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Building and Strengthening Partnerships between Two Year Colleges and Four Year Institutions

Building and Strengthening Partnerships between Two Year Colleges and Four Year Institutions. http://www.aapt.org /Projects/upload/ SPIN-UP-TYC-Booklet.pdf. Characteristics of TYCs. Community colleges Junior colleges Technical colleges

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Building and Strengthening Partnerships between Two Year Colleges and Four Year Institutions

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  1. Building and Strengthening Partnerships between Two Year Colleges and Four Year Institutions

  2. http://www.aapt.org /Projects/upload/ SPIN-UP-TYC-Booklet.pdf

  3. Characteristics of TYCs • Community colleges • Junior colleges • Technical colleges Sandwiched between HS and 4YC – perfect fit to the model of lifelong learning AIP Survey, 2001 – TYCs enroll almost half of all undergraduate students in the US

  4. Characteristics of TYCs • Returning students – recertification • Adult education resource • Local industry ties • Smaller class sizes • Faculty readily available • Good option for non-traditional students, women, & underrepresented minorities

  5. Structures Four-yearTwo-year Discipline specific depts. Related discipline divisions Major / Minor Programs of study Budget autonomy No budget autonomy Separate Lecture & Lab Integrated Lecture w/ Lab Teaching + Research Teaching (larger loads) Change is a challenge Curricular flexibility

  6. Physics at TYCs • Serves academic studies • Serves technical / vocational education • Advantage of local colleges reaching the populace & making PHY accessible. • AIP Survey, 2003 - 25% of students take intro PHY nationwide at TYCs

  7. Physics Reform at TYCs Course types: Reform activities*: Conceptual Curricular Alg/Trig-Based Laboratory Calculus-Based Recruitment Technical Retention K-12 Career information *AIP Survey, 2003 - ~50% were involved in curricular or pedagogical changes.

  8. Need for Partnerships • Isolation issues for some TYC PHY faculty • Professional development source from 4Y research in current teaching pedagogy (PER, PEPTYC) • Transfer populations – compatible course offerings • Encourage more students to pursue STEM degrees • Current PHY Research resource at 4Y (“Neutrinos, Exploding Stars, and the Origin of the Heavy Elements” at 4:30 pm!)

  9. A Successful Example

  10. A Successful Example • Collegiality – NCS-AAPT involvement at state and national levels. • PD opportunities – The Science House, WebAssign Users Group, Southern Regional SPIN-UP Workshops • Consultants - New bldg. N. Campus – labs, storage • Collaborations - Student centered models – SCALE-UP (Fall, 2001), Peer Instruction, Lecture Tutorials Formative Assessment

  11. Summative vs. Formative Summative – Assessing learners for what they were supposed to learn after instruction.Formative - Conducted during instruction frequently, with the intent to improve instruction and student learning.

  12. More Ideas • Share teaching methods that work • Share experiences w/ technology • Four year professors as guest lecturers in two-year classrooms – video conference, online forum, etc. • Honors sections of PHY – lab demos, hand-me-down equipment • SPS Collaboration

  13. Thank you Denise M. Wetli Wake Technical Community College 9101 Fayetteville Road Raleigh, NC 27603 dmwetli@waketech.edu

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