stem pipeline post Grant manual - Arizona Western College · 2018-12-10 · STEM PIPELINE POST GRANT MANUAL OCT. 1, 2011 – SEPT. 30, 2016 . Forbes.com ranks Yuma, AZ in the top

STEM PIPELINE POST GRANT MANUAL OCT. 1, 2011 – SEPT. 30, 2016 Forbes.com ranks Yuma, AZ in the top 10 up-and-coming tech cities in the nation due to the county’s strong military presence and strong population growth (Mar. 10, 2008).

HSI STEM Pipeline Grant Program Arizona Western College 2020 S Avenue 8E Yuma, AZ 85365 Tel (928) 317-7659

TABLE OF CONTENTS

TABLE OF CONTENTS

Contents

Pipeline Overview _______________________________________________________________________________________ 1

Grant Status ______________________________________________________________________________________________ 6

Pipeline Goals, Objectives & Strategies ________________________________________________________________ 10

Key Results from the External Evaluator ______________________________________________________________ 15

Component 1: Curriculum Redesign & Development ________________________________________________ 18

Component 2: Outreach and Advising _________________________________________________________________ 20

Component 3: Infrastructure, Technology & Renovation ____________________________________________ 22

Component 4: Model Transfer & Articulation to B.A.S. Degree ______________________________________ 30

Component 5: Institutionalization of Programs & Services _________________________________________ 32

Lessons Learned ________________________________________________________________________________________ 34

In Conclusion_____________________________________________________________________________________________35

Contact Information_____________________________________________________________________________________ 36

STEM PIPELINE GRANT PROGRAM

Pipeline Overview

STRATEGIC HIGHLIGHTS

Surf the Pipeline to STEM Success (Pipeline) was an innovative endeavor by Arizona Western College (AWC) to increase the number of Hispanic and low-income students attaining STEM degrees in Southwest Arizona by: (1) Inspiring students to engage in STEM discovery and innovation; (2) Developing a world-class STEM workforce talent pool; (3) Attracting and retaining STEM talent through dynamic and innovative school environment; and (4) Delivering coordinated, collaborative and cohesive STEM programs. Pipeline was centered on equipping students with ‘21st century skills’ for academic success, such as critical thinking, problem solving, creativity, and communication while broadening the range of high-quality STEM degree options in the Career and Technical Education fields.

OPERATING HIGHLIGHTS

STEM Pipeline students have been provided with academic supports tailored to meet the needs of underrepresented minority and low-income students, including; supplemental instruction, curriculum redesign and development of innovative courses that utilize the latest technology. AWC STEM Pipeline Students have engaged in hands-on, real-world experiences that have allowed them to make connections between courses, disciplines, technology, and the larger world. The Pipeline grant program highlighted outreach and advising support systems designed to augment existing systems, to support cohort graduation success rates in STEM fields and renovate the current facilities to provide state-of-the-art renovated facilities and equipment that will assist STEM students in gaining skills that allow them to be competitive and academically successful.

A recent research article by the National Academy of Sciences entitled “Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students’ Diverse Pathways” (page 101) listed thirteen key components for student success in STEM programs. They are: (1) recruitment, (2) financial aid, (3) summer bridge program, (4) study groups, (5) program values, (6) program community, (7) tutoring, (8) advising/counseling, (9) mentors, (10) internships, (11) faculty involvement, (12) administrative involvement, and (13) family involvement. Of these thirteen key components for success listed above, the AWC STEM Pipeline program contained eleven of them. This level of support cements the success of this grant initiative and offers a solid foundation for sustained growth in the pathway for Career and Technical Education students to continue their education locally to attain a Bachelor’s degree in Industrial Technology Management.

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Meeting the local community workforce needs has been a vital element of the program. By building an articulation/transfer model that allowed Northern Arizona University Yuma Branch Campus to offer a Bachelor of Applied Science in Industrial Technologies our program provided access for students with socio-economic and academic barriers to obtain a Bachelor’s Degree after attaining a STEM AAS degree at Arizona Western College. The STEM Pipeline program also engaged and equipped a new population of students to pursue STEM studies by opening a pipeline to STEM success from applied sciences, through development of an enhanced AAS STEM transfer program and a newly created Industrial Technology Management degree pathway.

The External Evaluator, Magdalena Rood of Third Coast R & D, Inc. listed this summation as her conclusion in her final Year 5 Evaluation report; “There is no doubt that the AWC facilities for Automotive and Welding Tech were vastly improved and brought into the 21st century. There is also no doubt that the capacity of the AWC partnership with NAU-Yuma was expanded. The academic support positions funded by Pipeline are being institutionalized by AWC as planned, thus building the college’s capacity to help students learn. The faculty position funded by Pipeline at NAU-Yuma is also being institutionalized as planned, thus building capacity to teach and support students with non-traditional academic backgrounds. Local and regional business and industry have taken note of the upgraded opportunities at AWC and are willing for their employees alongside other members of the community to take classes and become certified to use the new equipment.”

STUDENT HIGHLIGHTS

NAU-Yuma student, Caroline Valdez obtained a full time position at the General Motors Desert Proving Ground Testing Facility at Yuma Proving Ground (upon completion of her STEM AAS degree in Automotive Technology) after working a Summer Internship at the facility utilizing her STEM skills. She is continuing to pursue her Bachelor’s degree in our program. The value of Community Business/Industry internships is highlighted in the National Academy of Sciences research article “Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students’ Diverse Pathways” in 2016; “Undergraduate research programs and internships may be particularly important for students from underrepresented groups since they may facilitate students’ identities as scientists and engineers. Authentic experiences may also involve opportunities to work on industry-related projects.” (page 90)

AWC graduate Isaiah Gaspar was selected by the American Welding Society to attend the AWS Leadership Symposium in Miami, Florida over the summer of 2015. Being a top notch welder, Isaiah earned dual STEM majors from AWC in Engineering and Math. He is

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STEM PIPELINE GRANT PROGRAM currently weighing his options on which University to attend but is interested in a STEM Bachelor’s degree in Information Technology Management.

After transferring to NAU-Y upon completion of the STEM AAS degree in Welding, NAU-Yuma’s first graduate in the newly created BAS in Industrial Technology Management, Joey Pimental obtained a full-time managerial position with a regional seed distribution company, Select Seed of Arizona as the “Fleet and Inventory Supervisor.” He is currently considering enrolling in a Graduate Program while working full time as a supervisor.

AWC graduate, Trish Harwood (right), a local Native American student, is earning her master welder certification at her new employment facility in Phoenix, Arizona.

