TABLE OF CONTENTS
2YC3 CONFERENCE PLANNING MANUAL .............................................................................. 1
SITE SELECTION AND APPROVAL OF HOST INSTITUTION.................................................. 2
GUIDE TO PLANNING A 2YC3 CONFERENCE ......................................................................... 3
RESPONSIBILITIES OF PROGRAM CHAIR ............................................................................. 4
PRE-CONFERENCE PUBLICITY.................................................................................... 4
PRE-CONFERNCE ROLE............................................................................................... 4
CONFERENCE ROLE ..................................................................................................... 6
POST-CONFERENCE ROLE .......................................................................................... 6
COMUNICATION WITH THE NEWSLETTER EDITOR ................................................... 6
PREPARING MATERIALS FOR THE NEWSLETTER ..................................................... 7
RESPONSIBILITIES OF LOCAL ARRANGEMENTS CHAIR .................................................... 8
FACITLITIES ................................................................................................................... 8
PRE-CONFERENCE ROLE ............................................................................................ 9
CONFERENCE ROLE ................................................................................................... 10
POST CONFERENCE ROLE ........................................................................................ 11
FINANCING A CONFERENCE...................................................................................... 11
RESPONSIBILITIES OF EXHIBITS COORDINATOR .............................................................. 13
PRE-CONFERENCE ROLE .......................................................................................... 13
CONFERENCE ROLE ................................................................................................... 14
POST-CONFERENCE .................................................................................................. 14
PREPARING A CONFERENCE WEBSITE .............................................................................. 15
CONFERENCE TIMELINE/CHECKLIST .................................................................................. 16
CONFERENCE ADVICE .......................................................................................................... 18
2YC3 CONFERENCE PLANNING MANUAL
Dear Conference Organizer:
The Committee on Chemistry in the Two-Year College (COCTYC) wishes to thank you
for your support in planning and conducting a conference. This conference planning guide is a
distillation of information and suggestions prepared by COCTYC Chairpersons, members of the
Committee, and past conference organizers.
We encourage you to contact any member of the COCTYC any time you need
information or assistance. The names, addresses, and phone numbers of the Committee
members are listed on the front cover of every newsletter. The COCTYC wishes to do
everything possible to assist you in conducting a successful conference. Toward that end, the
Committee conducts occasional conference planning workshops, and also supports an active
conference "mentoring" program whereby an experienced conference planner in your area visits
your college and consults with you on the planning of your conference.
Past newsletters can be extremely valuable as models for programs (preliminary and
final) and local arrangements (lodging, travel directions, transportation, conference maps, etc.).
A preliminary announcement, which can be distributed as an advance "advertisement" at
meetings prior to your conference, is highly recommended.
You will be notified by the Newsletter Editor and/or the COCTYC Chairperson for the
year of your conference with regard to the specific deadlines for newsletter material. Please
keep in mind that because of the lead time necessary for preparing, printing, and mailing the
newsletter, a copy is due approximately four to five months prior to the actual conference. It is
absolutely essential that you adhere to the newsletter deadlines.
We encourage suppliers and publishers to become Industrial Sponsors, and also to
advertise in the newsletter. Please refer your company representatives to the Industrial
Sponsors Chair and the Assistant Industrial Sponsors Chair, who is in charge of newsletter
advertising.
If you know of others who would be interested in hosting a future meeting, please put
them in contact with the future sites cooridinator, futuresites@2yc3.org.
Sincerely,
COCTYC
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SITE SELECTION AND APPROVAL OF HOST INSTITUTION
Site Selection
In general, our conference sites need to be in areas that:
1. Are near, or served by, an airport with good direct or connecting service that permits
decent access to the site by attendees who come from all areas of the country.
2. Have good (nice) reasonably priced motels.
3. Have good, reasonably priced transportation between the airport and the motel area, as
well as between the motel area and the college. Sometimes the college is able to assist
in the latter by providing a van or bus.
Approval of Host Institution
It is extremely important that you get approval, in writing, from your top administration, and that
they know what is involved. Most Presidents, Deans, etc., readily agree to host national
conferences such as ours. However, we generally schedule about three years in advance, and
individuals and circumstances change. It is important for all involved to state dates, facilities,
and financial commitments in writing.
Facilities
The host institution:
1. Provides lecture rooms, classrooms, laboratories or conference rooms as required for
various aspects of the program, workshops, committee meetings, etc. These vary with
the program of each conference but are generally:
a. General meeting room (capacity 100-150), all day Friday and Saturday morning.
b. Four or more rooms (capacity 25-50), all day Friday and Saturday.
c. Areas and facilities for registration, refreshments, and exhibits, as close together
as possible. Exhibit and refreshment areas need to be near each other to
promote traffic through the exhibit area. Exhibit materials must have adequate
security for overnight storage.
2. Adequate notice and help from information technology and maintenance staff for the
conference. Remember, many of these people will not normally work on the Saturday of
the conference.
Financial
The host institution:
1. Covers the cost of printing and mailing of publicity fliers, the printing of programs and
other materials, signs directing attendees and exhibitors, etc.
2. Covers the operational costs of planning and executing a conference such as secretarial
time, phone calls, maintenance and custodial operations, etc.
A letter of support from a top administrator (sample commitment letter) and a conference
income statement should be send to the current chairperson of COCTYC.
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GUIDE TO PLANNING A 2YC3 CONFERENCE
As soon as the Program Chair, Local Arrangements Chair and Exhibits Coordinator are
selected, they should meet either in person or via telephone to discuss the availability of
appropriate facilities, media and photocopy services at the conference site for paper
presentations, workshops, exhibits, registration. They should also discuss whether the Friday
night banquet will be held at the conference site or at a local restaurant. Once this meeting of
the three Chairs has taken place, the Program Chair should their COCTYC program mentor,
and then begin to work on the program.
Frequently, 2YC3 conferences have been held jointly with a state chemistry association or
regional ACS meeting. Such joint efforts offer potential for increased attendance, as well as the
combined resources and support of both organizations in executing the program.
The goals of the program for a conference are (1) to appeal sufficiently to the interests and
needs of a large number of two-year college chemistry teachers, to encourage them to attend
the conference, and (2) to insure that they are not disappointed if they attend. Conferences are
for their professional development.
Although many programs have been organized around a single major theme, it is not necessary
to have a major theme. The program should involve a variety of topics which will appeal to wide
range of attendees.
Friday morning is mainly devoted to registration, visiting exhibits, a keynote speaker, and the
2YC3 general membership meeting. Parallel presentation sessions, workshops, discussions,
poster sessions, and tours can begin the latter part of Friday morning and continue throughout
Friday afternoon. A banquet with a speaker is held on Friday evening. Saturday morning
usually begins with a featured speaker. Parallel presentation sessions, workshops, discussions,
poster sessions, and tours can begin after the features speaker and continue throughout
Saturday afternoon. Most conferences end between 3:00 – 5:00 p.m.
Workshops are an excellent attraction for attendees. They offer faculty members an
opportunity, in a half-day session, to learn about a technique or teaching approach which can be
incorporated into their curriculum. Skilled workshop directors are often available from area
universities, as well as manufacturers or suppliers of instruments and computer hardware and
software. Our Industrial Sponsors have often been quite helpful in this regard.
It should be noted that exhibits are considered to be a significant part of the conference from the
standpoint of our attendees. For their benefit, and in return for the support of our Industrial
Sponsors, it is important to encourage visiting the exhibit area. It is therefore necessary to allow
sufficient time for this purpose during the conference.
Subsequent pages in this manual will contain more detailed information and lists of
responsibilities for each of the three conference chairpersons. It is important that adequate
communication be maintained between the three chairpersons throughout the entire conference
planning process.
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RESPONSIBILITIES OF PROGRAM CHAIR
The main function of the Program Chair is to put the program together. S/he must select the
speakers for the program and banquet, decide if there are going to be any workshops or tours,
and arrange for these. The following check-list will assist in the planning.
PRE-CONFERENCE PUBLICITY
1. Eight months before the date of the conference, send flyers and/or emails to two/fouryear college chemistry departments and high schools in the conference site region,
informing them of the conference and asking for paper presenters. The Regional
Advisory Board Coordinator may be able to provide a database of email or mailing
addresses. Use listservs, social networking sites, or other electronic media.
2. 2-3 months before the conference, send flyers and/or emails to relevant regional
institutions reminding them of the date, site, theme, final program, and local
arrangements for the conference.
3. Distribute flyers at state and local science meetings.
4. Attend several 2YC3 conferences prior to your conference, and distribute flyers. If this is
not possible, send flyers to the conference planners to distribute.
PRE-CONFERENCE ROLE
1. A mentor has been assigned for your conference. Contact the Chair or Future Sites
Coordinator if you do not know your assigned mentor.
2. Select a Program Committee. Consider involving people from regional universities,
colleges, high schools and industry. Involve as many as possible.
3. The Program Committee should select a conference theme(s) at least a year and a half
before the conference. Consult 2YC3 newsletters for previous themes and programs.
4. Send the Newsletter Editor a "Call For Papers" for the 2YC3 Newsletter.
newsletter deadlines!
Check
