Conference Session

Two-Year College Division Transfer Topics Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

MD B. Sarder, University of Southern Mississippi

Tagged Divisions

Two Year College Division

. Ofthese, 34% students were transferred from local CCs. A significant portion of these ET studentsare part-time and/or nontraditional, and may take longer than the traditional four years tograduate. Approximately, 20% of these ET students fail to graduate as financial, motivational,and family or job related problems. The following table 1 shows our recent three yearenrollment, retention, and graduation statistics by gender, ethnicity, type of enrollment (full- vspart-time), and college year.Proposed visionSTEP’s overarching objective is to increase our ET graduates to meet the growing regionalindustrial need. We have three student focus areas: (1) Recruitment, (2) Retention, and (3

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jianping Yue, Essex County College

Tagged Divisions

Two Year College Division

other regular classes. In addition, they get extra exercises with thehelp of faculty mentors and peer tutors. Comparison statistics between the students in thesummer bridge program and other regular classes show a significant improvement in math skillsfor the summer program. The study demonstrates that guidance and practice are keys to improvemath skills.1. IntroductionSince mathematics courses are general education requirements for college degrees, improvingmathematics skills is essential for college students to complete their degrees. Science,Technology, Engineering and Mathematics (STEM) programs generally require moremathematics credits as prerequisites for major courses and as a fundamental tool for futurecareers. Mathematics skills are

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth T. Cady, National Academy of Engineering; Norman L. Fortenberry, American Society for Engineering Education

Tagged Divisions

Two Year College Division

and change management challenges likely to befaced by new ATE project PIs. The list of questions is in the Appendix. Senior ATE PIs wereinterviewed using hypothetical case studies and three guiding questions: 1) In addressing this scenario, what additional information do you wish you had? 2) Given the scenario, what advice do you have for the PI? 3) How would you advise the PI to avoid this situation in the future?The video summaries gathered from successful ATE PIs will be broken into short 90 to 120second segments indexed to specific questions and challenges. Website users will be able toeither search a specific question and view the answers given by several different PIs or searchone specific PI and watch his/her answers to all

Conference Session

Two Year-to-Four Year Transfer Topics Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael T. Gibbons, American Society for Engineering Education; Elizabeth T. Cady, National Academy of Engineering; Catherine Didion, National Academy of Engineering; Norman L. Fortenberry, National Academy of Engineering (Washington)

Tagged Divisions

Two Year College Division

to contribute to characterizing (1) the number ofcommunity college students enrolled in individual e/et programs, (2) the number of communitycollege students who have either completed an associate’s degree program or directly transferredto a baccalaureate program, and (3) the number of baccalaureate degree recipients who begantheir education in a community college. This data will allow us to answer our overall researchquestion: “How many students who have substantially completed an e/et program of study in acommunity college transfer to a baccalaureate e/et degree program irrespective of whether they Page 22.1158.2have completed the

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

David A. Koonce, Ohio University; Cynthia D. Anderson, Ohio University; Valerie Martin Conley, Ohio University; Christine Mattley, Ohio University

Tagged Divisions

Two Year College Division

. Yet this population continues to be understudied. Thispaper examines the paths that women take toward employment in STEM at communitycolleges as well as factors that facilitate and hinder the advancement of women in STEMat community colleges. Data were collected by face-to-face interviews with 29 womenfaculty at nine community colleges in Ohio. Preliminarily results indicate considerablecareer satisfaction among many female faculty members, but contradict a popularstereotype that “community colleges make life easier for women with families.”.1. IntroductionCommunity colleges are key to the future of the United States, as they help fill the demand for askilled domestic workforce in science- and technology-related fields. To succeed, workers

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

Two Year-to-Four Year Transfer Topics Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University

Tagged Divisions

Two Year College Division

transferring from one institution of higher education to anotherto experience a temporary dip in grade point average during the first or second semester at thenew institution.” 1 As early as 1954, researchers were comparing transfer students to nativestudents to determine if they performed the same academically. Martorana and Williams at theState College of Washington found that the transfers had a problem of adjustment which affectedtheir academics effectiveness during their first semester of transfer, which became “negligible”as the transfer students adjusted.3The term “transfer shock” was coined by John R. Hills of the University System of Georgia in1965.2 The term grew out of the discussions on whether a community college transfer studentdoes as

Conference Session

Two Year-to-Four Year Transfer Topics Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia F. Mead, Norfolk State University; Gwen Lee-Thomas, Quality Measures, LLC; Abe Eftekhari, Northern Virginia Community College; Ji Hyon Mun, Thomas Nelson Community College