AWC Welding program graduate, John Stratz is currently working full time at GM Desert Proving Grounds as a welder after a summer internship there. He is currently enrolled at NAU-Yuma and has recently been hired here as an Associate Faculty for the Welding Institute.

James Veldhuis obtained his STEM AAS degree in Welding while working full time in the Welding Institute as the Welding Laboratory Assistant. He has been enrolled at NAU-Y in the BAS degree program for a year and anticipates that he will earn his Bachelor’s degree next year.

In May 2016 there were two additional NAU-Yuma graduates in the newly created BAS degree in Industrial Technology Management; Adan Piceno and Jorge Lopez. Jorge completed his Capstone internship project at the Yuma Toyota dealership analyzing call back repair data to refine the repair process in the service department. He is currently working at the Toyota Dealership.

Of the above mentioned students; 63 % are Hispanic and 62% are first generation college students.

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FINANCIAL HIGHLIGHTS

Pipeline Grant funds were expended in support of the original HSI STEM grant objectives. Due to diligent stewardship, funds were available to renovate classroom T-111 adjacent to the Automotive Laboratory. The Grant Director obtained permission from the Program Officer in Washington, D.C. for this additional renovation in support of the grant project.

Year 1 Year 2 Year 3 Year 4 Year 5

Personnel 196,804 236,780 243,793 257,140 238,837

Fringe 64,243 75,855 78,123 83,254 77,720

Travel 3,130 3,130 3,130 3,130 3,130

Equipment 164,332 168,292 0 0 400,655

Supplies 85,447 73,797 0 0 144,658

Contractual 24,625 63,074 65,096 5,000 5,000

Construction 331,419 249,072 479,858 521,476 0

Total Project Costs $870,000 $870,000 $870,000 $870,000 $870,000

LOOKING AHEAD

As Arizona Western College moves forward in promoting STEM degrees in the Career and Technical Education department, they will need to maintain the facilities, as well as continue to provide up-to-date, state-of-the-art equipment for both the welding and automotive departments, as well as other departments such as the solar technology department. For example, the future of the Automotive Industry is moving towards hybrid cars, electric cars, and self-driving cars. The Career and Technical Education department will also need to continue to build and develop partnerships with local and state-wide industry in order to remain current with the latest technologies.

Additionally, AWC will need to find ways to meet the counseling/advising needs of CTE students, Hispanic students, and first generation students who tend to have different needs and life

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STEM PIPELINE GRANT PROGRAM experiences than traditional students. The support systems that have been added such as tutoring and Lab Assistants will need to continue to be supported by the College since these have been instrumental in the success of Pipeline students (as well as other students campus-wide). AWC personnel in the advising office and transfer services will need to provide the support that was previously given to program students by the STEM Advisor/Activities Coordinator. Pipeline students will need to be encouraged by CTE faculty and Lab Technicians to utilize the new online “student planner” system in order to ensure that they are on the correct path to transfer seamlessly to the bachelor’s degree program. Our CTE Lab Technicians also serve as Peer Mentors in their department; advising and encouraging students to persevere. Studies have shown that students from underrepresented groups take longer than expected to complete their degree. There are multiple factors causing this, but we must keep this in mind when working with these students. (Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students’ Diverse Pathways; The National Academies Press; 2016)

NAU-Yuma faculty members have expressed a commitment to meeting with each STEM Pipeline student transferring into the BAS degree program to explain the program and courses; including the tuition free course being offered only to AWC STEM transfer students. The AWC Transfer Services Department will need to continue to reach out to the students in the CTE department to encourage them to proceed toward a Bachelor’s Degree.

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Grant Status

Arizona Western College has successfully completed the final year of the Surf the Pipeline to STEM Success Grant (P031C110048), a Department of Education Hispanic Serving Institutes Title III grant, following the approved grant objectives. Arizona Western College worked closely with Northern Arizona University-Yuma Branch Campus, the sub-recipient of the grant, to strengthen the pathway from a STEM Associate of Applied Science (A.A.S.) degree from AWC to a Bachelors of Applied Science (B.A.S.) degree from NAU-Yuma. Both AWC and NAU-Yuma were committed to the success of HSI STEM Pipeline Grant efforts and worked diligently; to streamline the process, to support Hispanic students, and to evaluate program objectives regularly to enhance program delivery and success. AWC Pipeline staff have articulated the transfer degree program with other community colleges throughout Arizona by presenting the information at the annual AZ Transfer Summit and with the Career and Technical Education Deans at a Summer Institute. AWC Pipeline staff also presented the transfer degree program at a National STEM conference, STEMtech in November of 2015.

“In Y4 both the AWC and NAU-Yuma sides of the Pipeline were active and working with students. Objectives were accomplished, and outcomes were demonstrated. Milestones were achieved and degree plans were institutionalized. Administrators and faculty in both institutions express satisfaction and contentment with the way the project worked.” (Dr. Magdalen Rood, Third Coast R&D, Inc., September 16, 2015)

The grant narrative addressed measurement and data collection. “Measurements and Data Elements: Baseline data will be collected at the beginning of each project year to establish the initial level of the evaluative measure for comparison purposes. Year-end data will be collected at the end of each project year as part of the summative evaluation component. Longitudinal data will be retrieved from Datatel. Additional data on transfer will be accessed through information from the Arizona State System for Information on Student Transfer (ASSIST) and National Student Clearinghouse. Data sharing agreements are also in place between Northern Arizona University and AWC, to share information on performance of jointly-enrolled students. Information requests are carried out between Planning & Institutional Research at NAU and AWC’s Office of Institutional Effectiveness (IE).” Both qualitative and quantitative data were collected and analyzed. Qualitative data included participant surveys, faculty and student interviews to determine the effectiveness of services and activities, architect’s reports, and focus group information. Quantitative data included checklists, logs, attendance tracking, and tracking participant outcomes that support project objectives. HSI-STEM program staff requested enrollment and performance data from AWC’s IERG department for the preparation of formative and summative evaluation reporting.

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STEM PIPELINE GRANT PROGRAM In the “End of Grant” Survey, of the students responding to the survey: 75% found out about the Pipeline program either during a presentation at the High School

or through AWC advising. 100% reported that the renovated facilities and new technology vastly improved the

program 100% were highly satisfied or mostly satisfied with their general education coursework 100% were highly satisfied or mostly satisfied with the teaching staff in their technical

coursework 67% utilized the tutoring available to them 100% reported that the tutoring services were either highly helpful or mostly helpful. 75% reported meeting with the advisor once a semester OR MORE 100% reported the advising services to be either highly effective or reasonably effective 67% plan to transfer to a 4 year institution OR are dually enrolled at AWC and NAU-Y.