5. Identify possible presenters from:
a. Two-year colleges
b. Four-year colleges/universities
c. Federal/state/local government agencies
d. Industry
e. Regional high schools
f. Use listservs, social networking sites, or other electronic media for suggestions.
6. Invite speakers and workshop presenters to participate.
a. Dynamic high school teachers will help attract high school teachers.
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7. Screen and select papers.
8. Select workshops and/or tours.
9. Contact each speaker and presenter regarding their media needs and their day and time
preferences, while also requesting an abstract of their presentation. (email template)
10. Communicate with the Newsletter Editor regarding the times for the submission of a
preliminary and a final program for the 2YC3 Newsletter.
11. Periodically meet with or contact the Local Arrangements Chair and Exhibits Coordinator
to review progress and discuss mutual problems.
12. Prepare a preliminary and a final program. The final program should indicate times and
rooms for papers, workshops, and meetings. (conference program template)
13. Exhibits are an essential part of the conference. Leave enough time gaps so that the
attendees can visit the exhibits.
14. Include as many community college teachers as feasible in the program. Quite often,
having a part in the program will encourage attendance and enable the individual to
secure travel funds from their institution.
15. Select individuals to chair various sessions of the conference.
16. Contact the webmaster (webmaster@2yc3.org) to set-up your registration and PayPal
site.
17. Work with the local arrangements chair to prepare a registration folder for all attendees,
including exhibitors. Please include the following items in the folder.
a. Final program with location and times for all presentations, workshops, tours,
exhibits, and refreshments.
b. Name tag.
c. Parking permits (if needed).
d. A list of pre-registered attendees with contact information.
e. Campus maps and directions/maps to the banquet facility, and hotels.
f. Tickets for pre-paid lunches and banquets
g. If the attendee sent you a check, include a signed receipt for paid registration,
lunch, and banquet fees. If the attendee paid through PayPal, a receipt was
emailed to them and there is no need to include a receipt in their folder.
h. Pen and notepad (or several sheets of paper).
i. A flyer indicating the upcoming 2YC3 conferences.
j. A listing of the current 2YC3 officers.
k. Handouts for the general membership meeting. Request these handouts from
the chairperson a week before the conference.
l. Information about your college and local attractions.
CONFERENCE ROLE
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1. Preside at the Conference.
2. KEEP THE PROGRAM ON SCHEDULE.
a. Sessions should begin promptly, and speakers must complete their presentations
in the allotted time. Clearly state the time limits to all presenters.
3. Make announcements and encourage attendees to visit the exhibits.
4. Meet with COCTYC members for conference debriefing.
a. Provide attendance figures.
b. Provide number of exhibits and if any new sponsors were recruited.
c. Provide comments about the hosting process.
POST-CONFERENCE ROLE
1. Send an email to all attendees with a link to the conference survey. The survey is done
through SurveyMonkey. Your conference mentor will provide to the link to you and also
share the survey results.
2. With the sigh of relief that undoubtedly comes after getting through the conference, it is
all too easy to forget about acknowledging the services of those people who were
instrumental in planning and conducting the meeting. However, it is most important to
thank these people, as the success of the meeting depended on them. A list of people
to thank, together with suggested forms of acknowledgment, is given below:
a. The secretarial staff that was involved in the planning, correspondence,
arrangements, etc., deserves special recognition.
b. Duplication, IT, publicity, graphic arts, custodial, and other support personnel at
your institution. Memoranda of commendation to the appropriate supervisor(s),
together with a copy to the individual, are most appropriate.
c. The President of your institution will receive a thank you letter from the COCTYC
Chair for hosting the conference. However, if the President, or any other officer
or your school, has been particularly supportive or helpful to you in your role as
program chair of the meeting, it would be appropriate for you to write a personal
letter of appreciation.
d. Program Participants - Presenters, workshop directors, moderators or discussion
leaders, session chairpersons, etc., should all be sent individual thank-you letters
by the program chairperson for their contribution to the program. If you wish, and
have the facilities at your print shop, you could prepare certificates of
appreciation which can be sent with the thank-you letter. The letter and
certificate could also be sent to any other individuals whom you feel made a
significant contribution to the program.
There may well be other individuals, not included in the above list, who deserve to be thanked.
It is up to you, as chairperson of the meeting, to convey your appreciation to everyone who
contributed to the success of the conference.
COMMUNICATION WITH THE 2YC3 NEWSLETTER EDITOR
6
The conference program chair is expected to submit newsletter materials to the Newsletter
Editor. A call for papers, short preliminary program and the detailed final program must be
submitted at the direction of the Editor. These materials should be submitted via an e-mail
attachment. Consider the following timetable for each newsletter:
One year before the conference, the Newsletter Editor must receive the call for papers.
Six to nine months before the conference, the Newsletter Editor must receive the
preliminary program.
Eighteen to twenty weeks before the conference, the Newsletter Editor must receive the
final program and local arrangements information.
Fourteen weeks prior to the conference, the Editor begins the process of layout,
proofing, printing, and labeling.
Ten weeks prior to the conference, newsletters are mailed out by bulk rate. This allows
three to four weeks for delivery of bulk rate mail across the U.S.)
Six weeks prior to the conference, newsletters should be received by everyone.
PREPARING MATERIALS FOR THE NEWSLETTER
1. Model: Use a previous newsletter as a model for spacing and style.
2. Allow two pages for a final program, 1/2 to 3/4 page for a preliminary program, in final
form.
3. For consistency, the newsletter copy should give the following information as heading for
both preliminary and final program, in this order:
____TH TWO-YEAR COLLEGE CHEMISTRY CONFERENCE
NAME OF HOST COLLEGE
ADDRESS OF HOST COLLEGE
CONFERENCE DATES
PROGRAM TITLE
4. A list of addresses, phone numbers (office, fax and home) and email addresses for the
Program Chair, Local Arrangements Chair, and Exhibits Coordinator.
5. List time of each presentation, presenter, institution, and title of paper or workshop.
6. Highlight Key Speakers: To draw the attention of readers to key speakers or workshops,
prepare a short summary including title and author -- in newspaper style -- to be used by
the Newsletter Editor.
7. Allow two to three pages for information concerning accommodations, travel and maps.
This can vary depending on local circumstances and space allowed by the Editor.
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RESPONSIBILITIES OF LOCAL ARRANGEMENTS CHAIR
While the Program Chair is working on his/her activities, the Local Arrangements Chair should
make preliminary arrangements for facilities. The basic facilities that are needed for a 2YC3
conference are:
1. A GENERAL SESSION ROOM
Requires one auditorium type room that will accommodate about 100-150 people. In
case of possible high attendance, a larger room may be required. A lectern and
microphone plus facilities for all types of media will be necessary. Please double check
to insure that all necessary equipment is present and in proper working order. Provide
spare bulbs, batteries, etc., and have a knowledgeable person on standby to render
assistance, if necessary. This room can also be used for the General Membership
meeting on Friday morning.
2. AN EXHIBITS AREA
Requires a large space (conference room, foyer, open laboratory, empty room, etc.)
where 15-20 exhibitors may set up displays. Tables 2-3 feet wide and 5-6 feet long are
required. Some exhibits may require electricity and/or water. Each exhibitor will send
requirements directly to the Exhibits Coordinator. The exhibits area should contain
the refreshment and seating areas. If possible, the exhibits area should also be
convenient to the general session meeting room. Exhibit materials must also have
adequate security for overnight storage.
3. A REGISTRATION AREA
Requires one or two registration tables manned by two to four people, depending on
how busy it is. It should be located in or near the exhibits area and, if possible, near the
entrance to the general session meeting room. This should also serve as an information
desk. Provision for posting messages and announcements would be very helpful.
4. A REFRESHMENT AREA
This usually includes coffee, tea, juice, donuts, rolls, cookies, etc., as appropriate. It is
important that the refreshment area be located in the exhibits area. If possible, it
should also be convenient to the general session room. Ask exhibitors if they wish to
contribute to or supply the refreshments.
5. PARRALEL PRESENTATIONS, WORKSHOPS, AND DISCUSSION GROUPS
Require either classrooms with a capacity for about 25-50 people.
6. A BANQUET FACILITY
Requires a room that will hold at least 100 people. Again, watch out for possible high
attendance. Be prepared to provide some IT help for the speaker. The banquet may be
held on your campus or at local restaurant/event center.
7. ROOM FOR THE COCTYC MEETING
Requires one conference room for about 12 people. This room or area is needed for the
COCTYC meeting after the conference is over, for a three hour period. If your meeting
immediately precedes the spring ACS meeting, a room needs to be reserved all day for
the Thursday before the start of your conference. The meeting room can be on campus
or make arrangements with one of the conference motels for a complimentary room.
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PRE-CONFERENCE ROLE
Once the meeting areas have been identified, the Local Arrangements Chair should:
1. Clear the use of all facilities required and services needed for dates of the conference
with campus administrators. Confirmation in writing is highly desirable.
2. Work with the program chair to submit the local arrangement information with the
preliminary program and final program to the newsletter editor by the due dates.
3. Periodically contact Program Chair and Exhibits Coordinator to discuss progress.
4. Select a committee of chemistry or science faculty to assist in local arrangements.
5. Contact local hotels regarding prices for accommodations for conference attendees. DO
NOT BE AFRAID TO NEGOTIATE!
a. Consider the cost of the hotel.
i. Most two-year college faculty are not prepared to pay for a room at an
expensive hotel.
ii. If the cost is prohibitive, attendance at your conference will suffer.
b. Consider the location and convenience of the hotel.
i. The hotels selected must be easily accessible to both the airport and the
college.
ii. Your conference mentor can offer an opinion on the available hotels.
c. Give the conference participants a choice of hotels if possible.
i. Most conference planners provide a list of two or three possibilities.
ii. Be sure to reserve a block of rooms for the conference at each hotel for
Thursday through Saturday evening.
iii. Provide reservation deadlines, discount codes, and taxes in the
newsletter and website.
d. Depending on special circumstances such as rate negotiations, local
transportation arrangements, location of the banquet, etc., it may be desirable to
designate one of the motels as a "suggested" or "main" motel.
