 2-year versus 4-year college. 

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