Individual comments provided in the survey answering; “what improvement was most important”: “Labs” “the welding booths are much larger” “the help the Lab Assistants give to students” “the equipment” “the technology available to students was an awesome experience”

Year 5 grant data is as follows:

1. AWC Program Graduates: Total 118

Prior to 2013 6 Year 3 2013-2014 Fall 2013 3

Spring 2014 3 Year 4 2014-2015 Fall 2014 13

Spring 2015 41 Year 5 2015-2016 Fall 2015 15

Spring 2016 37

2. NAU Graduates as of Spring 2016 = 3

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STEM PIPELINE GRANT PROGRAM 3. Active Students Credits Earned:

As of Fall 2015 Total of 46 Credit Range # of students Percentage 0-25 10 21% 26-50 17 37% 51-75 11 24% 76 + 8 17%

4. Active Student GPA’s :

As of Spring 2016

Total of 83

GPA range # of students Percentage .71-1.72 2 2.4% Less than

2.6 28.9%

1.73-2.5 22 26.5% 2.6-3.0 19 22.8% Greater

than 2.6

70.9% 3.1-3.5 26 31.3% 3.6-4.0 14 16.8%

At grant’s end, Arizona Western College is updating its website and making it mobile friendly. The AWC advising department is adding an online student self-advising component to its model. With the use of a “Student Planner” in Colleague® by Ellucian, an ERP or Enterprise Resource Planning (AWC’s cloud based Institutional database); students will be able to craft a schedule that can be viewed by their faculty advisor and students can communicate with their faculty advisor more easily. Enrollment data shows that a vast majority of STEM Pipeline students attended part time (which was on par with the entire AWC student body). This factor made it difficult to gather some of the growth expected for objectives in the data analysis. The External Evaluator provided alternative modes of reporting the data to support the positive results from grant efforts.

The BAS degree program at NAU-Yuma has already enrolled 3 additional students from rural areas in the state since the courses are offered online as well as hybrid. These students are also required to have an AAS degree; and have completed 35 credits from AGEC (Arizona General Education Curriculum) courses. The NAU-Y faculty report that STEM Pipeline students are achieving at comparable levels as all other transfer students in Yuma.

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STEM PIPELINE GRANT PROGRAM Northern Arizona University-Yuma has incorporated the Capstone Project as part of its degree requirements. This project connects students with local businesses where they work closely with management to either resolve a problem or improve on services offered. Pipeline students are already experiencing the positive result of these community connections. Another important academic support that NAU-Yuma has incorporated is the introduction of module learning for their BBA 290 course; Managerial Accounting & Financial Analysis. This course has proven to be the most difficult for Pipeline students, so the faculty provided the support that follows. The course now has homework divided into modules that must be passed at 85% or higher before you can test on the module. Students can take as long as they need to complete the homework. Once they pass and move on to the test, it must also be passed at 85% or higher. Students can take the test as many times as needed to pass. Students cannot move to the next module until they have passed the test (since the material builds on prior skills). An important benefit of this format is that the professors are available for assistance and students are allowed to move at a speed that works well for them. Additionally, students are free to seek assistance from tutors for increased understanding. If a student needs to complete the modules in the next semester, this is allowed and the work that has been completed counts toward the next semester so a student does not have to start over. Students do, however, have to pay the registration fee once again if the modules take them two semesters to complete.

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Pipeline Goals, Objectives & Strategies

Table 1: Pipeline Objectives and Outcomes

Objectives Related Outcomes INSPIRE Students to Engage in STEM Discovery and Innovation by Increasing Awareness of STEM Career Pathway Options and STEM Fields

1. By end of Y1, AWC & NAU-Yuma staff will have completed a targeted, Joint Outreach and Advisement Plan to assure an adequately-prepared pipeline that defines strategies that: (a) engage underrepresented

populations in STEM career preparation;

1a. By end of Y5, 12 joint STEM outreach activities (3/yr for 4 yrs; encompassing 9 high schools) will be completed.

1b. By end of Y5, 8 (2/yr for 4 yrs) joint outreach/ advising activities by AWC/ NAU-Yuma targeted to underrepresented populations will be completed.

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STEM PIPELINE GRANT PROGRAM (b) engage unemployed residents (including

veterans); and (c) includes NAU-Yuma outreach strategies to engage AWC Technical Education program students.

1c. By end of Y5, 8 (2/yr for 4 yrs) joint outreach/advising activities by AWC/ NAU-Yuma targeting unemployed will be completed.

1d. By end of Y5, 8 (2/yr for 4 yrs) NAU-Yuma outreach/advising activities targeting AWC Technical Ed. students will be completed.

Objectives Related Outcomes

DEVELOP A World-Class STEM Workforce Talent Pool by Developing STEM programs that meet local workforce needs.

2. By the beginning of Y4, the portfolio of STEM programs available to students will expand with the addition of a BAS in Industrial Technologies through NAU-Yuma.

2. By end of Y2, 3 new pathways will be established from AWC enhanced AAS STEM-transfer degrees to a BAS in Industrial Technology at NAU-Yuma (SMART eligible fields; see p. 21).

3. By the end of Y5, the diversity of participants in AWC STEM programs will contribute to the national goal of increasing the number of Hispanic and low-income students who attain STEM degrees.

3a.By end of Y5, 100% increase in enrollment of underrepresented populations at NAU-Yuma in BAS, Industrial Tech. studies.

3b.By end of Y5, the % of AWC students (majority of whom are Hispanic & low-income students) enrolled in enhanced STEM industrial technology majors will increase by at least 10% beyond former program enrollment.

3c: By end of Y5, the % of all students & Hispanic students completing an AAS in industrial tech fields will increase by at least 25% over baseline.

4. By the end of Y5, AWC will provide new continuing education for local employers.

4. By end of Y3, AWC will have 3 MOUs/IGAs with local employers to provide continuing education based on AWC’s increased technology training capabilities.

5. By the end of Y5, AWC will provide new upgrade/retraining for unemployed.

5. By end of Y3, AWC will redevelop/upgrade curriculum to reflect technical ability for retraining local unemployed residents.

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ATTRACT & RETAIN STEM talent through a dynamic and innovative environment by providing infrastructure, technology, and support mechanisms necessary to foster student success in STEM disciplines.

6. By the end of Y5, Pipeline Project STEM instructional support services will demonstrate a positive impact on AWC BAS feeder program students.