6. When hotels are selected, inquire about shuttle transportation to the airport and the
college.
7. Prepare a welcome packet for attendees to receive at the conference hotels. You may
wish to include the following information.
a. Direction and a map from the hotel to the campus.
b. Parking instructions and a campus map.
c. Dining and entertainment information.
d. A program summary sheet.
8. Arrange for the banquet, with attention to price per person ($20-$30 is typical) and
minimum number required. BEWARE OF THE HAZARDS IN GUARANTEEING
MINIMUM NUMBERS!
9. Prepare signs for directing conference attendees to the correct parking lots and then
from the parking lots to the registration area and various sessions.
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10. Work with the program chair to prepare a registration folder for all attendees, including
exhibitors. Please include the following items in the folder.
a. Final program with location and times for all presentations, workshops, tours,
exhibits, and refreshments.
b. Name tag.
c. Parking permits (if needed).
d. A list of pre-registered attendees with contact information.
e. Campus maps and directions/maps to the banquet facility, and hotels.
f. Tickets for pre-paid lunches and banquets
g. If the attendee sent you a check, include a signed receipt for paid registration,
lunch, and banquet fees. If the attendee paid through PayPal, a receipt was
emailed to them and there is no need to include a receipt in their folder.
h. Pen and notepad (or several sheets of paper).
i. A flyer indicating the upcoming 2YC3 conferences.
j. A listing of the current 2YC3 officers.
k. Handouts for the general membership meeting. Request these handouts from
the chairperson a week before the conference.
l. Information about your college and local attractions.
11. Work with your college’s business office and set up an account for the deposit of
registration and banquet checks. (It is wise to indicate a deadline for sending in banquet
checks.) (See section on "FINANCING A CONFERENCE".)
12. Most registration and payment is done electronically, but you may receive some checks
and registration forms in the mail. Send an email acknowledging receipt of the
registration form and payment.
13. On the night prior to the conference, post all signs and directions on campus.
CONFERENCE ROLE
1. On the morning of the first day of the conference, assign several persons to the
registration desk.
2. Assist Program Chair in conducting the conference. Make any necessary
announcements about local transportation or other arrangements for the conference.
3. Meet with COCTYC members for conference debriefing.
a. Provide attendance figures.
b. Provide number of exhibits and if any new sponsors were recruited.
c. Provide comments about the hosting process.
POST-CONFERENCE ROLE
1. Work with your college’s business office to pay the bills.
2. Send to the COCTYC Membership Chair a list of all new members who registered at the
conference.
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3. Send to the COCTYC Treasurer a check in the amount of $25 for each new member
who registered by mail for conference.
4. Send a letter of appreciation to all those who gave you significant assistance in
preparing for and conducting the conference. Consider members of your local
arrangements committee, administrators, secretaries, and staff members (personnel in
duplication, audio-visual, custodial, departments, etc.) at your college, donors of funds,
refreshments or equipment, etc.
FINANCING A CONFERENCE
1. SETTING UP ACCOUNTS
a. Work with business office at your school.
i. Set up expense accounts.
ii. Set up income account.
or
b. Set up your own checking account.
i. DO NOT use the account name of 2YC3; instead use "YOUR
NAME/2YC3."
c. Keep good records.
d. Send a financial statement to the 2YC3 Chair and Treasurer.
2. INCOME SOURCES
a. Seed money from 2YC3. These are limited funds which can be used only for
certain functions. It is expected that seed money be repaid to 2YC3 from monies
collected from authorized Conference registration fees.
b. Registration fees collected by the host institution:
i. Presently the COCTYC authorizes a $40.00 early registration conference
fee and $50.00 late fee (registration received within 2 weeks of the
conference) for full-time instructors.
ii. COCTYC authorizes a $20.00 early registration conference fee and
$25.00 late fee (registration received within 2 weeks of the conference)
for adjunct instructors.
iii. It is expected that monies raised from the collection of this fee will be
used to repay 2YC3 for seed money advanced to the organizers of the
conference. Any monies collected above the seed amount may be kept
by the host institution to defray expenses. Send the Treasurer of 2YC3 a
check to cover the seed money received by the organizers of the
conference.
c. New 2YC3 members and members renewing their dues may submit membership
fees.
i. Send the list of new and renewing members to the Membership Chair of
2YC3.
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ii. Send the Treasurer of 2YC3 the membership fees collected from
those who mailed in their registration fees ($25 for each new and
renewing member registered).
d. Banquet and luncheon fees
i. Charge enough to cover your costs and some of your smaller expenses.
e. Donations from Industrial Sponsors
i. Many industrial sponsors will donate money for refreshment breaks.
ii. Post signs in the refreshment area thanking the sponsors for their
donation.
f.
External Funding
i. Check to see if your college or state system offers grant money for
hosting a discipline conference.
3. EXPENSES
a. Pay all bills as soon as possible.
4. PROFIT
a. Use this for the betterment of your department.
i. Don't forget to recognize those who have helped you, department
members, lab assistants, secretaries, etc.
b. If enough money is left over, you may want to establish a chemistry department
scholarship through your college’s foundation, or to find some other ways to use
the money to help students.
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RESPONSIBILITIES OF EXHIBITS COORDINATOR
PRE-CONFERENCE
1. Periodically contact Program Chair and Local Arrangements Chair to discuss progress.
2. Contact the Local Arrangements Chair and appropriate campus administrators regarding
the availability of exhibit area and tables for dates of the conference.
3. Obtain a list of 2YC3 Sponsors from the COCTYC Industrial Sponsors Chair, and email a
letter to the regional representative in the area, alerting him/her of the conference and its
dates. Send a copy of the EXHIBIT REGISTRATION form in the email.
a. Current Industrial sponsor do not pay any exhibit or registration fees for the
conference.
b. If an exhibitor is also presenting a paper, then they pay the conference
registration fee.
c. All exhibitors must pay for meals at the conference.
4. Request recruiting packets from the COCTYC Industrial Sponsors Chair,
industrialsponsors@2yc3.org, and recruit new sponsors from the local area of the
conference site.
a. New sponsors must pay a $200 fee, which is collected by the college.
i. The money from each new sponsor is split equally between the college
and 2YC3. (The college pays $100 to 2YC3 for each new sponsor and
keeps the remainder of the money to help defray the cost of the
conference.)
5. Arrange for a locked room to store books and other materials for exhibit. Some
exhibitors will send materials prior to the conference.
6. Receive requests from exhibitors and work on layout of exhibit area. Some exhibitors
will request electrical outlets.
7. Send acknowledgement of request to exhibit letters out to exhibitors.
8. Make arrangements for appropriate refreshments to be set up in the exhibit area on the
morning of both conference days and during the coffee breaks. The Local
Arrangements Chair needs to include the cost of refreshments in the financial
arrangements for the conference.
a. Industrial sponsors frequently donate money for refreshments; your contacts with
the exhibitors can be of assistance in this regard.
9. Tables for exhibits should be set up and in place the day prior to the conference.
Material shipped prior to the conference should be placed under the respective
exhibitor's table. A registration packet and name plate should be placed on the table.
10. Make sure the exhibit area has adequate security for overnight storage.
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CONFERENCE
1. Laboratory carts or similar equipment should be available to help exhibitors transport
exhibit material.
2. During the conference, encourage attendees to visit the exhibits. Remind the Program
Chair to make such announcements at the beginning of each session. It helps greatly if
the exhibit area is easily accessible to the rooms where papers are presented.
3. Periodically check the exhibit area and talk to exhibitors to see if everything is going well.
This is an excellent opportunity to enhance relations with our Sponsors. Take care of
problems as they arise.
4. Hold a raffle with ticket stubs obtained by attendees as they visit each exhibit. Exhibitors
and sales representatives of your suppliers are usually quite willing to donate books or
equipment for raffle prizes.
5. Meet with COCTYC members for conference debriefing.
a. Provide attendance figures.
b. Provide number of exhibits and if any new sponsors were recruited.
c. Provide comments about the hosting process.
POST-CONFERENCE
1. Ensure all materials are returned to the exhibitor.
2. Write thank you notes to the exhibitors.
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PREPARING A CONFERENCE WEBSITE
You should prepare a website to publicize your conference. If internal help is not available at
your institution, the 2YC3 webmaster will be able to provide some assistance. You may also
consider using MySpace, Facebook, or other social networking sites to prepare a website for
your conference. The following items should appear on the website:
1. Program. Start with a preliminary program and update as more speakers are secured.
Abstracts should be included. Other information such as contact information or a short
bio may also be included.
2. Registration Information. The webmaster will put together an online registration form
that enables you to track registrations.
3. Lodging Information. Include phone numbers and/or links to the hotel website along
with any codes that may be used to reserve at a discounted rate.
4. Directions. Include directions from the airport, to the hotels, to the college, and any
other directions that may benefit someone that is not from the area. Online maps from
various websites should be included.
5. Campus Map. Upon arrival to campus, participants should know where they are going.
Campus maps should clearly show the building where meetings are located. Room
locations should also be shown if the meeting rooms are not all in the same vicinity.
6. Air Travel Information. Clearly state what airlines serve your city and the airport(s) that
would be most convenient. Also give clear directions from the airport to the hotel in the
event that someone chooses to rent a car. These directions should be in written form as
well as indicated on the map.
7. Ground Transportation. Please explore the options of those who will need
transportation to and from the airport. In some cases, the hotels provide transportation.
In other cases, a limousine service or other form of public transportation may be useful.
The information provided to the newsletter should clearly delineate the possibilities
and/or the most recommended method of ground transportation between the airport and
the hotel. Such information should also provide the cost and the time involved. If car
rental is available, information regarding rental companies and rates may be useful.
Besides the map, it is important to spell out the directions between the airport, major
routes, hotel, and college.
15
CONFERENCE TIMELINE/CHECKLIST
3 years to go:
 Program chair, local arrangements chair, and exhibits coordination have been selected.