Tagged Divisions

Two Year College Division

participation of diversepopulations in engineering and other technical careers.1, 4, 5, 6, 9 The attention that has beendirected toward community college pathways is motivated by several attractive qualities thatthese campuses offer. First, community college faculty are experienced in remediation, anincreasingly important issue for all engineering schools in the U.S. They are well positioned inthis regard to participate in workforce transitions, (e.g., second careers), or returning to schoolafter extended periods of time. Second, community college tuition is more affordable than tuitionfees at four-year campuses; hence, community colleges offer a practical alternative forfinancially sensitive students and their families. Third, community colleges

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

course: 1) each instructor represents a unique engineeringdiscipline and collectively the team provides a foundation for a broad introductory curriculum,2) each instructor is physically located at a different regional campus, mimicking thegeographical dispersion of students and supporting student learning and engagement, and3) together, the interplay of the multi-disciplinary, geographically dispersed instructor teamrealistically depicts today’s engineering workplace and promotes the field as a viable,meaningful career choice through open discussion and learner discovery. Results from studentcourse evaluations and surveys, and instructor reflections are used to comment on and assess thebasic effectiveness of the instructional approach.Team

Conference Session

Two Year-to-Four Year Transfer Topics Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cecelia M. Wigal, University of Tennessee, Chattanooga; Tim MeGhee, Chattanooga State Community College

Tagged Divisions

Two Year College Division

University of Tennessee at Chattanooga College of Engineering and Computer Science areteaming to provide students the first two years of the engineering program in parallel. This paperdefines the curricular, instructional, and structural components of the curriculum and partnership.The paper emphasizes the actions taken to ensure (1) desired learning outcomes are coordinatedbetween the two institutions and (2) means are developed to consistently and accurately test theoutcomes to support accreditation needs for both programs. Page 22.1200.2Engineering at The University of Tennessee at ChattanoogaThe mission of the College of Engineering and

Conference Session

Retention and Two-year to Four-year Transfer

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; Anita Grierson, Arizona State University

Tagged Divisions

Two Year College Division

is known that most CC students donot get an Associate Degree or go on to a four-year school.1,2,3,4,5 Only 15% of students whostart Texas Community Colleges “full-time go on to earn four-year degrees within six years”.1 InIllinois, “fewer than 1 in 5 first-time students who take full loads of classes graduate withassociate degrees within three years”.2 A study of California Community Colleges found that“70 percent of students did not complete a degree, certificate, or transfer to a university”.3National studies have also been conducted recently on this issue and try to answer the question:‘What helps students graduate?”4 “A Matter of Degrees: Promising Practices for CommunityCollege Student Success” describes 13 promising practices in

Conference Session

Arduinos, Microcontrollers, Inexpensive Robotics, and Other Tech Bytes

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yan Xu, Del Mar College; Muhittin Yilmaz, Texas A&M University, Kingsville; Allen Babb, Texas A&M University, Kingsville; Mohamed Abdelrahman, Texas A&M University, Kingsville

Tagged Divisions

Two Year College Division

steps based on the traditional problem-basedlearning format: 1. The Challenge – The legacy cycle is a challenge based approach such that an appropriate challenge question is presented to motivate and engage students to explore. 2. Generate Ideas – Students explore their initial thoughts as well as ideas about the challenge, their current knowledge, and perceptions. 3. Multiple Perspectives – Experts from the fields provide their insights and potential perspectives related to the topic of the challenge without providing a direct solution. 4. Research and Revise – Educational activities such as lectures, homework, labs, and readings are designed to assist students conducting research on the challenge, with

Conference Session

Arduinos, Microcontrollers, Inexpensive Robotics, and Other Tech Bytes

Collection

2012 ASEE Annual Conference & Exposition

Authors

Arthur F. Garcia Jr. P.E., Palm Beach State College

Tagged Divisions

Two Year College Division

as maturebut can be inspired to become more serious. With an encouraging preparation in theFundamentals course, more of the maturing students can be motivated to excel in their junior andsenior level courses. With some nurturing, it is possible to engage that deeper latent talent of allambitious engineering students. The objectives of the course are: 1. to prepare students for their future engineering courses, 2. to introduce students to the various engineering disciplines, 3. to use the electronic spreadsheet as a tool for solving engineering problems, and 4. to prepare students for the business world of engineering. Most engineering curricula do not include courses on how to use the spreadsheet. Thegeneral