6a. By end of Year 5, 85% of students will demonstrate competency in using new equipment including CNC Vertical Machining Center & ARC MATE Robotic System based upon pre- & post- testing.

6b. By end of Year 4, students will demonstrate proficiency in the core technology competencies as indicated by pre & post test scores.

6c. By mid-Y2, students will demonstrate greater awareness of possibilities/benefits in industrial tech. fields, based on pre/post focus group response.

7. Throughout the project, AWC will utilize Data-Based Decision-Making to identify and implement programs and best practices to attract STEM talent.

7a.By the end of Y3, revised advising strategies will be tested with 100 ind. tech. students, with at least 75% of these students completing a Career/ Education Plan.

7b. By the end of Y4, a sample of students that completed Career/Education Plans in 7a will provide feedback through a focus group, indicating levels of satisfaction and recommendations for additional changes.

7c. By the end of Y5, students will indicate satisfaction (average 4 out of 5) with revised advising and career/ education planning processes and services.

8. By the end of Y5, Pipeline Project physical and intellectual environment upgrades to attract and retain STEM talent will be completed and implemented.

8a. By end of Y2, 100% of the curriculum for the Ind. Tech. BAS at NAU-Yuma will be completed.

8b. By end of Y4, 100% of the target courses will have redeveloped curriculum including the high-tech, state-of-the-art equipment & methodologies.

8c. By end of Y4, the redesign of 100 & 200 level curriculum in ind. tech. courses utilizing state-of-the-art tech. preparing students to enter employment & 4-yr baccalaureate programs will be complete.

8d. By end of Y4, the Architect and External Evaluator will verify that renovation for the new ind. tech. complex are at least 90% completed and within cost & bid specifications.

8e. By end of Y4, satisfaction w/facilities & technologies available to ind. tech. students will increase significantly, as indicated by a 50% reduction in % of faculty who are neutral, disagree, or strongly disagree w/statements

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STEM PIPELINE GRANT PROGRAM regarding adequacy of space, technologies, & support for ind. tech. students.

8f. By end of Y5, all equipment, robotics, simulators, etc. will be installed & faculty will be trained & using equipment.

8g. By Y5, students will express satisfaction with instruction in the Ind. Tech. facilities as demonstrated in a satisfaction survey.


DELIVER Coordinated, Collaborative and Cohesive STEM Programs that: (A) Offer STEM programs that inspire, develop, attract & retain world-class STEM talent and (B) Compile and share information that will enhance replication.

9. By the end of Y1, AWC and NAU-Yuma will develop a BAS, Industrial Technology model transfer and articulation agreement.

9. By end of Y1, AWC/NAU-Yuma joint curriculum design team will complete the articulation agreement including the program of study leading AAS to BAS in Industrial Technology.

10. By the end of Y5, AWC will have completed the enhancement and expansion of existing collaborations w/ NAU-Yuma to include the development of a locally available BAS in Industrial Technology.

10a. By the end of Y1, program of study for the BAS in Ind tech will be finalized (including AWC’s lower-division courses and NAU’s upper division courses).

10b. In Y2, 24 jointly admitted (AWC/NAU-Yuma) students will begin lower division coursework at AWC.

10c. At the end of Y3, 20 AWC students who have completed an AAS in Industrial Tech. feeder programs will be ready to begin taking upper division courses to attain a BAS in Industrial Technologies at NAU-Yuma.

11. By the end of Y5, AWC and NAU-Yuma will provide a new publicly available STEM program that meets the needs of applied science and technology students.

11a. By the end of Y5, the # of AWC students, (predominantly low-income), transferring into industrial tech. fields will increase by 25% over the # reported in baseline years.

11b. By end of Y5, the # of Hispanic students transferring in technology-related fields will also increase by 25%.

12. By the end of Y5, a systematic approach to implement STEM education & outreach will be developed.

12. By the end of Y5, project manual documents steps taken, lessons learned, evaluation results, and recommendations for replication will be compiled and distributed.

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13. By the end of Y5, AWC will evaluate and share project successes and lessons learned.

13a. By end of Y5, 15 students will have completed the Industrial Technology BAS program.

13b. By end of Y4, a survey tool will be developed and sent to employers of our graduates to evaluate students’ readiness to be successful in the industry.

13c. By end of Y5, an exit interview will be administered by NAU-Yuma to graduating seniors assessing one key content area and one key skill area and file a report with the NAU assessment office.

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Key Results from the External Evaluator

Year 1: 2011-2012

• Mr. Paul Neuman was assigned as Interim Project Director in March 2012, and in July 2012 that assignment became permanent.

• While interviews conveyed a sense that staffing had occurred late and that may have delayed the start of critical tasks, construction and curriculum design work began in time to show major progress.

• In mid-September photos show that the renovation of the Automotive Technology facility was “98% complete”.

• AWC faculty members had drafted programs of courses that would meet Arizona General Education requirements, AAS Major Courses, BAS Specialization courses, and BAS required courses.

Year 2: 2012-2013

• In Year 2 Pipeline’s STEM Advisor conducted 10 activities at 6 high schools, reaching 267 students. She also made 23 presentations in AWC classrooms, reaching 481 AWC students.

• AWC implemented six vocational degree plans with General Education Emphasis. • Of 372 AWC students at outreach presentations, 42 (11%) were interested in additional

information about Pipeline opportunities. • Of 248 high school students at outreach presentations, 41 (17%) were interested in more

information. • The curriculum for a new Industrial Technology business administration degree was

completed and approved for implementation beginning Fall 2013. • Cohort 1 began in Spring 2013 with 34 students including 6 freshmen and 24 sophomores.

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STEM PIPELINE GRANT PROGRAM Year 3: 2013-2014

• Joint outreach activities reached total of 10 schools and exceeding the target number 9 • NAU-Yuma developed the BAS degree plan in Industrial Technology Management for

implementation in Fall 2014. • Pipeline continues to reach out to regional employers and to seek ways that continuing

education services could best serve their needs • Student tests show increases in proficiency in core technologies • Career/educational plans have been completed for 76 students • NAU-Yuma offer BBA 292, Fundamentals of Logistics free of charge to Pipeline student • Students say said the improvements help to “feel more like college students, more valued” • In 2012-2013 Pipeline enrollment was 34 students, 21 were retained to the end of Y3 • Pipeline enrolled 38 students in Y3, 2013-2014 • In Y3 NAU-Yuma reported 3 Pipeline students taking courses in the CTM program and 19

students admitted for Fall 2014. • The renovation of the Welding Facilities was described as “the greatest tribute to AWC’s

golden anniversary.”