Letter of administrative support and preliminary conference income statement sent to the
chairperson of COCTYC.

The planning has contacted their COCTYC conference mentor.
2 years to go:
 The planning team has met and decided on the conference goals and title/theme.

Facilities have been identified for a general session room (capacity 100-150), an
exhibit/refreshment area, a registration area, and classrooms for parallel presentations
and/or workshops (capacity 25-50).
1 year to go:
 Prospective speakers have been contacted.

Proper income and expense accounts have been set-up through the college’s business
office.

A “Preliminary Conference Program” has been sent the newsletter editor.
9 months to go:
 A “Call for Papers” has been sent the newsletter editor.

Screen papers and request if presenters have any time preferences.

A list of industrial sponsors has been obtained from the COCTYC industrial sponsors
chair.
6 months to go:
 The “Conference Program” along with lodging/travel information has been sent to the
newsletter editor.

A banquet facility (either on-campus or off-campus) has been reserved for Friday
evening.

A block of rooms at two or three hotels have been reserved for the conference weekend
(Thursday-Saturday).

A conference website with the program, registration link, lodging information, directions,
and maps has been created.

Potential exhibitors have been contacted.
16
3 months to go:
 Facilities for a general session room, exhibit/refreshment area, a registration area, and
classrooms/labs have been reserved and written confirmation has been received.
1 month to go:
 Welcome packets for hotel guests have been prepared.
1 week to go:
 Conference folders have been prepared.

Signs have been prepared directing attendees where to park and how to get to the
registration table.
17
CONFERENCE ADVICE

Attend a 2YC3 regional meeting before planning a meeting.

Follow the program template. There is room for some modifications, but make sure you
leave enough time for attendees to visit exhibitors during the breaks. The general
membership meeting must be held when no other activities are occurring.

Keep the program on-time! Make the presenters aware of the time limits and have the
moderators enforce these time limits.

Start recruiting speakers at least nine months before the conference.

Contact the Industrial Sponsors at least two times by email and phone, if possible.

Use a variety for presentation formats in your program. Include workshops, discussion
panels, poster sessions, and tours. Get local community college faculty to participate in
the panel.

Encourage attendees to see exhibiters by offering raffle prizes for those which visit each
booth.

Make sure there are a variety of topics to attract a good cross-section of attendees.

An abstract of each paper presented will be a handy item for industrial sponsors. This
allows Industrial Sponsors whose products are being discussed by a speaker at the
conference to interact with the speaker and to act as a reliable source.

Schedule out-of-state speakers to increase the number attending the conference.

Make frequent and timely contacts with local community colleges and high schools.
Provide incentives for their attendance.

Exhibits Coordinator should make available to the Program Chairperson information
about Industrial Sponsors who wish to give talks, as well as exhibit.

Invite college administrators to address the audience on a few occasions; this will
provide access to administrative support.

Ask exhibitors for financial support to provide refreshments and/or complimentary lunch.