Conference Session

Arduinos, Microcontrollers, Inexpensive Robotics, and Other Tech Bytes

Collection

2012 ASEE Annual Conference & Exposition

Authors

George Tremberger Jr., Queensborough Community College, CUNY; Raul Armendariz Ph.D., Queensborough Community College, CUNY; Helio Takai, Brookhaven National Laboratory; Todd Holden, Queensborough Community College, CUNY; Shermane Austin, Medgar Evers College, CUNY; Leon P. Johnson, Medgar Evers College, CUNY; Paul J. Marchese, Queensborough Community College, CUNY; David H. Lieberman, Queensborough Community College, CUNY; Tak Cheung, Queensborough Community College, CUNY

Tagged Divisions

Two Year College Division

discussed.IntroductionArduino microcontroller has been incorporated in our community college student projectsincluding interface with GPS receiver for the application of measuring ionosphericdisturbance. The CUNYSAT Microsatellite Project follows the CubeSat protocol 1, andstarted about two years ago in collaboration with Cornell University. Electromagneticwave such as radio-wave that transmits through the ionosphere would have resulted inscattering due to interaction in the ionsphere. The ionospheric influence includes signalspeed decrease (ionspheric delays); signal intensity attenuation (fading) and signal phasechanges. The degree of influence depends on the density of the electrons that are in thepath of the signal, i.e. the total electron content (TEC). Rapid

Conference Session

Making Headway: Two-year/Four-year Curriculum Alignment and Also U-G Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

James K. Nelson Jr. P.E., University of Texas, Tyler; Mary Eileen Smith, Texas Higher Education Coordinating Board; Martha M. Ellis

Tagged Divisions

Two Year College Division

applied science (AAS) degree or a pre-engineering associate of science (AS) degree.Many students choose the AAS degree program because it is a clear pathway to a marketabledegree, and the pathway to a baccalaureate engineering degree is too confusing, uncertain, andlong. Those community college students who do want a 4-year engineering degree generallyfollow one of two pathways. These pathways are: 1. Through an approved articulation agreement between the 2-year and 4-year institutions; or 2. By taking courses, which may or may not be the best selection of courses for the student’s proposed major, that are later transferred to the 4-year institution.This method of “course” migration has several disadvantages for the

Conference Session

Retention and Two-year to Four-year Transfer

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hamid Y. Eydgahi, Bakersfield College; Julio R. Blanco, California State University, Bakersfield

Tagged Divisions

Two Year College Division

.      CA ResearchCommunity Colleges across the country, including those in California, are devoted to increasingstudent retention, success, persistence, and completion of a certificate, degree or transfer to asenior university. This can be accomplished, according to recent research, by having students tochoose their major(s) early, rather than accumulating credits that do not apply directly to theirmajor. The results of a research by Moore and Shulock6 point to three recommendations: 1. Entering a program of study is a critical milestone on the path to completing a college certificate or degree; 2. Choosing a major early, the more likely they are to complete a certificate, degree or transfer; and 3

Conference Session

Retention and Two-year to Four-year Transfer

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Polytechnic Institute and State University; Chosang Tendhar, Virginia Polytechnic Institute and State University

Tagged Divisions

Two Year College Division

Virginia were identified as locations for the PRODUCED programresulting in the current program having cohorts at five community colleges3.The purposes of this study are threefold: (1) to determine the predictive relationship among fourselect variables of the SCCT model, specifically, self-efficacy, outcome expectations, interests,and goals as the theory postulates, (2) to measure participants’ motivation to pursue degrees andcareers in engineering fields by administering an instrument to assess their level of the fourcomponents of the SCCT model, and (3) measure gender differences in terms of their possessionof the characteristics of the four components of the SCCT model. Our resulting researchquestions are: 1) Does the SCCT model represent

Conference Session

Two-year Institutions Help Fill the STEM Pipeline

Collection

2012 ASEE Annual Conference & Exposition

Authors

George D. Ford, Western Carolina University; Robert Elliot Steffen, Western Carolina University; Robert Wayne Ford, Western Carolina University

Tagged Divisions

Two Year College Division

retention rates at University of North Carolina campuses and combined SATscores. Pearson’s Correlation Coefficients (r) and coefficients of determination (R2) were alsodetermined for the data sets. A best fit model was found which considered only combined SATscores above 1000 points to predict retention rates.ResultsA coefficient of determination describing the relationship between all retention rate data pointsand all combined SAT scores was found to be 0.5733. The graph is shown in Figure 1. Figure 1 Page 25.1400.4The data set was adjusted to only include average combined SAT scores above 1000 points

Conference Session

Making Headway: Two-year/Four-year Curriculum Alignment and Also U-G Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Cañada College; Catherine Baker Lipe, Cañada College