Year 4: 2014-2015

• Pipeline outreach staff report having narrowed the focus of outreach events to a more

immediate audience. • Pipeline students do well in their chosen majors, with grade point averages (GPA) ranging

from A (4.0) to B (3.0). • Sophomores tend to meet with their Pipeline advisor more frequently than freshmen. • AWC students at all levels would like more assistance in English and Math. • On average Math and English grades were lower than Industrial Tech grades by 1.20

points. • AWC faculty were unanimous in top of the scale ratings of agreement that grant funds

were well spent, that AWC students have benefited from the improved facilities. • Pipeline staff and faculty have begun to disseminate information to other institutions of

higher education in Arizona. • Pipeline is considered to be a model for programs that could be developed at AWC in

occupational areas where new state rules require that workers have 4-year degrees.

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STEM PIPELINE GRANT PROGRAM Year 5: 2015-2016

• Pipeline outreach staff achieved and surpassed the target of 12 STEM outreach activities and 9 high schools by end of Y3.

• Three new pathways from the AWC enhanced AAS degree to a BAS in Industrial Technology at NAU-Yuma were finished in Y4 (fall 2014).

• AWC documented 51 declared Pipeline majors in Y5, 33 (65%) were Hispanic and 29 (57%) were Low-Income.

• To improve connections to the community, local business and industry, Pipeline outreach staff worked to build partnerships, work with advisory boards, and build relationships.

• Career/Education plans were completed for every Pipeline student. • NAU-Yuma added a Capstone Project where students find an organization with a

business-oriented problem related to supply chain, production, or process. Students are to evaluate the problem and propose a solution.

• The immense improvements in buildings and equipment were well recognized and published.

• Nine students successfully made the transfer from AWC to NAU-Yuma, and another 11 AWC students are expected to transfer in fall of 2016.

• The AWC Career and Technical Education department has replicated the Pipeline model for AAS to BAS option to nine additional degree areas.

• NAU-Yuma is engaged in replication, and is working with other two-year colleges in Arizona to offer the Industrial Technology Management BAS degree.

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Component 1: Curriculum Redesign & Development

New STEM based CTE courses were developed as a result of the newly grant purchased state-of-the-art computerized machinery in both Automotive and Welding. AWC Faculty members worked closely with NAU-Yuma faculty to create a seamless pathway to a newly created Bachelor’s degree. The Faculty Design team worked closely with the curriculum and certification departments at both institutions to ensure that the pathway would meet all required state certifications.

STEM Pipeline Grant staff revised STEM CTE course sheets to reflect the addition of required AGEC (Arizona General Education Curriculum) courses to enable AWC graduates in these programs to transfer seamlessly to NAU-Yuma after achieving a STEM tech degree, and to reflect new STEM curriculum created as a result of the new state-of-the-art computerized machinery.

The BAS degree pathway in Industrial Technology Management was completed during Year 2 of the Grant which placed the initial cohorts a year behind what was proposed in the grant. Additionally, the hiring of the Articulation Coordinator at NAU-Yuma was a year behind which placed targeted outreach behind by a year also.

Early College Experience enrollment in STEM coursework is encouraged for those High School students who are ready to participate.

The Dual Enrollment transfer degree established between AWC and NAU-Yuma (the AWC 2 NAU) program has encouraged students to be dually enrolled at both institutions once ready, in order to begin NAU courses. This dual enrollment degree program enables students obtaining a Bachelor’s degree at NAU-Yuma to earn 75 credits at AWC and 45 credits at NAU-Yuma, thus saving students a substantial amount of money.

Additionally, NAU has agreed to waive the tuition costs for BBA 292, Fundamentals of Logistics for students who are enrolled via the STEM Pipeline degree program.

While the grant initiated the use of a Supplemental Instructor to provide “proven intensive intervention for under-represented students in STEM,” the services of an SI proved to be challenging for our grant. With cohort students taking a variety of STEM courses in Welding and Automotive, most took different levels of both English and Math so the use of an SI proved ineffective. With Program Officer permission, the SI position was replaced with two tutors who were to target individual students for assistance. We had

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STEM PIPELINE GRANT PROGRAM difficulty hiring a tutor, but one was selected and began working with Pipeline students in February 2016.

Tutors: All AWC tutors (including those hired under this grant) receive comprehensive training in AVID tutoring strategies. They are trained by an AVID certified “Trainer” and utilize these research-based effective strategies during tutoring sessions.

The two Laboratory Technician positions are being institutionalized at grants end. These Lab Technicians were hired with input from the Automotive and Welding instructors in order to select employees that would have the skills needed to assist students during their Lab sessions. Additionally, in their capacity in the labs, they also act as Peer Mentors to program students offering advice in many arenas such as courses, technical advice, connections to tutoring, along with other information.

As each department (Automotive and Welding) received new updated equipment, the lead faculty member ensured that all instructors received the required training needed for each piece of new technological equipment. For example the lead faculty for Welding, Sam Colton and the Laboratory Technician, James Veldhuis attended a two-week intensive training during the summer of 2015 on the use of the Miller Robotic Welding System.

Faculty members attended national, regional and local conferences; often they were able to present our STEM transfer pathway during these conferences.

At the end of Y4 STEM emphasis AAS degree plans, consisting of courses required for the major area of study, other required departmental courses, and General Education Requirements (equal to 35 Credits) were completed for the STEM Pipeline program . Plans were completed in three areas targeted in the grant, Automotive Technology, Welding Technology, and Industrial Technology. Additional STEM emphasis AAS degree plans were also developed for Air Conditioning and Refrigeration, Carpentry, Construction Trades Management, Culinary Arts, Drafting CAD technology, Electrical Technology, Plumbing, and Solar Photovoltaic Installation; for a total of eleven STEM emphasis degree programs that are now eligible to transfer to the newly created NAU-Yuma BAS degree in Industrial Technology Management. Research supports our program structure; in the article “Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students’ Diverse Pathways,” the authors discuss the success of Arizona’s AGEC curriculum and the completion of an Associates’ Degree as having a significantly higher level of success as transfer students in comparison with students who transferred without completion of either a degree or the general education common core courses. (pg. 114)

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Component 2: Outreach and Advising

Surf the Pipeline to STEM Success Grant Program began targeted outreach in the second year of the grant. The first year efforts were concentrated on creating an articulation agreement between Arizona Western College and Northern Arizona University –Yuma. Additionally, during the first year, renovations were begun in the automotive facility.

