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1. Virtual International Collaboration for Community College STEM Programs

   Wosczyna-Birch, K. (January 2021, ASEE Peer)

   International collaborations for community colleges are important for students who will be competing for employment yet are often overlooked due to the perception that international means expensive. The International Education Initiative (IEI) provides opportunities for international collaboration among community college faculty and students. The IEI is a multi-tiered program that allows different levels of participation and cost for faculty and students through funding from the National Science Foundation Advanced Technological Education Program and the French Embassy in the United States. While the main focus is engineering and technology courses, partners have also included business and communications classes, creating a truly interdisciplinary program. Students participating in these programs can expect to have greater cross-cultural maturity and awareness of the wider world, increased confidence in finding future success in the global workforce, and increased ability to deploy 21st Century skills such as technology and teamwork. Faculty participating in the program can expect to have increased confidence and skills in faculty to support students in achieving 21st century skills; increased ability to co-teach and work effectively with and overseas partner, and more motivation and readiness to sustain overseas partnerships and help grow the international program. The Connecticut Collaborative Learning for International Capabilities and Knowledge (CT CLICKs) provides the opportunity for students to receive a global experience as part of a course they are already taking. During the first year of the program, Faculty from Connecticut community colleges partnered with faculty from French Insitituts universitaires de technologie (IUTs), French equivalent of community colleges, to co-teach curriculum modules to their participating classes. The second year added the option of co-facilitating a project between the two classes. All teaching, assignments, and projects were completed through virtual platforms. Several travel opportunities have been provided for student and faculty participants. These have either been through the attendance of international technology bootcamps that were organized by the French Embassy or a partner IUT or through a travel program organized by the IEI. Both travel options include experiences that provide an overview of French engineering and technology education, industry, history, and culture. A faculty recruitment and preparation model has been created to continuously onboard new faculty for the IEI program. The model includes a program overview workshop, partner matching, and curriculum design workshop that all take place virtually. The CT CLICKs program has built steadily and quickly. The number of teachers participating grew from 6 to 29 in the first three years with more than 6 teachers repeating or developing new modules. A total of 334 students have participated in the CT CLICKs program since fall 2017. The number of Connecticut campuses grew from 1 to 8 and overseas partner campuses grew from 2 to 5. Participant survey data shows that the program is continuously improving in helping students gain a better worldview and how to collaborate cross-culturally and helping faculty incorporate international collaboration into their courses. 

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2. Virtual International Collaboration for Community College STEM Programs

   Wosczyna-Birch, K. (January 2021, ASEE Peer)

   International collaborations for community colleges are important for students who will be competing for employment yet are often overlooked due to the perception that international means expensive. The International Education Initiative (IEI) provides opportunities for international collaboration among community college faculty and students. The IEI is a multi-tiered program that allows different levels of participation and cost for faculty and students through funding from the National Science Foundation Advanced Technological Education Program and the French Embassy in the United States. While the main focus is engineering and technology courses, partners have also included business and communications classes, creating a truly interdisciplinary program. Students participating in these programs can expect to have greater cross-cultural maturity and awareness of the wider world, increased confidence in finding future success in the global workforce, and increased ability to deploy 21st Century skills such as technology and teamwork. Faculty participating in the program can expect to have increased confidence and skills in faculty to support students in achieving 21st century skills; increased ability to co-teach and work effectively with and overseas partner, and more motivation and readiness to sustain overseas partnerships and help grow the international program. The Connecticut Collaborative Learning for International Capabilities and Knowledge (CT CLICKs) provides the opportunity for students to receive a global experience as part of a course they are already taking. During the first year of the program, Faculty from Connecticut community colleges partnered with faculty from French Insitituts universitaires de technologie (IUTs), French equivalent of community colleges, to co-teach curriculum modules to their participating classes. The second year added the option of co-facilitating a project between the two classes. All teaching, assignments, and projects were completed through virtual platforms. Several travel opportunities have been provided for student and faculty participants. These have either been through the attendance of international technology bootcamps that were organized by the French Embassy or a partner IUT or through a travel program organized by the IEI. Both travel options include experiences that provide an overview of French engineering and technology education, industry, history, and culture. A faculty recruitment and preparation model has been created to continuously onboard new faculty for the IEI program. The model includes a program overview workshop, partner matching, and curriculum design workshop that all take place virtually. The CT CLICKs program has built steadily and quickly. The number of teachers participating grew from 6 to 29 in the first three years with more than 6 teachers repeating or developing new modules. A total of 334 students have participated in the CT CLICKs program since fall 2017. The number of Connecticut campuses grew from 1 to 8 and overseas partner campuses grew from 2 to 5. Participant survey data shows that the program is continuously improving in helping students gain a better worldview and how to collaborate cross-culturally and helping faculty incorporate international collaboration into their courses. 

