Readings and Resources
I. Of General Interest
a) Ryan, M. A., Neuschatz, M.; Wesemann, J.; Boese, J. “A Snapshot of Chemistry Programs and Faculty at Two-Year Colleges” J. Chem. Educ. 2003, 80, 129-131.
http://www.jce.divched.org/Journal/Issues/2003/Feb/abs129.html
(Last Accessed July 17, 2008.)
b) Kincaid, B; et al. “Bringing Community College Faculty to the Table to Improve Science Education for All” Project Kaleidoscope.
http://www.pkal.org/documents/CommunityColleges.cfm
(Last Accessed July 17, 2008.)
c) American Association of Community Colleges Homepage. AACC Fast Facts.
On the Internet at http://www2.aacc.nche.edu/research/index.htm
(Last Accessed July 17, 2008.)
d) Patton, M. American Association of Community Colleges. “Teaching by Choice: Community College Science and Mathematics Preparation of K-12 Teachers” Community College Press: Washington, DC, 2005.
http://www.aacc.nche.edu/Content/NavigationMenu/ResourceCenter/Projects_Partnerships/Current/Teaching_by_Choice/Teaching_by_Choice_publication.pdf
(Last Accessed July 17, 2008.)
e) Smolkin, R. “Hidden Bastions of Chemical Education,” Chemistry Spring 2003, 22-27.
f) Tsapogas, J. “The Role of Community Colleges in the Education of Recent Science and Engineering Graduates” National Science Foundation, April 2004, NSF 04-315.
http://www.nsf.gov/statistics/infbrief/nsf04315
(Last Accessed July 17, 2008.)
g) Seymour, E. and Hewitt, N. "Talking About Leaving: Why Undergraduates Leave The Sciences" Westview Press, 1997
II. Student Transfer Issues
a) Wesemann, J. “Undergraduate Transitions: Enhancing Student Success,” J. Chem. Ed. 2005, 82, 196-198.
On the Internet at http://www.jce.divched.org/Journal/Issues/2005/Feb/abs196.html
(Last Accessed July 17, 2008.)
b) Laanan, F. S. (Ed.). “Transfer Students: Trends and Issues.” New Directions for Community Colleges, 2001, 114, 5-13.
c) Eggleston, L.E. and Laanan, F. S. “Making the Transition to the Senior Institution.” New Directions for Community Colleges, 2001, 114, 87-97
d) Laanan, F.S. and Starobin, S. S. (2004). Urban Community College Transfers to a University. Academic Exchange (Summer), 139-147
e) Website: “Pathway to a STEM Baccalaureate Degree” http://www.pathway2stemdegree.org/
(Last Accessed July 17, 2008.)
f) Bhat, Cl and Gaglione, O. “Making the Transition from Two-Year to Four-Year Colleges: Successful Minority Recruitment/Retention Strategies”
g) “Making the Transition from Two-Year to Four-Year Colleges: Successful Minority Recruitment/Retention Strategies” J. Chem. Educ. 2002, 79, 795.
III. Undergraduate Research with Community College Students
a) Gaglione, O. “Underground Existence of Research in Chemistry in Two-Year College Programs” J. Chem. Educ. 2005, 82, 1613.
On the Internet at:
http://www.jce.divched.org/Journal/Issues/2005/Nov/abs1613.html (Last Accessed July 17, 2008.)
b) Brown, D. “Undertaking Chemical Research at a Community College” J. Chem. Educ. 2006, 83, 970.
http://www.jce.divched.org/Journal/Issues/2006/Jul/abs970.html(Last Accessed July 17, 2008.)
c) Brown, D.; Higgins, T. ; Coggins, P. “The Increasing Presence of Undergraduate Research in Two-Year Colleges” CUR Quarterly Winter 2007, XXVIII(2), 24-28.
IV. Getting Started in Research
a) Council on Undergraduate Research (CUR) homepage: http://www.cur.org/b) CUR – “How To” series - http://www.cur.org/publications.html i. How To Develop and Administer Institutional Undergraduate Research Programs
ii. How To Get Started in Research
iii. How to Mentor Undergraduate Researchers
c) CUR Quarterly– http://www.cur.org/Publications/Quarterlies.html
V. Teaching and Pedagogy
a) Prince, M. and Felder, R. “The Many Faces of Inductive Teaching and Learning” J. Coll. Sci. Teaching. March 2007.
b) The POGIL Project Homepage and References
Home page: http://pogil.org/
References: http://pogil.org/resources/references.php
(Last Accessed July 17, 2008.)
c) Linn, M.; Lee, H.; Tinker, R.; Husic, F.; Chiu, J. “Inquiry Learning: Teaching and Assessing Knowledge Integration in Science” Science 25 August 2006: Vol. 313. pp. 1049 – 1050 Interactive visualizations combined with online inquiry and embedded assessments can deepen student understanding of complex ideas in science.