The hiring of an experienced and highly motivated Advisor/Outreach Coordinator made a huge impact on the success of STEM Program cohort students; this population of students required a higher than average level of encouragement and support; (what is currently being described as “intrusive advising”). The Advisor/Outreach Coordinator was instrumental in the services she provided. Pipeline Students were recruited, offered personalized advising, encouraged to persevere, and guided through the transfer process to the NAU-Yuma B.A.S. in Industrial Management program. The Advisor/Outreach Coordinator provided the STEM Pipeline program with many services, including the following; attended recruitment days, wrote letters of recommendation for program students, attended Advisory Committee meetings, and traveled to our Satellite Campuses to provide information to those students. Recent STEM research supports the use of highly structured support systems. In the article “Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students’ Diverse Pathways” (by the National Academy of Sciences, 2016; page 100) the authors state: “Support is highly structured, with frequent advising on academics and assistance with any personal issues that may interfere with school.”

The development and continuous use of STEM Education Academic Plans (EAP) was begun in Year 2 and continued throughout the grant. Course requirements were explained, as well as the services provided by AWC such as tutoring, study groups, writing assistance, a Math center, test preparation, advising and transfer services.

Local employers expressed a high satisfaction level with the newly renovated facilities, the new STEM curriculum utilizing the newly purchased state-of-the-art equipment, and the knowledge and caliber of graduating STEM students as evidenced in survey results. Industry personnel continued to emphasis the growing need for skilled workers in the STEM trades.

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Outreach was conducted to recruit students from local unemployed residents.

The Pipeline staff created an advising booklet that is currently being used at area High Schools and the AWC advising offices. This advising booklet will be available on the AWC website post grant.

To improve their connection to local companies, Pipeline outreach staff at AWC and NAU-Yuma sought to establish more partnerships, join more advisory boards, and obtain support. The list of Community Connections provided for the evaluation includes educational districts, professional associations, and 12 companies.

The STEM transfer degree has been shared by the Pipeline staff through the creation of program Outreach and Informational materials; posters were created to advertise the transfer degree. STEM technical trades banners were made to display at campus events and at conferences where presentations were made. Student bookmarks and brochures were created that are available in the transfer services areas of the ONE STOP SHOP of our 3C building.

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Component 3: Infrastructure, Technology & Renovation

The facilities in both the Automotive Department and the Welding Department have been completely renovated, up-dated and out-fitted with the latest STEM technology and infrastructure along with state-of-the-art equipment such as simulators and a robotic welder.

State-of-the-art technology was purchased in order to increase the quality of STEM instruction to meet industry standards. Mobile laptop carts with a class set of laptop computers were purchased for both Automotive and Welding classrooms.

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STEM PIPELINE GRANT PROGRAM Classroom T-111 was renovated utilizing Pipeline grant funds for use by instructors in all trade areas as needed each semester.

Pipeline Equipment Purchases listed by Program Year.

Equipment – Year 1 Qty. Unit Price Total (tax

incl.)

Automotive Technology Facility

Network Switching Hardware Equipment System includes:

Cisco 4506 switch chassis

Cisco Supervisor engine for switch

48 Port switch blade (Power over Ethernet)

48 Port switch blade

Cisco switch chassis power supply

Fiber transceiver module

Fiber XENPAK module

Cisco Wireless Access Point

Cable management system for rack


APC Uninterruptable Power Supply

Battery unit for APC UPS

Remote management card for UPS

1

1

1

3

1

1

1

4

2

5

1

1

1

3,033

12,143

4,741

3,164

2,527

946

946

648

381

75

1,137

508

427

3,336

13,357

5,215

10,441

2,780

1,041

1,041

2,851

838

413

1,251

559

470

Network Switching Hardware Equipment System Total $43,593

Automotive Simulation Lab

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STEM PIPELINE GRANT PROGRAM UniTrain-I Platform & Automotive Hybrid Drives Simulator Course Equipment System includes:

UniTrain-I Interface and virtual instruments (basic VI)

UniTrain-I Experimenter

UniTrain-I Extended three-phase power supply

UniTrain-I Measurement accessories, shunts and connection cables

Course – Automotive 12: Hybrid Drives for Vehicles

1

1

1

1

1

2,689

1,123

701

290

4,707

2,958

1,235

771

319

5,178

UniTrain-I Platform & Automotive Hybrid Drives Simulator Course Equipment System Total

$10,461

Sectioned Model of Hybrid Vehicle (Toyota Prius), cross-section and working model

1

73,013 80,314

Discount 1 -18,270 -18,270

Hybrid Total $62,044

Automotive Technology Engine Building Lab

Computerized aligner w/cabinet 20” widescreen LCD display

Hawkeye alignment sensors including 4 cameras, HD targets, wheel adaptors, and turn plates

Computerized Road Force wheel balancer with straight trak LFM, wheel lift and printer

Tire changer, table top design w/automatic swing arm, beak press system and wheel lift

1

1

1

1

11,297

10,171

11,581

10,800

12,427

11,188

12,739

11,880

Engine Building Lab Total $48,234

Year 1 Total $164,332

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incl.)

Automotive Simulation Lab

Electrical/Electronics Phase 1 Simulator Course Equipment System Includes:

Troubleshooting Trainer with storage cases

Troubleshooting Fault Board

Interactive Keyboard

Automotive Electrical Courseboard Courseware

Automotive Electricity Software

Automotive Sensors and Actuators Courseboard

Automotive Computer Concepts Courseboard

TP/MAP Component Board

10

10

1

10

1

1

1

1

1,015

555

365

530

610

535

580

285

11,165

6,105

402

5,830

671

589

638

314

Electrical/Electronics Phase 1 Simulator Course Equipment System Total $25,714

Electrical/Electronics Phase 2 Simulator Course Equipment System Includes:

Start System Trainer Courseware

Charging System Trainer Course

Lighting System Trainer Course

Instrument Panel Trainer Course

Wiper/Washer Trainer Course

Power Door Locks Trainer Course

Power Windows Trainer Course

Power Seat Trainer Course

Network Trainer

Starter, Batter & Tester Troubleshooting (Network Version)

Charger System Troubleshooting

Atech Network Systems

1

1

1

1

1

1

1

1

1

1

1

3,250

4,800

5,525

3,995

4,160

4,645

5,115

3,665

11,690

350

350

3,575

5,280

6,078

4,395

4,576

5,110

5,627

4,032

12,859

385

385

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STEM PIPELINE GRANT PROGRAM 1 1,225 1,348

Electrical/Electronics Phase 2 Simulator Course Equipment System Total $53,650

Basic Engine Performance Simulator Course Equipment System Includes:

Engine Performance Troubleshooting Trainer

Engine Control Fundamentals

Engine Control Systems Operations

Engine Control Diagnostic Fundamentals

Engine Control System Troubleshooting

Injector/Fuel Pump System Trainer

3

1

1

1

1

1

3,080

610

610

610

350

1,225

10,164

671

671

671

385

1,348

Basic Engine Performance Simulator Course Equipment System Total $13,910

Basic Brakes Simulator Course Equipment System Includes:

Drum/Disc Brake Trainer (2-wheel) Courseware

1

4,010

4,411

Basic Brakes Simulator Course Equipment System Total $4,411

Basic Suspension/Steering Simulator Course Equipment System Includes:

Suspension and Steering System Courseware

1

11,250

12,375

Basic Suspension/Steering Simulator Course Equipment System Total $12,375

Advanced Engine Performance Powertrain Controls Simulator Course Equipment System Includes:

GM OBD II System Trainer Courseware

GM OBD II to Ignition Interconnection Cable

1

1

11,250

40

12,375

44

Advanced Engine Performance Powertrain Controls Simulator Course Equipment System Total

$12,419

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STEM PIPELINE GRANT PROGRAM Advanced Engine Performance-Emissions Simulator Course Equipment System Includes:

Automotive Technology Trainer Courseware

Automotive Technology Courseware

1

1

20,475

410

22,523

451

Advanced Engine Performance-Emissions Simulator Course Equipment System Total

$22,974

Advanced Ignition Simulator Course Equipment System Includes:

GM Electronic Ignition Trainer Faulted Courseware

1

4,600

5,060


Advanced Brakes Simulator Course Equipment System Includes:

Delco/Bosch ABS/TCS System Courseware

1

9,000

9,900

Advanced Brakes Simulator Course Equipment System Total $9,900

Advanced Suspension and Steering Simulator Course Equipment System Includes:

GM SIR Dual Air Bag System Trainer Courseware

1

4,630

5,093


Freight 1 2,786 2,786


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incl.)

Welding Technology Facility

Network Switching Hardware Equipment System includes:

Cisco 4506 switch chassis

Cisco Supervisor engine for switch

48 Port switch blade (Power over Ethernet)

48 Port switch blade

Cisco switch chassis power supply

Fiber transceiver module

Fiber XENPAK module

Cisco Wireless Access Point



APC Uninteruptable Power Supply

Battery unit for APC UPS

Remote management card for UPS

1

1

1

3

1

1

1

4

2

5

1

1

1

3,033

12,143

4,741

3,164

2,527

946

946

648

381

75

1,137

508

427

3,336

13,357

5,215

10,441

2,780

1,041

1,041

2,851

838

413

1,251

559

470

Network Switching Hardware Equipment System Total $43,593

Welding Technology Lab

Welding Technology Robotic and Virtual Reality Simulator Equipment System includes:

ARC MATE 50i-51 Educational Robotic eCell System consisting of Robotic Arm, Computer Monitor, Diagnostics, Two Zone Table and Software

vRTEX 360 Virtual Reality Trainer – simulates SMAW, BMAW, FCAW-S and FCAW-G; includes computer, virtual reality helmet, stereoscopic output and simulation hardware

vRTEX Software Upgrade

Freight

2

4

53,900

46,500

118,580

204,600

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4

1

3,720

17,514

16,368

17,514

Welding Technology Robotic and Virtual Reality Simulator Total $357,062


EQUIPMENT Year 1 Year 2 Year 3 Year 4 Year 5

Total $164,332 $168,292 $0 $0 $400,655

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Component 4: Model Transfer & Articulation to B.A.S. Degree

The B.A.S. degree in Industrial Technology Management was completed during Year 2; faculty of the two institutions worked together to design a course of study that aligns AAS to BAS requirements. This new STEM Industrial Technology pathway enables Pipeline program students to seamlessly complete 2-year and 4-year degrees. The lateness of the establishment and approval of the articulation agreement resulted in grant program implementation backlog since the initial cohorts began a year behind what was proposed in the grant. Additionally, the hiring of the Articulation Coordinator at NAU-Yuma was a year behind which placed targeted outreach behind by a year also.

Due to the recession of 2009, AWC students (inclusive of STEM Pipeline students) enrolled in a higher numbers as “Part-time” students. Because of the minimal number of full time students, the Cohorts expected to enroll annually were created each semester in order to attempt to track all STEM Pipeline students sufficiently.

STEM Pipeline staff reached out to previous AWC Career and Technical Education degree graduates to inform them of the new Bachelor’s degree pathway that now exists in Yuma. This was done at the beginning of the grant with a presentation at a local conference room; and later during the summer between years 4 and 5 by sending informational letters to previous AWC welding and automotive graduates.

The AAS to BAS in Industrial Technology Management degree pathway was shared state-wide at the AZTransfer Summit in April of 2015. The Pipeline Program Director, the Advisor/Outreach Coordinator, and the NAU Learning Articulation Coordinator presented

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STEM PIPELINE GRANT PROGRAM conference attendees with handouts and a Power Point presentation explaining the transfer degree and the opportunities it presents to our local students.

The End-of-Grant Manual will be shared with stakeholders at both institutions as well as other community colleges in Arizona.

The new STEM degree pathway was shared in the summer of 2015 at the American Welding Society conference and at the NISOD conference in Texas. Additionally, the degree program was shared statewide with other Arizona Community College Career and Technical Education Deans at their annual meeting in summer 2015.

The AAS to BAS in Industrial Technology Management degree pathway was shared at a National STEM tech conference in Phoenix in November 2015. The Pipeline Program Director, the Advisor/Outreach Coordinator, and the NAU Learning Articulation Coordinator presented conference attendees with handouts and a Power Point presentation explaining the transfer degree and the opportunities it presents to our local students.

The STEM transfer degree has been shared by the Pipeline staff through the creation of program materials; posters were created to advertise the transfer degree. STEM technical trades banners were made to display at campus events and at conferences where presentations were made. Student bookmarks and brochures were created that are available in the transfer services areas of the ONE STOP SHOP of our 3C building.

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Component 5: Institutionalization of Programs & Services

STEM Pipeline grant staff Connected with the AWC Transfer Services Department and began meeting twice monthly in order to coordinate and transfer services for STEM Pipeline students beginning the transfer process to NAU-Yuma. Services will begin Fall semester 2016.

STEM Pipeline grant staff Connected with the Advising Services Department in order to coordinate and transfer advising services for AWC STEM Pipeline students. An online “Student Planner” is being adopted by the Advising office with more student advising shifting to faculty members and divisions.

