2025 ASEE Annual Conference & Exposition

The Micro Nano Technology Education Center (MNT-EC), funded by the National Science Foundation (NSF) and administered through Pasadena City College, successfully conducted an academic-year online program from October 2021 to May 2024, serving three cohorts of students. The program aimed to provide hands-on research experiences in high-tech fields to a diverse group of traditionally underrepresented community college students.

Each cohort participated in weekly one-hour Zoom sessions, engaging with Center staff and invited experts to explore research topics and career opportunities. Additionally, students received guidance from near-peer mentors—former community college students who had embarked on their own research journeys. To assess program effectiveness, the Center’s external evaluator conducted a comprehensive evaluation using an adapted Context-Input-Process-Product (CIPP) model developed by Western Michigan University’s Evaluation Center. Evaluation areas included students' perspectives on STEM education and careers, confidence in pursuing STEM pathways, career aspirations, diversity, equity, and inclusion (DEI) considerations such as race, gender, and cultural background, educational relationship-building, and socioeconomic influences, including family income.

Data collection followed standards set by the Joint Committee on Educational Standards and Evaluation and included pre- and post-surveys, as well as focus-group interviews centered on DEI-related issues. Formative feedback from these evaluations informed ongoing program modifications, leading to improvements in structure and implementation with each cohort. Notably, by the third cohort, participation was exclusively available to students enrolled in technical education courses and programs.

This paper presents the logic model, structure, and outcomes of the program, examining its impact on student recruitment, retention, satisfaction, and research participation. Key elements of the program included research-focused presentations and professional development workshops designed to enhance technical and career skills, such as Python coding, MATLAB, and the use of Large Language Models (LLMs) as coding assistants. Students also received training in resume writing, crafting a statement of purpose, developing a LinkedIn presence, requesting letters of recommendation, communicating scientific findings, delivering an elevator pitch, preparing for summer research experiences, and publishing their work in peer-reviewed journals. Workshops were recorded and made available online for students and faculty to access at their convenience.

A significant aspect of the program was the development of student e-portfolios, which showcased responses to weekly research challenges. The program also transitioned from traditional office hours to in-meeting workshops facilitated by student mentors, creating a more interactive and engaging learning environment. Strategies for active student participation and individualized feedback further enhanced the experience. The program incorporated short-term intensive research experiences lasting one to two weeks and offered virtual research opportunities for students unable to travel. Additionally, it facilitated the matching of students with research projects at partner institutions while supporting them in applying for external, paid research opportunities.

Through continuous evaluation and iterative refinements, the program successfully expanded research access and fostered impactful, research-driven learning experiences for community college students pursuing STEM careers.