Set-up exhibit booths in a location where the refreshments and lunch can also be
located. Have empty table and chairs available so attendees will be close to the
exhibitors and more likely to visit them.
18
19
Double click below to open the excel workbook.
20
2YC3 Conference Income Statement Summary
Conference#
College
Conf City Location
Conf State
Conf Date
1xxth
Bxxxx CC
Assumed new members
Assumed registrants
50
70
INCOME
Item
Income $
Membership Dues collected for 2YC3
Seed Money from 2YC3
Miscellaneous for 2YC3
Industrial Sponsor Fees
Conference Registrations
Meals-Friday Continental Breakfast
Meals- Friday Lunch
Meals- Friday Night Banquet
Meals-Saturday Continental Breakfast
Meals- Saturday Lunch
Exhibitor Fees
Continuing Education
Miscellaneous (donations/ foundation grants)
Total
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
Budget-income
Count
$750.00 50
$500.00
$1,050.00
$100.00
$700.00
$1,500.00
$100.00
$700.00
Notes
number of new or returning memberships *15
Conference Seed
pins, shirts, etc
70
70
70
50
70
70
number of registrants * $40 early, $50 late
Exhibitor donation
$10/meal
$30/attendee
Publisher donation
$10/meal
Count
Notes
$5,400.00
EXPENSE
Item
Dues to 2YC3
Seed Money returned to 2YC3
Industrial Sponsor Fees paid to 2YC3
Miscellaneous to 2YC3
Advertising, Postage
Travel
Meals-Friday Continental Breakfast
Meals- Friday Lunch
Meals- Friday Night Banquet
Meals-Saturday Continental Breakfast
Meals- Saturday Lunch
Expense
Budget- expense
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$750.00 50
$500.00
$140.00
$560.00
$1,250.00
$140.00
$560.00
Miscellaneous (security, housekeeping,
college charges)
Continuing Ed
Total
$0.00
$0.00
$0.00
$4,100.00
NET INCOME
$0.00
$1,300.00
Pins, shirts, etc
$200.00
70
70
50
70
70
$2/meal
$8/ meal
$25/attendee
$2/meal
$8/meal
for whole conference
Industrial Sponsors/Exhibitors present
__________________________________________________
Conference Chair Signature
___________________________________
Date
21
Email Template for Presenters
Dear Name:
Thank you for agreeing to participate in the XXX Two-Year College Chemistry Consortium Conference on Date.
Your presentation will take place on Friday or Saturday morning/afternoon at time in room XXX. You have 45
minutes for your presentation. The time limit will be strictly enforced to ensure that program stays on schedule. All
rooms are equipped with a PC with Microsoft Office, internet access, projector, VCR and DVD players, and a
blackboard. The rooms also have quick connections for lap top computers.
Title of Presentation: XXX
Abstract: Not on file, please send as soon as possible
Please respond to confirm that all information is correct and the presentation time works for your schedule. Do not
hesitate to contact me if you have any questions or visit the conference website at:
Thank you!
22
XXXth 2YC3 Conference (Midwestern)
“Program Title”
Name of Host College
Address
City, State
Date
Program Chair:
Name
Local Arrangements: Name
Exhibits Coordinator: Name
email
email
email
23
phone
phone
phone
Friday, Date
8:00 – 5:00
Exhibits
Room
8:00 – 9:00
Registration, Refreshments, and Exhibits
Room
9:00 – 9:15
College President’s Welcome and Opening Remarks
Name, Title
room
9:15 – 10:15
Keynote Address
Title
Name, College, City
Room
10:15 – 10:45 Refreshment Break and Exhibits
Room
10:45 – 11:25 2YC3 General Membership Meeting
Room
11:30 – 12:15 Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
Title
Name, College, City
Room
12:15 – 1:00
Lunch Break and Exhibits
CF 206/208
1:00 – 4:00
Workshop or Tours
1:00 – 1:45
Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
Title
Name, College, City
Room
24
1:50 – 2:35
Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
Title
Name, College, City
Room
2:35 – 3:00
Refreshment Break and Exhibits
Room
3:00 – 3:45
Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
3:50 – 4:35
Title
Name, College, City
Room
Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
Title
Name, College, City
Room
4:35 – 5:00
Refreshment Break and Exhibits
Room
6:00 – 8:30
Dinner Banquet and Address
Title
Name, College, City
Room
25
Saturday, Date
8:30 – 4:00
Exhibits
CF 206/208
8:30 – 9:00
Registration, Refreshments, and Exhibits
Room
9:00 – 10:00
Opening Speaker
Title
Name, College, City
Room
10:00 – 10:30 Refreshment Break and Exhibits
Room
10:30 – 12:00 Workshop
Title
Name, College, City
Room
10:30 – 11:15 Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
Title
Name, College, City
Room
11:20 – 12:05 Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
Title
Name, College, City
Room
12:05 – 1:00
Lunch Break and Exhibits
CF 206/208
1:00 – 4:00
Workshop or Tours
26
1:00 – 1:45
Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
1:50 – 2:35
Title
Name, College, City
Room
Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
Title
Name, College, City
Room
2:35 – 3:00
Refreshment Break and Exhibits
Room
3:00 – 3:45
Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
3:50 – 4:35
Title
Name, College, City
Room
Parallel Presentation Session
A.
Title
Name, College, City
Room
B.
Title
Name, College, City
Room
27
Abstracts (samples from the 185th 2YC3 Conference)
Keynote Address
Chemistry or Magic? There's a Big Difference!
Marv Lang, University of Wisconsin-Stevens Point, Stevens Point, WI
Don Showalter, University of Wisconsin-Stevens Point, Stevens Point, WI
If a chemical demonstration is presented without an explanation it seems like magic. However, a chemical
demonstration accompanied by an explanation will add greatly to the learning of the concept being
exhibited. A sudden color change, the release of a gas, an immediate phase change, a loud noise, or a
flash of light will develop a mental connection to the explanation. A series of demonstrations will be
presented that align directly with chemical concepts taught in fundamental chemistry courses.
Presentation 1A
Underprepared is Underserved: A Freshman Math and Science Cohort Class
John Deming, Winona State University, Winona, MN
Nathan Moore, Winona State University, Winona, MN
A troubling fraction of students in STEM majors flounder at the introductory level. The most compelling
reason is a lack of adequate intellectual preparation. On a fundamental level, science is done by thinking
critically about the natural world. Students with weak quantitative reasoning skills will struggle in
quantitative science fields. Presenters will discuss the depth of the problem, a teaching strategy designed
to enhance these skills, and their efforts to help these students become competitive.
Presentation 1B
Master Plan for Curriculum Changes in Into Chemistry and Organic Chemistry in a Community College
Bal Barot, Lake Michigan College, Benton Harbor, MI
As part of Title III funded by US Department of Education, Lake Michigan College has developed a
master plan to modify curriculum in Introductory Chemistry as well as one year Organic Chemistry
course. The plan includes systematic study of course offerings at some community colleges, four year
colleges and universities in the state of Michigan. Two important features of new curriculum will be
presented. They include guided inquiry and technology driven course work with emphasis on
Environmental Green Chemistry. A guideline towards a new curriculum and critical evaluation of present
curriculum will be presented.
Presentation 2A
An Introductory Online Chemistry Course: From Conception to Implementation
Lance Lund, Anoka-Ramsey Community College, Coon Rapids, MN
The online version of introductory chemistry at Anoka Ramsey Community College maintains a hands-on
laboratory component through the use of an online laboratory kit and ordinary household chemicals.
Lecture tutorials and prelaboratory introductions were developed utilizing a tablet PC and a webcam.
Office hours are conducted through MetNet using Adobe Connect web-conferencing software along with
a tablet PC and webcam. Come hear how this version or the course was conceived and implemented.
Presentation 2B
Exploring the Integrated Approach to Teaching GOB
Colleen Kelley, PIMA Community College, Tucson, AZ
28
This talk explores ways to integrate topics in a GOB (General, Organic, and Biochemistry) course that
promotes 'one course' instead of three separate courses. The benefits of this approach include introducing
relevant biochemistry applications early in the course. In addition, it allows for instructors to create a
course tailored to students in the allied health pre-professions.
Presentation 3A
Chemistry On-line?!
Leah Schaith, Southeast Minnesota Technical College, Red Wing, MN
This presentation will examine the benefits and disadvantages of offering an on line chemistry course. It
will focus on the organization and materials necessary to begin offering an on line chemistry course as
well as suggestions on how to make your course successful for both instructors and their students.
Practical and tangible suggestions will be shared for facilitating class involvement, student accountability
and assessment of learning. Any questions regarding implementation, logistics or concerns will be
addressed the final ten minutes of this presentation.
Presentation 3B
Assessment That Works!
Teresa Brown and Heather Sklenicka, Rochester Community and Technical College, Rochester, MN
This assessment project focuses on students’ mastery of concepts in our General, Organic, and Biological
Chemistry I course. Students were allowed unlimited attempts to pass online quizzes on unit conversion,
stoichiometry, solutions calculations, and acid/base chemistry. Data from over 500 students was analyzed
to determine instructor and semester effects. Further analysis of the most often missed questions has
provided clear avenues for pedagogical change.
Presentation 4A
Introducing Your Students to Computational Chemistry: A Hands-on Teaching Module
Amy Jo Sanders, Ph.D.; Jean Zorko, MS, Jim Zubricky, Ph.D.*; Steve I. Gordon, Ph.D.**
Stark State College of Technology, N. Canton, Ohio; ASanders@starkstate.edu JZorko@starkstate.edu
*University of Toledo, Toledo, Ohio; JZubric@utnet.utoledo.edu
**Ohio Supercomputer Center, Columbus, Ohio; SGorgon@osc.edu
Computational science involves the application of computers to analyze problems in chemistry and other
scientific disciplines. Computational chemistry is used to calculate the structures and properties of
molecules using software that has been programmed with theoretical chemistry algorithms. Various
computational chemistry software programs are currently being used in industry and research to better
understand chemical structures in terms of their relative energies, charge distribution, dipole moments,
and vibrational frequencies. The information gained from these calculations greatly contributes to many
areas of chemistry such as spectroscopic analysis, synthesis, collision chemistry, and drug discovery. As
technology advances, computational chemistry is becoming an increasingly more important branch of
chemistry, thus it is desirable to introduce this exciting field of science in introductory chemistry courses.
One enjoyable way to do this is to provide students with a hands-on computer exercise during a chemistry
class. Such an activity will be presented here using the FREE, web-based program, WebMO, to predict a
13C-NMR spectrum and investigate the different energies of the conformers of n-butane. Instructor and
student handouts will be provided in paper and electronic formats for future use.
Presentation 4B
Undergraduate Research in 2-year Colleges and Integration of Chemistry in Bioscience Initiatives
Rehka Ganaganur, Minneapolis Community and Technical College, Minneapolis, MN
29
This session will explore opportunities in interdisciplinary chemistry instruction through undergraduate
research and importance of chemistry in biosciences. Participants will engage in facilitated group