Outreach will continue with area High Schools through both the Admissions department and the Early College Experience; AWC outreach will include outreach to area High School trade students. Admissions staff has agreed to speak to High School CTE classes to promote our CTE program and STEM career pathway at AWC with local high school students.

STEM Pipeline grant staff met with the Director of Early College Experience to ensure that outreach to local high schools would continue to take place.

STEM Laboratory Technician positions will continue after grant’s end.

STEM Pipeline Tutors will continue after grant’s end. There is information about tutoring services on the website link on AWC’s webpage.

The STEM Pipeline Website will remain as a link on the AWC website. At grants end, the contact information will be changed, but students will still be able to access STEM program check sheets, read about the STEM degrees available and the renovations that were completed.

The STEM Pipeline Web link contains Video Testimonials from two STEM Pipeline students; the first NAU graduate, and the 2015 Commencement speaker who was an Automotive graduate.

“Frequently Asked Questions” will be a link on the STEM Pipeline website for students to read about commonly asked questions regarding the STEM CTE degrees and the NAU-Yuma transfer degree in Industrial Technology Management. The introduction mentions the STEM enrollment checklists available and the STEM program check sheets for each CTE

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STEM PIPELINE GRANT PROGRAM area. Some examples of “FAQs” are: “What is the advantage of taking 75 credits at AWC?” “What if I didn’t pass the test to enroll in Math 142?” “How do I get help?”

A Pipeline web based Blackboard shell has been created to provide information to students enrolled in the STEM Pathway program. Content will be updated and monitored by the CTE Senior Secretary.

A STEM CTE (Career and Technical Education) Brochure has been created to provide AWC students with information about the NAU-Yuma BAS transferable degree program and the benefits of becoming a 2NAU student after obtaining a STEM degree at AWC.

Various products were created to promote the AAS to BAS STEM Pathways degree programs such as posters, banners, and a bookmark. These materials will be handed over to the CTE department to continue to promote the transfer pathway program.

Project Capstone was incorporated in the senior year program at NAU-Yuma. These projects require Pipeline students to partner with a local company or business to implement an improvement utilizing the skills learned through their AWC 2 NAU degree programs.

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Lessons Learned

Full time enrollment in the STEM AAS degree programs and/or the BAS program (included in the Pipeline grant) did not materialize as was expected in the original grant application. Numerous reasons existed such as the need to attend part time in order to work simultaneously due to the recent recession.

It is imperative for the college to “push the four year completion” program. This imperative is because Federal grants require institutions to target full time student cohorts. Since the majority of AWC students are part time, this poses a challenge to grant success.

Instructional support services were more difficult to provide during this grant due to the three different STEM CTE degree pathways (Auto, Welding, Industrial Management), that lead into the BAS degree program. The grant tried to utilize a STEM Supplemental Instructor in an English and Math Course, but very few Pipeline students actually enrolled in those class sessions. End-of-the-year results showed that this SI did not service Pipeline students according to expectations so it was decided during the spring 2015 Data Based Decision Making Team meeting to replace the Supplemental Instructor with two part time tutors. With Program Officer Permission, the SI position was replaced with two tutors who were to target individual students for assistance. The Grant experienced difficulty hiring tutors interested in working with Automotive and Welding students; one was ultimately hired in January of 2016.

The challenges of dealing with the “change process” must be recognized early on so that program stakeholders can be eased into the process. By the end of the grant, AWC advisors were very supportive of the established programs; however, they were not enthusiastic in the beginning months of grant implementation.

The level of collaboration between both Arizona Western College and Northern Arizona University-Yuma was not maximized during the grant period. This disconnect appears to be happening with other institutions also; creating the need for the Grant Development department to create a Scope Management Agreement which must be agreed upon and signed by both institutions involved in the grant programs and implementation during the writing process.

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In Conclusion The Surf the Pipeline to STEM Success (Pipeline) Grant Program has been a very successful project. It provided Arizona Western College with the following:

Improvements Welding Automotive Class T-111

Renovations $1,250,406. $331,419. $70,800.

Equipment $67,989. $225,543. N/A

Technology $483,751. $249,893. $10,518.

AWC Personnel: NAU Personnel: Lab Assistants Professor/Coordinator Tutors

NEW ARTICULATED TRANSFER DEGREE CREATED FOR STEM CTE COURSES STEM CTE courses transfer to NAU-Y B.A.S. degree in Industrial Technology Mgmt. The STEM degree program has been shared state-wide and nationally at conferences. Yuma students benefit by earning 75 credits at AWC which saves them money. Yuma can now “grow their own” STEM project managers and small business owners.

INTRUSIVE ADVISING AND COACHING INFORMATION LEARNED:

Yuma students at both AWC and NAU-Y need more guidance through the transfer process. This

is due in large part to our high enrollment of Hispanic and First Generation students. It is imperative that the college continue the high level of support that this grant has provided in order for the CTE courses to continue to produce students that transfer to a Bachelor’s Degree program. “Pipeline advisement was developed as a very human and interactive process. AWC advisement department staff, were increasingly looking to technology to help in advisement processes, including readiness assessments. For this reason this last evaluation concludes it is unlikely that the methods the original designers of the proposal were convinced that Career and Technical Education students would need to flourish in an academic program, will survive the grant period.” External Evaluator, Magdalena Rood

AWC students need encouragement along with the need to feel part of a group. The CTE faculty at AWC have done an excellent job of providing contacts and support. Extra-curricular activities such as Skills USA provide students with healthy competition.

Tutors, Peer Mentors, and Lab Assistants can often provide guidance to program students.

Most AWC students attend part time, so courses need to be offered at a variety of times.

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Contact Information

DAWN PONCE PIPELINE GRANT DIRECTOR

DR. MARY SCHAAL DEAN, INSTITUTIONAL EFFECTIVENESS, RESEARCH AND GRANTS

MARIA AGUIRRE INTERIM DEAN, CAREER AND TECHNICAL EDUCATION

Tel 928.317.7659 [email protected]

Tel 928.344.7772 [email protected]

Tel.928.317.6180 [email protected]

HSI STEM Pipeline Grant Program Arizona Western College 2020 S Avenue 8E Yuma, AZ 85365 Tel (928) 317-7659

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mailto:[email protected]



Documents

stem pipeline post Grant manual - Arizona Western College · 2018-12-10 · STEM PIPELINE POST GRANT MANUAL OCT. 1, 2011 – SEPT. 30, 2016 . Forbes.com ranks Yuma, AZ in the top