Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Tracy D Blake, Utah State University; Wade H. Goodridge, Utah State University; David Dwight Sam PhD, Utah State University

Tagged Divisions

Two Year College Division

within the USUsystem for a specific topic or course in one location. The libguide for this course (http://libguides.usu.edu/engr1000) is updated each time we teach the course.Final research papers are due during finals week and carry a stiff penalty for lateness-due toobvious reasons. Papers are turned in electronically via Blackboard. A grading rubric that wasestablished by the instructors and is updated each time the course is taught is used as the basis forassigning grades. To perform grading, the papers are equally divided among the instructors sothat each instructor initially grades 1/n of the total number of papers, where “n” is the number ofinstructors. Instructors assign grades to their assigned papers using the rubric. A master rubric

Conference Session

Two Year-to-Four Year Transfer Topics Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erik N. Dunmire, College of Marin; Amelito G. Enriquez, Canada College; Kate A. Disney, Mission College, Santa Clara

Tagged Divisions

Two Year College Division

to 3 million students every year,1 byproviding affordable and accessible education. The community college system feeds two largepublic university systems, the 23-campus comprehensive California State University (CSU)system, and the 10-campus research-oriented University of California (UC) system, as well asnumerous private and out-of-state universities. Ideally, students should be able to complete all oftheir lower-division coursework at a community college and then transfer to a four-yearinstitution to complete the last two years, thus earning a bachelor’s degree in approximately fouryears.In the 2006-2007 academic year, for instance, 55% of California State University (CSU)graduates and 28% of University of California (UC) graduates began

Conference Session

Female Faculty, Learning, NSF, and ABET Issues at Two-Year Colleges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith F. Donnelly, Three Rivers Community-Technical College; Fenna D. Hanes, New England Board of Higher Education

Tagged Divisions

Two Year College Division

threaded discussions and online chats. Over the three 5-weeksessions, participants are given greater autonomy and more responsibility to self-direct their ownlearning. This gradual transition from highly structured to open-ended is designed to emulate theway in which instructors will use Challenges with their own students. To facilitate collaborativeproblem solving among participants, each team was assigned a separate problem-solving “wiki”at www.pbworks.com to emulate the Problem Solving Toolbox feature of the STEM PBLChallenges. Between online class sessions, participants were encouraged to collaborate with theiralliance partners to explore how best to incorporate the PBL Challenges into their own classroom