discussion on innovative pedagogies for successfully engaging students in active learning through
research projects and strategies for introducing bioscience applications in chemistry. Examples of
integration of chemistry in bioscience initiatives and incorporation of industry/regulatory standards of
Good Laboratory Practices in chemistry labs will be shared.
Presentation 5A
Using MicroLab for Inquiry and Real-Time Learning in General and Organic Chemistry - FASTspec and
Equilibrium, Vapor Pressure and Temperature, Titration Curves and Ka, Measuring Avogadro’s Number,
and Gas Chromatography
Michael J. Collins,Viterbo University, La Crosse WI 54601
Viterbo University has been using laboratory data acquisition in its first two years of chemistry major
curriculum for the past 15 years. The university recently completed a five year DOE Title III grant to use
various learning technologies to assist in assessing learning outcomes. The chemistry program used its
Title III money to purchase laptop PCs and MicroLab data acquisition hardware and software. We
rewrote laboratory handouts to encourage active learning using the MicroLab system. This talk will give
an overview of those experiments and will demonstrate the use of a kinetics experiment as an example of
how the interface and its easy to use software have allowed us to convert from a “by the numbers
cookbook recipe” to an investigation in which student teams are guided to a successful investigation. The
talk will also show an example of a rubric that we use both to assist the students in preparing their reports
and to assist the grader in grading them.
Presentation 5B
The Use of American Chemical Society Examinations as Assessment Tools
Steven Socol, McHenry County College, Crystal Lake, IL
One of the ongoing challenges at two-year colleges is assessing our courses. We need to provide evidence
that our courses are at the same level of rigor as those of equivalent courses at four-year institutions. In
addition, most courses are split into multiple sections, many of which are taught by adjunct instructors.
We need also to insure that these sections are taught at the same level of rigor. At McHenry County
College we use American Chemical Society Examinations as our primary method of assessment. The
results of nine years of using these examinations as measures of course effectiveness will be discussed, as
well as how grading scales are assigned. An overview of how these examinations are constructed will also
be presented.
Presentation 6A
Resources for Teachers and Students: The Chemical Education Digital Library
John Moore, University of Wisconsin-Madison, Madison, WI
Would you and your students like to use a periodic table that includes videos of the reactions of the
elements, interactive crystal-structure models for each element, physical and atomic-scale properties of
the elements, and plotting and sorting modules so that you can analyze and display the numeric data?
That’s Periodic Table Live!—just one of the many online resources available from the Chemical
Education Digital Library (ChemEd DL). Other resources include Molecules 360, structures of small
inorganic and organic molecules in JMol format; JCE WebWare, an eclectic collection of Web-based
applications; Netorials, online tutorials for general chemistry; Chemistry Comes Alive!, videos where
chemistry is the center of attention; and an entire chemistry textbook in the form of a wiki so that it can be
30
edited and expanded by you and others like you. The ChemEd DL has developed more than a dozen
communities in areas such as physical and inorganic chemistry and these communities are beginning to
improve and expand these resources and others like them. ChemEd DL also provides blogs, wikis, and
course management systems; these are readily available to anyone with Web access and can be used to
meld related items from its collections into much larger units of instruction. Come join us and find out
what will be useful to you and your students as well as how you can get involved and contribute.
Presentation 6B
Real-World Experiments with MeasureNet LIMS, EDU-CHEM & FUN-SCIence!
Jerry DeManna, FUN-SCIence Academics Group, Bronx, NY Online
See a *NEW* and IMPROVED way to teach “Tech” to your Students! Watch a few "fun" and
"interesting" (aka: non-boring!) experiments for Undergrad teaching Labs and basic Graduate research in
Analytical Instrumentation using Electro-Chemistry (pH, Conductivity, Re-Dox), Physical Measurements
(Temperature, Pressure, Friction), UV-Visible Spectrophotometry (UV-Vis), Fluorimetry,
Phosphorimetry, Infra-Red Spectrometry (IR), Colorimetry (VIS), Flame Photometry (FEP), Gas
Chromatography (GC) and Liquid Chromatography (HPLC). Students can “measure” their World and
determine everything from Caffeine in Sodas to Acids in Vinegar to Amino Acid in Energy Drinks to
Alcohol in Mouthwash to Polyesters in Motor Oil to Calories in Potato Chips!
Basic measurement devices; such as pH Probes, Digital Thermometry, LED-based Colorimetry &
Fluorimetry, Pressure Transducers and others; along with more sophisticated Analytical Instruments from
EDU-CHEM Innovations; such as IR, UV-Vis, GC & HPLC; can be interfaced to the MeasureNet LIMS
Network with their Universal Workstations instead of costly P-Cs, and can provide a rapid, foolproof
Standardized Data Collection protocol for ANY Teaching Lab.
Banquet Presentation
Implementing an Online CLS Curriculum Utilizing the Reverse Lecture-Homework Paradigm
Susan M. Lehman, MA, MT (ASCP) SM
Program Director, Clinical Laboratory Science Program
Mayo School of Health Sciences
Mayo Clinic
Introduction
Mayo Clinic implemented a new 43-credit curriculum in Clinical Laboratory Science (CLS), utilizing a
blended model of traditional and online content delivery. The didactic component of our curriculum
design is developed in an e-learning platform and is underscored by transactional distance theory (Moore,
1983) whereby the 3 modalities of learner interaction with content, instructor, and fellow students are
integrated into the e-learning module. The lesson plan also includes a laboratory module taught by
traditional methods of interaction between the instructor and learner. Our curricular model implements the
"reverse lecture-homework paradigm" whereby our students complete the web supported didactic
modules asynchronously as "homework" assignments and complete laboratory lessons in the classroom
under the guidance and direction of their instructor.
In this constructivist model of education, the instructor moves away from the traditional teaching role to
that of facilitator of the student's acquisition of knowledge. Additionally, more time is available for the
laboratory section of the lessons which are “hands-on” and are developed in the context of the work our
student's will perform upon employment.
31
The Need for a New Teaching Model
There is a significant shortage of individuals trained in the field of clinical laboratory science to work in
medical laboratories and it is listed by the Bureau of Labor Statistics as a critical workforce shortage area.
In 1990 there were over 420 accredited CLS programs graduating over 3000 students nationally, down
from 652 programs in 1980 producing over 6000 graduates. In 2005 there were 228 programs producing
~2300 graduates at a time when the Bureau of Labor Statistics projects the need for 12,000 graduates
annually through 2010. The decrease in the number of programs is in large part due to the high costs
associated with training individuals in the field of clinical laboratory science.
By implementing an e-learning platform, our program curricular model has potential to expand the
number of students over time towards an improved economy of scale. We have potential to increase our
class size by expanding our program from Mayo Clinic, Rochester to Mayo Clinic, Jacksonville and
Mayo Clinic, Scottsdale without having to incur the operating costs associated with redeveloping the
entire 43-credit curriculum at each site.
Additionally, by implementing the reverse lecture homework paradigm, our students spend more time in
the teaching laboratory in hands-on lessons that more closely parallel the work they will do once they
become employed. By providing a curriculum that is designed to provide more time with the practical
experience component, we anticipate that upon employment our students will be productive sooner,
thereby reducing the costs associated with on-the-job training.
Curricular Model
The Clinical Laboratory Science (CLS) curricular model applies the reverse lecture-homework paradigm.
Students complete didactic curriculum as homework, asynchronously, via online lectures, and participate
in daily laboratory lessons in the traditional, “face-to-face” format. The electronic curriculum includes
student interaction with written content (“learner-content”), threaded discussions (“learner-learner”), and
email (“learner-instructor”). The online material is applied directly during “hands-on” instructor
facilitated laboratory sessions which are a combination of case studies, laboratory lessons, and discussion
groups.
By implementing this specific curricular design, our instructors have more time to spend with our
students in the teaching laboratory focusing on the application of the online content in the context of a
laboratory lesson or case study. The curricular design allows for greater anchoring of the material in the
context of the work the student’s will perform upon employment.
Outcomes
Our results demonstrate that this curricular model is as good, if not better than traditional models. Our
students state that they prefer this new model over the traditional, and they excel in CLS courses that
implement the reverse-lecture homework paradigm over those courses delivered in a traditional lecture
format. Our clinical experience faculty note that our student’s are highly prepared and arrive at the
clinical laboratory rotations (internship) familiar with our standard laboratory operating procedures and
perform at an advanced level. Our student’s performances on their national board/certification
examinations are above the national mean for both university and hospital based programs.
A benefit of an electronic curriculum includes the opportunity to share the CLS curriculum across all 3 of
our Mayo Clinic sites, enroll distance students at Mayo Clinic, Jacksonville and Mayo Clinic, Scottsdale
and eliminate the costs associated with duplication of effort. This model will therefore reduce the
32
operating cost to run the program at Mayo Clinic, Rochester and decrease the cost to start programs at
Jacksonville and Scottsdale.
Along with reducing costs by eliminating duplication of effort across our Mayo Foundation sites in
Florida and Arizona, capturing the curriculum in an e-learning format also allows us to preserve this everexpanding body of knowledge and develop employee centered e-learning programs. Once the CLS
curriculum is developed in an e-learning format we have the option to implement employee centered 1618 credit categorical programs in clinical chemistry, clinical microbiology, clinical hematology, and
transfusion medicine. Employees lacking national board certification in the clinical laboratory sciences
will benefit from a categorical certification and the opportunity to sit for a national board examination.
References
1.) Forster, Ann (2004). The Teaching Learning Process. Learning at a Distance (pp. 50-73). University
of Wisconsin, Madison, Distance Education and Professional Development.
2.) from NAACLS letter: Olive M. Kimball (personal communication, Dec. 29, 2005)
3.) Moore, M.G. (1983). On a theory of independent study. In D. Sewart, D. Keegan, & B. Holmberg
(eds.), Distance Education: International Perspectives. London: Croom Helm.
4.) Moses, Greg. Faculty Perspectives on Streaming. University of Wisconsin, Madison, Distance