Tagged Divisions

Two Year College Division

, and strong academic supportservices. This paper describes how faculty, staff, administrators, alumni, student organizations,and partners in industry, four-year institutions, and professional organizations can be involved increating an academic infrastructure that promotes academic excellence, leadership skills, andpersonal and professional growth among the diversity of financially needy STEM students in acommunity college.1. IntroductionCommunity colleges serve as the gateway to higher education for large numbers of students inthe U.S., especially minority and low-income students. Yet for many students, the communitycollege gateway does not lead to success. Only one in four students wanting to transfer or earn adegree/certificate did so

Conference Session

Two-year Institutions Help Fill the STEM Pipeline

Collection

2012 ASEE Annual Conference & Exposition

Authors

Surendra K. Gupta, Rochester Institute of Technology; Daniel P. Johnson, Rochester Institute of Technology; John Morelli P.E., Rochester Institute of Technology; Mike Eastman, Rochester Institute of Technology; Vincent Joseph Amuso Sr., Rochester Institute of Technology

Tagged Divisions

Two Year College Division

. Vincent Joseph Amuso Sr., Rochester Institute of Technology Vincent Joseph Amuso, Sr., has been with the Rochester Institute of Technology since June 1, 1999. He is a faculty member in the Kate Gleason College of Engineering. He came to RIT with nearly 10 years of de- fense industry-related engineering design and development experience. He has worked as a government contractor with Lockheed Martin and the Sensis Corporation. He has also worked with the Air Force Research Lab (AFRL) and the U.S. Army Missile Defense Agency as a consultant and researcher. He continues to be involved with the AFRL in the areas of radar systems analysis, deep ground penetrating Synthetic Aperture Radar used for three dimensional

Conference Session

Retention and Two-year to Four-year Transfer

Collection

2012 ASEE Annual Conference & Exposition

Authors

Margaret Krudysz, City College of the City University of New York; Ardie D. Walser, City College of the City University of New York; Annita Alting, City College of the City University of New York

Tagged Divisions

Two Year College Division

engineering workforce due to inadequate secondary schoolpreparation, the absence of academic support at many institutions, lack of academically intensivesummer programs, and financial constraints, among others [1]. Numerous programs exist torecruit minority students into higher education [2]. Among these are early intervention programs,such as summer bridge programs; education and mentorship programs initiated by professionalassociations and private or government organization, dual or concurrent enrollment programsbetween high schools and community colleges; pre-college programs to attract students tospecific careers such as Precollege Initiative for Minorities in Engineering; school-collegecollaborative partnerships between community- or four-year

Conference Session

Retention and Two-year to Four-year Transfer

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lori Heymans, Northern Essex Community College; Michael E. Pelletier, Northern Essex Community College; Linda A. Desjardins, Northern Essex Community College; Paul J. Chanley, Northern Essex Community College

Tagged Divisions

Two Year College Division

University inpartnership with NECC. The SBP was meant to encourage new STEM students to embraceSTEM careers as well as to improve retention at NECC. The hands- on activities allowedparticipants to apply mathematics to technical problems and to experience how engineering andmathematical skills are used within STEM majors. "Hands-on and learning by experience arepowerful ideas, and we know that engaging students actively and thoughtfully in their studiespays off in better learning.”1 Participants explored alternative energy systems with hands-on Page 25.1210.2activities that concentrated on wind and solar power design projects.Instructional TeamThe Program

Conference Session

Arduinos, Microcontrollers, Inexpensive Robotics, and Other Tech Bytes

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gary J. Mullett, Springfield Technical Community College

Tagged Divisions

Two Year College Division

CoursesStudents in the ESET, Computer Systems Engineering Technology (CSET), Laser Electro-OpticsTechnology (LEOT), and Automotive Technology programs at STCC are all required to take an Page 25.1254.4introductory course, ESET-112, Electronics for Technicians 1. This course covers basic electricalcircuit theory and introduces both analog and digital electronics devices and their applications tothe students of these four programs. In the second semester, the ESET, LEOT, and AutomotiveTechnology students are required to take, ESET-212, Electronics for Technicians 2. This course,as described by the college catalog, “Introduces the principles of embedded

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, Connecticut College of Technology and the Regional Center for Next Generation Manufacturing; Marilyn Barger, Florida Advanced Technological Education Center, FLATE