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3. Resources and Partnerships in Community College Manufacturing Technology Programs

   https://doi.org/10.1557/adv.2018.75  

   Wosczyna-Birch, Karen (January 2018, MRS Advances)

   ABSTRACT The Connecticut (CT) State Colleges and Universities’ College of Technology (COT) and its Regional Center for Next Generation Manufacturing (RCNGM), a National Science Foundation (NSF) Center of Excellence, educate manufacturing technicians with necessary skills as needed by the manufacturing industry. The COT-RCNGM continuously broadens its partnerships with other community colleges, high schools and industry in New England and at the national and international levels to provide support and expertise to both students and educators in advanced manufacturing programs. The COT was founded in 1995 through state legislation to create and implement seamless pathways in engineering and technology. This system-wide collaboration of all twelve CT public community colleges, including seven state-of-the-art Advanced Manufacturing Technology Centers (AMTC) at CT’s community colleges; eight public and private universities; technical high and comprehensive high schools; and representatives from industry, including the CT Business & Industry Association (CBIA) which represents 10,000 companies. The pathways have multiple points of entry and exit for job placement and stackable credentials for degree completion, including national certifications that have increased enrollments and created program stability. The COT is led by the Site Coordinators Council that meets monthly and consists of faculty and deans from all COT educational partners and representatives from industry and government. The Council identifies and reviews new programs, concentrations, and certificates based on industry needs and creates seamless articulated pathways. Final approval is often completed within three months for immediate implementation, allowing a timely response to workforce needs. The COT-RCNGM partners with CBIA to conduct a biannual survey of manufacturing workforce needs in CT. Educators use the survey to identify curricular needs and support funding proposals for educational programs. Asnuntuck Community College, the original AMTC, was able to use industry data from the survey to help create new programs. The RCNGM partners with other NSF grants and entities such as the National Network for Manufacturing Innovation (NNMI). The COT-RCNGM produced DVDs profiling students who have completed COT programs and work in CT manufacturing companies. The Manufacture Your Future 2.0 and the You Belong: Women in Manufacturing DVDs are distributed nationally to increase knowledge of career opportunities in manufacturing. Finally, the COT-RCNGM organizes the Greater Hartford Mini Maker Faire that brings together community members of all ages and backgrounds to share projects that promote interest in STEM fields. Participation in the Maker Movement led to involvement in a national network of Maker Faire organizers including a meeting at the White House where one organizer from each state was invited to attend and discuss the national impact of Makers. 

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4. Supporting biology education research at community colleges: Implementing and adapting evidence‐based practices

   https://doi.org/10.1002/cc.20534  

   Cotter, Robin; Kiser, Stacey; Rasmussen, Jed; Vemu, Sheela (June 2022, New Directions for Community Colleges)

   Abstract Biology education research (BER), currently conducted mostly at four‐year colleges and universities, is changing the culture of teaching biology and improving student success. We are community college faculty participating in the NSF‐funded CC Bio INSITES network, getting training and support in BER to ask questions to improve student success in our highly diverse classes. Our research adapts and validates existing BER surveys and interventions in Hispanic‐serving college settings, with pre‐health professions’ students, and with traditionally underserved populations in STEM. BER projects serve assessment and program review goals common across many community colleges, and when implemented with high‐impact practices, BER measures the gains in student retention and success. We call for support to continue changing the culture of discipline‐based education research at community colleges. 

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5. Building Interest in Technology Careers for High School Students

   https://doi.org/10.18260/1-2--46785  

   Wosczyna-Birch, K; Robicheau, W (June 2024, ASEE PEER)

   The goal of this program, funded by the National Science Foundation Advanced Technological Education (NSF ATE) program, is to provide additional professional and technical skills to cohorts of high school students through a Saturday Program. The program has provided inner-city high school students with out-of-school, hands-on educational experiences focusing on both professional and technical skills. Participant demographics will be discussed in this paper as diversity is a key objective of the program. The program utilizes industry-driven, project-based learning (PBL) and lessons in career and college readiness to prepare students for the workforce. Each student session consists of five consecutive Saturdays and is taught by a team of high school teachers, community college faculty, and instructors with expertise in professional skills, teambuilding, leadership, technical writing, coding, and STEM disciplines. The program is held on community college campuses as a way to show students that they are welcome in a college environment, which has inspired participants to have confidence in their own abilities to attend college and pursue educational and career goals in technology fields. Principals from participating high schools have commented that students who attended the Program have demonstrated an improvement in their academics and behavior due to the knowledge of professional and technical skills that they have gleaned from the program. The program’s leadership team disseminates best practices through presentations, social media, publications, and workshops at national conferences. The virtual four-day Summer Teachers’ Workshop allows high school and community college educators from throughout the United States to experience the same program that is used for the high school students. Although the workshop is virtual, participants are provided with materials and supplies, so they have the same hands-on experiences as the students in the Saturday program. 

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