Education and Professional Development. Retrieved May 15, 2009 from
http://streaming.wisconsin.edu/teaching/fac_moses.html
5.) U.S. Dept. of Labor, Bureau of Labor Statistics. (2004). Occupational Projections and Training Data
(2004-2005 edition, p.84). Washington, D.C.
Biographical Sketch
Sue Lehman graduated from the University of Wisconsin – Madison in 1983 with a B.S. in medical
technology. In 1991, she completed her masters' degree in psychology and counseling services from Saint
Mary's University in Winona, Minnesota. She worked as a medical technologist at Mayo Clinic in the
Division of Clinical Microbiology for 10 years. Subsequent to this she became involved in education at
the medical and allied health level and led the establishment of academic programs in clinical laboratory
science in the Department of Laboratory Medicine and Pathology. She has 15 years of teaching
experience and is Program Director of the Clinical Laboratory Science Program at Mayo Clinic and is
also course director for CLS Clinical Microbiology I and II. In 2008, she completed the Distance
Education Certificate Program through the School of Education at the University of Wisconsin, Madison.
Her areas of interest are in distance education and education methodology.
Address: Mayo Clinic
200 1ST Street SW
Rochester, MN 55905
Email: slehman@mayo.edu
URL: http://www.mayo.edu/mshs/lab-science-rch.html
Phone: 507-284-3042
Fax: 507-266-5193
Saturday Opening Presentation
NatureWorks® IngeoTM Polylactide:
A Sustainable Biopolymer for the 21st Century
33
Richard C. Bopp, Ph.D.
Senior Materials Scientist
NatureWorks LLC
Minnetonka, MN 55345
In the past the plastics industry has traditionally relied upon petrochemicals as its primary feedstock.
However, with growing concerns over the supply and cost of oil and natural gas and an increasing
recognition of the need to control greenhouse gas (GHG) emissions, new alternative technologies that
enable us to produce plastics from annually renewable resources are being rapidly brought to market.
In this presentation we discuss recent advances in NatureWorks Ingeo polylactide technology, its unique
combination of environmental attributes, processability and end-use performance that help position this
sustainable biopolymer for a promising future in the 21st Century.
Biographical Sketch
Richard C. Bopp is a senior materials scientist at NatureWorks LLC and has been working for the past 13
years on the process and product development of IngeoTM polylactide (PLA) biopolymers. His primary
areas of focus have been PLA crystallization, thermoforming for improved heat resistance, injection blow
molding and nanocomposite technology.
Previously, Dick worked at the General Electric Co. for 21 years, starting at the GE Corporate Research
and Development Center and continuing at the GE Plastics PPO Technology Department in Selkirk, NY.
At GE Dick led a variety of development programs including, microwaveable NORYLTM food
packaging, GECET™ foam and UV stabilization. In 1992 he was the recipient of GE’s Don Jaquiss
Award for his development of a flame retarded Noryl resin for a McDonald’s roof made from postconsumer recycled computer housings. In 1993 he was named Noryl Recycle Business Leader.
Dick earned a B.S. in chemistry from the State University of New York at Albany and M.S. and Ph.D.
degrees in polymer chemistry from Rensselaer Polytechnic Institute in Troy, NY. Active in the Society of
Plastics Engineers, he is president of the Upper Midwest Section and past president of the Hudson
Mohawk Section. He also serves on the boards of the Plastics Environmental Division and Engineering
Properties and Structure Division. He has authored or co-authored numerous technical papers and holds
21 U.S. patents.
Presentation 7A
Including Green Chemistry in the Liberal Arts Course
Terry W. McCreary, Murray State University, Murray, KY
John W. Hill, University of Wisconsin-River Falls, River Falls, WI
We describe a course that uses Green Chemistry essays and exercises to show students that chemists are
developing better, safer, and more environmentally friendly processes and products. Green chemistry is
not a catchphrase but a goal that is actively pursued. Green Chemistry is an approach to designing
chemicals and carrying out chemical transformations that are beneficial for human health and the
environment. Each chapter topic features a Green Chemistry essay that highlights cutting-edge research
by chemists and engineers that explores the fundamental science and practical applications of chemistry
that is “benign by design.” These examples stress that chemists are responsible for the consequences of
the new materials they create and emphasize the importance of building a sustainable chemical enterprise.
34
Our textbook itself is carefully crafted to minimize environmental impact. The materials used to
manufacture this book originated from sources committed to responsible forestry practices. The paper is
FSC certified. The binding, cover, and paper come from facilities that minimize waste, energy
consumption, and the use of harmful chemicals.
Many of the ideas also can be used in other introductory chemistry courses.
Presentation 7B
An introduction to POGIL for the community college classroom
Thomas Higgins, Harold Washington College
Jeffrey R. Pribyl, Minnesota State University, Mankato
Jamie Schneider, University of Wisconsin - River Falls
Process Oriented Guided Inquiry Learning (POGIL) is a student-centered, inquiry-based instructional
approach that has been successfully implemented at a variety of institutions, from community colleges to
four-year colleges and universities. It can be done in large lecture halls and small classroom settings.
POGIL focuses on teaching the content of a course as well as the process skills needed for success in the
workplace. Positive student learning outcomes include higher exam scores, increased course retention and
completion, and better preparation for subsequent course work. This session will consist of three POGIL
instructors who will briefly discuss the effect of POGIL on their teaching and students, an introductory
hands-on exercise for the audience, and a follow-up question and answer period. Materials and references
for interested faculty will also be provided.
Presentation 8A
Chem Ed: Increase Conceptual Understanding in Chemistry and AP Chemistry —Activate Inquiry and
Inspire Discovery!
Jennifer Griffin, PASCO Scientific
Using PASCO probeware, students can visualize and explain abstract chemical concepts with words and
math. Come experience how 21st Century Technology will become the heart of your laboratory—whether
or not you have computers. This flexible tool will help you teach acid/base, gas laws, thermodynamics
redox and more.
Presentation 8B
Enhancing Learning during a Chemistry Exam, Is That Really Possible Using Immediate Feedback
Assessment Technique Forms
Jamie Schneider, University of Wisconsin – River Falls, River Falls, WI
Using the Immediate Feedback Assessment Technique (IFAT) exam form, instructors provide a unique
type of multiple-choice exam with instant feedback, thus allowing students the chance to reevaluate and
potentially learn from an incorrect answer. Several earlier studies with introductory psychology students
showed that students not only liked using IFAT forms but that learning was enhanced through immediate
feedback. We wondered how students would react to using these forms in beginning chemistry courses.
Using an end of semester survey, we gathered student responses in the following four areas: 1) student
appraisal of the testing method, 2) influence of the testing method on student morale, 3) influence of the
testing method on student learning, and 4) student test taking strategies with immediate feedback. Our
results suggest that the majority of students give the IFAT method a positive appraisal. The majority of
students also feel that this testing method has a positive effect on their morale and learning. Lastly,
students report that they do not randomly guess on the second and third attempts but rather they try to
choose a better answer logically. Given the positive student feedback, we have continued to use IFAT
forms for the multiple-choice portions of our introductory exams, and we would encourage others to
35
consider adopting this technique. Our future work will focus on measuring changes in student learning
using immediate (IFAT) versus delayed (Scantron) feedback techniques.
Presentation 9A
Mini-Undergraduate Research Projects at ARCC
Kelly Befus, Anoka-Ramsey Community College, Coon Rapdis, MN
Vicki MacMurdo, Anoka-Ramsey Community College, Coon Rapids, MN
Students enrolled in the Principles of Chemistry I and II sequence at ARCC are assigned the task of
conducting a small, open-ended research project each semester. During the first semester, students may
choose from a list of inquiry-based topics or select their own topic of interest. For the second semester,
students are required to choose a topic of their own interest. Students are expected to plan and design their
experiment, gather and analyze data, and report their findings orally and in writing. The projects give all
first-year chemistry students exposure to the concepts and joys of research without the monetary and
space investments required for conducting full-scale research. In addition to discussing the highs and lows
of this approach in general, some of the more unique projects will be presented.
Presentation 9B
Using Technology with Guided Inquiry to Improve Student Learning and Increase Efficiency
Jeff Pribyl, Minnesota State University-Mankato, Mankato, MN
Mary Hadley, Minnesota State University-Mankato, Mankato, MN
Using guided inquiry methods in large classrooms can lead to mountains of paperwork to review, assess,
evaluate or grade. To overcome the reams of paper, we have implemented Tablet PC in our introductory
chemistry courses. This allows us to hide the volumes of work electronically. To help with the issue of
prompt feedback we have employed an faculty driven, rubric based electronic grading system that allows
for consistent timely feedback to students. We will also discuss methods of incorporating guided inquiry
into larger classrooms.
Presentation 10A
FT-NMR Across the Undergraduate Chemistry Curriculum
Daniel Stanford and Julie Ellefson-Kuehn, Harper College, Palatine, IL
The Harper College Chemistry Department has been funded by the NSF-CCLI program to purchase a 90
MHz FT-NMR and study the impact of its use in our freshman and sophomore chemistry courses. We are
in the process of implementing at least one NMR related experiment into eight of the chemistry courses
we currently offer. Our goal is to give our students exposure to this high level technology early in their
chemistry experience with the hopes of easing fear of technology and even exciting and motivating
students to pursue a science career. It has also been a boost to our undergraduate research program
because of our ability to obtain higher quality spectra, perform 2D experiments, and analyze other nuclei
than hydrogen. We are looking to observe changes in student attitudes and choices with regard to science
and/or science careers as well as to gauge students’ understanding of how the NMR functions, its
applications, and how to interpret spectra. We are assessing these through surveys, focus groups, lab
reports, exams, and perhaps longitudinal surveys. In our presentation we will share the challenges and
successes we have had with implementation of the NMR experiments as well as our research findings.
Presentation 10B
Student-Centered Learning in Organic Chemistry Courses
Sara Hein, Winona State University, Winona, MN
36
The number of studies of teaching methods in higher education courses reveals that traditional methods
no longer meet the needs of student learning. A movement towards active student involvement in learning