Tagged Divisions

Two Year College Division

initiative that provides career pathways forstudents to earn certificates, Associate of Science and Bachelor of Science degrees inEngineering and Technology disciplines. In order to facilitate this statewide initiative, theCollege of Technology, a “virtual college” consists of all of Connecticut’s twelve publiccommunity colleges and six public and private partner universities (figure 1). The College ofTechnology was established under Connecticut’s public law 95-04 creating a “virtual college”and its governance in 1995. This unique infrastructure provides a seamless articulation betweenthe community colleges and the four-year partner universities through offering multiple points ofentry for completion of degrees. Students also have the option to

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Farzin Heidari, Texas A&M University, Kingsville

Tagged Divisions

Two Year College Division

Texas and Northern Mexico Technical Colleges Offering CAD/CAM/CNC Programs Compared to an Advanced Manufacturing Program in CAD/CAM/CNCAbstractSignificant steps have been taken by South Texas and Northern Mexico technical colleges toimplement advanced manufacturing training in their programs. This fact can be attributed to theNorth American Free Trade Agreement (NAFTA) which has brought immense industrial growthin the last two decades to South Texas and Northern Mexico industries.1 The growth ofmanufacturing industries in this region is putting demand on the technical colleges to offeradvanced manufacturing programs. This study presents the program offerings and the degree ofthe advanced manufacturing adaptation by South

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary Eileen Smith, Texas Higher Education Coordinating Board; David Walton Gardner, Texas Higher Education Coordinating Board; James K. Nelson, University of Texas, Tyler

Tagged Divisions

Two Year College Division

these are achievedwill vary from institution to institution. Further, institutions and programs will likely developadditional PEO’s and outcomes and associated competencies to support their unique missions.Tuning Engineering Education in TexasIn 2000, the Texas Higher Education Coordinating Board (THECB) launched its ambitiousstrategic plan for higher education, Closing the Gaps by 2015 (1). The plan focuses on bringingTexas to parity with the 10 most populous states in four critical areas of higher education:student participation, student success, academic excellence, and research. The plan has beenwidely embraced by education, business, political, and community stakeholders across the state.Over the past 10 years, Texas has reached many

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Fraser, Long Beach City College

Tagged Divisions

Two Year College Division

students, the general comment was that they enjoyedthe class but could not see themselves doing this type of work. The increased interestdid not generate the results that were hoped for.Turning PointIn the summer of 2003, the author had the opportunity to complete a weeklongunderwater robotics-training course from the Marine Advanced Technical EducationCenter [1] at Monterey Peninsula College. While the author was excited about theprospect of incorporating this material into the robotics classes, he had no idea theimpact it would make on the students, the program, and to himself. To say thingswould never be the same is a wild understatement.In Fall 2004, the lessons learned from the summer training were incorporated into therobotics class

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Dowling, University of Southern Queensland

Tagged Divisions

Two Year College Division

being reviewed, defines 10 levels of qualifications,from the Certificate I, at Level 1, through to the Doctor of Philosophy at Level 10. Twoqualifications are defined at Level 6 and both are two-year qualifications that are used to Page 22.95.2educate engineering technicians, who are referred to as engineering associates in Australia.Advanced Diploma programs are competency based and offered by VET institutions whilethe higher education Associate Degree programs were, until recently, only offered byuniversities. Graduates from these Level 6 qualifications ‘...will have broad knowledge andskills for paraprofessional, highly skilled work, and/or

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Jerry O'Connor, San Antonio College

Tagged Divisions

Two Year College Division

program). Scores from the children’sevaluations were added as a bonus to each team. Page 22.99.4 Figure 1 Student Survey Results from Fall 2008 SemesterStudents completed an end-of-course survey comparing the projects and their value inrelation to their educational goals. The results are shown in graphs one to five and thestudents’ opinions are ranked from Strongly Agree (4 points) to Strongly Disagree (0 points). Figure 2 Student Survey Results from Spring 2009 Semester Figure 3

Conference Session

Two Year-to-Four Year Transfer Topics Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie A. Rursch, Iowa State University; Douglas W. Jacobson, Iowa State University

Tagged Divisions

Two Year College Division

caused several teams to have to cancel their plannedtrips, there were still 75 students in attendance and 15 teams representing 6 community collegedistricts. This is the second time an ice storm or blizzard has occurred just prior or during thecompetition and the authors are planning to move the event forward in the academic calendar toavoid further weather related problems. Table 1 shows the four year participation in theCCCDC. On December 4 & 5, 2009, the third year of CCCDC competition, there were 19teams with a total of 90 students participating. These 19 teams represented 10 communitycollege districts or two-thirds of the 15 total community college districts in the state.Table 1. Participation in the Annual Community College Cyber