over the last 15 years is progressing. As instructors research how students learn, the process of learning is
also being examined. The process by which students learn plays a significant role in understanding and
application.
The Process-Oriented Guided Inquiry Learning (POGIL) pedagogy is based on constructivism and
cooperative group learning. In organic chemistry, where memorization and algorithmic exercises has
often been the means for survival, students are using data and questions toward the development of their
own understanding of concepts. The learning cycle that is incorporated enables students develop mastery
of course concepts through social interaction and group discussions, resulting in better student learning,
including deeper understanding and improved assessment scores.
This presentation will include findings in the use of POGIL in organic chemistry at Winona State
University and a demonstration of its incorporation.
Presentation 11A
Student Reflections on Undergraduate Research at RCTC
Caleb Scott, Christopher Kennedy, Patrick Berg, Rochester, MN
Undergraduate research is an important part of a chemistry education. RCTC has recently started offering
a research component to second year students. Starting up any research endeavor is challenging, but the
response by students involved has made the effort worthwhile. This talk will be led by students who had
the chance to work in a research setting at RCTC. They will share their experiences and how it has
changed their view of science. There will be time for questions from the audience.
Presentation 11B
Introducing and Implementing the new ACS Guidelines for Chemistry in Two-Year College Programs
Dolores C. Aquino, San Jacinto College-Central Campus, Pasadena,TX
Thomas B. Higgins, Harold Washington College, Chicago, IL
Community colleges play a vital role in training the 21st century workforce by providing access to higher
education and fostering success for a diverse student body. The recently released ACS Guidelines for
Chemistry in Two-Year College Programs seeks to promote excellence in chemical education and
increase communication between community college chemistry programs and their partners in education,
industry, and government. This presentation will provide an overview of the guidelines and how they can
be used to support students, faculty, and programs at community colleges. It will also introduce the new
ACS Task Force on Two-Year College Activities, which was established to determine interest in and
viability of strategies for engaging and supporting two-year college programs within the broader higher
education community. Copies of the guidelines will be distributed, and input from the community will be
solicited.
Workshop 1
Power of One Assessment
Teresa Brown, Rochester Community and Technical College, Rochester, MN
Members of the RCTC Assessment of Student Learning Committee will facilitate the Power of 1 session.
Through the completion of onsite activities with fellow chemists, participants will fully develop ONE
assessment tool for ONE learning outcome with the intent of implementing it in ONE upcoming semester.
37
After implementation, participants will evaluate learning and propose ONE recommended change to
enhance student learning.
Workshop 2
Authoring Chemistry Quiz Questions in Desire 2 Learn (D2L)
Andrew Aspaas, Anoka-Ramsey Community College, Cambridge, MN
Lance Lund, Anoka-Ramsey Community College, Coon Rapids, MN
Many instructors use the quizzing function in their online course management system to provide simple,
static questions for homework or quizzing, but many systems, such as Desire to Learn (D2L), have more
advanced quizzing capabilities available such as question variations for each student, random number
generation, significant figures, and assigning partial credit. This session will provide participants with
hands-on experience in authoring effective dynamic chemistry quiz questions in D2L, the online course
management system for MnSCU faculty. The presenters will provide guidance in using D2L’s advanced
quizzing features to create meaningful, rigorous, and secure problems for student practice and assessment.
Authoring strategies may include:
• using random number generation to create algorithmic calculation problems
• correctly handling significant figures and scientific notation
• using regular expressions to accept variations on textual answers
• automatically scoring partial credit
• rapid question generation with variations to enable random question assignment
Participants should have access to a course in their own school’s D2L system for use during the session to
ease in accessing your work later on. Alternatively, a guest course will be available for your use during
the workshop only.
Did you miss you miss a presentation? Don’t worry; all presentations are available to view on Desire 2
Learn. Visit the site at: https://rctc.ims.mnscu.edu/index.asp. The user name is chemistry and the
password is reaction.
Acknowledgements
This program was made possible through a Center for Teaching & Learning discipline workshop grant
funded by the Minnesota State Colleges & Universities System Office of the Chancellor.
We would also like to thank Microlab, Inc. for sponsoring the refreshment breaks.
The planning team would also like to thank all who contributed to making this a successful program. We
would like to specifically acknowledge the following people:
RCTC Chemistry Department
Teresa Brown, Teri Hill, Jason Jadin, Heather Sklenicka, John Bronk, Amanda Peoples, Adrian
Singh, and Chuck Weber
RCTC Administrative Assistants
Ramona Taylor, Deb Ellsworth, Judy Kingsbury, Mona Permann
RCTC Business Office
Ruth Siefert and June Meitzner
38
RCTC Administrators
Don Supalla (President), Mike Bequette (Vice-President), and Nirmala Kotagal (Dean of Health
Sciences)
MnSCU Office of the Chancellor
Yvonne Shafer, Brenda Lyseng, Dee Gee Frenzel, and Meraf Wolde
RCTC Marketing Department
Michelle Messenger and David Weber
RCTC IT Department
Jamie Prasser
RCTC Maintenance Department
RCTC Security Department
39
Insert
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First
First
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Name
College
City, State
College
City, State
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First
First
Name
Name
College
City, State
College
City, State
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2YC3 Conference Planning Manual
Double click to open Excel Workbook.
First Name
Last Name
Institution
Address
City
41
State
Zip
Email
Phone
2YC3 Conference Planning Manual
Directions from RCTC to Social Mixer/Dinner Banquet at the
Doubletree Plaza Hotel
1.
From the UCR parking lot, turn right onto County Road 22 (30th Ave SE).
2. At the stoplight, turn right onto US Hwy 14 (12th St SE) and continue for 2.2 miles.
3. Make a slight right and merge onto US Hwy 63 (S. Broadway) and continue for 1.1 miles.
4. The Doubletree Plaza Hotel is located at 150 S. Broadway. Please park in the city parking
ramps located directly behind the hotel. Parking in city ramps is free if you enter after
5:00 p.m.
5. The social mixer and banquet will be held in the Galleria III-IV Ballroom.
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2YC3 Conference Planning Manual
March 22, 2016
This receipt acknowledges that
has attended
XX
the XXX Two-Year College Chemistry Consortium (2YC3) Conference in City, State on
Dates. The following payments were received.
$40 Conference Early Registration Fee
$50 Conference Late Registration Fee
$25 2YC3 Membership Fee
$?? Friday Lunch Fee
$?? Friday Banquet Fee
$?? Saturday Lunch Fee
Total Payment $
Your Name
Program Chair
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2YC3 Conference Planning Manual
2009 2YC3 Officers
Abbreviated as COCTYC, the Committee on Chemistry in the Two-Year Colleges is
designated as the executive committee governing the Two-Year College Chemistry
Consortium and is charged with responsibility for three to four 2YC3 conferences per year and
its own finances and newsletter.
Chair
*Candice McCloskey-Campbell
Georgia Perimeter College-Dunwoody
chair@2yc3.org
Past Chair/Future Sites Coordinator
*Dolores Aquino
San Jacinto College Central
pastchair3@2yc3.org
futuresites@2yc3.org
Chair-elect
*Lance Lund
Anoka-Ramsey Community College
chairelect@2yc3.org
Treasurer
*Kelly Befus
Anoka-Ramsey Community College
treasurer@2yc3.org
Past Chair/DivCHED Representative
Jeffery Cramer
Stark State College of Technology
pastchair1@2yc3.org
Membership Chair/College Sponsors
*Frank Randayal
Bergen Community College
membership@2yc3.org
collegesponsor@2yc3.org
Chair-elect 2010
Mark Matthews
Durham Technical College
chairelect2@2yc3.org
Industrial Sponsors Chair
*Michele Turner
University of Akron-Wayne
industrialsponsors@2yc3.org
Past Chair/RAB Coordinator
*Michaeleen Lee
Bucks County Community College
pastchair2@2yc3.org
rabcoordinator@2yc3.org
Newsletter Editor
James Schneider
Portland Community College
newsletter@2yc3.org
Webmaster
*Andy Aspaas
Anoka-Ramsey Community College
webmaster@2yc3.org
*These officers are in attendance at the 185 th conference
44
2YC3 Conference Planning Manual
Future 2YC3 Meetings
We encourage you to attend or present at an upcoming conference. Conference chairs are also needed for
Spring 2011 and beyond. Contact Future Sites Coordinator Dolores Aquino, futuresites@2yc3.org, for
more information.
Late Fall 2009
Nov 13-14, 2009
186th Conference (Southern)
Hinds Community College
Raymond, MS
Program Chair: Pam Clevenger
pwclevenger@hindscc.edu
Spring 2010
March 19-20, 2010
187th Conference (Western)
City College of San Francisco
(Preceding the Spring San Francisco ACS Meeting)
Contact: Bob Price
rprice@ccsf.edu
Summer 2010
188th Conference, 21st BCCE
University of North Texas
Denton, TX
http://www.bcce2010.org/
Early Fall 2010
September 10-11, 2010
189th Conference (Eastern)
Portland Community College (tentative)
Portland, OR
Contact: Jim Schneider
jschneid@pcc.edu
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2YC3 Conference Planning Manual
Directions from Hotel to RCTC
1.
Drive south on Broadway (US Hwy 63) for 1.1 miles
2. Turn left onto US Hwy 14 (12th St SE) and continue for 2.2 miles.
3. Turn left onto County Road 22 (30th Ave SE). Drive for about 250 feet and turn left into
the University Center Rochester (UCR) campus.
4. Please park in the East Student/Visitor parking lot. No parking permit is required. Please
do not park in the faculty parking area or a metered space. If the East lot is full, then you
may park in the North Student/Visitor parking lot by the Regional Sports Center.
5. Follow the signs to the Atrium Building (doors 13a-e). The registration will be located just
inside the Atrium doors.
46
2YC3 Conference Planning Manual
Campus and Building Maps
47
2YC3 Conference Planning Manual
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2YC3 Conference Planning Manual
Restaurant Guide
Restaurant Guide
1. Chester’s (American cuisine)
Shoppes at University Square
2. City Café (American cuisine)
216 1st Ave SW
3. Twig’s (American Cuisine)
401 6th St SW
4. Michael’s (Steaks)
15 S. Broadway
5. Jaspers (European cuisine)
14 3rd St SW
6. Victoria’s (Italian cuisine)
7 1st Ave SW
7. Whistle Binkie’s (Bar Food)
247 Woodlake Dr SE
8. Redwood Room (American cuisine)
300 1st Ave SW
9. Newt’s (Bar Food)
216 ½ 1st Ave SW
10. Pescara (Sea food)
150 S. Broadway
11. Sushi Itto (Japanese)
318 S. Broadway
12. Bilotti’s (Pizza)
304 1st Ave SW
13. Pho Hoa (Vietnamese)
1726 37 St NW
14. Food Court at Shoppes at University
Square
1. Chester’s (American cuisine)
Shoppes at University Square
2. City Café (American cuisine)
216 1st Ave SW
3. Twig’s (American Cuisine)
401 6th St SW
4. Michael’s (Steaks)
15 S. Broadway
5. Jaspers (European cuisine)
14 3rd St SW
6. Victoria’s (Italian cuisine)
7 1st Ave SW
7. Whistle Binkie’s (Bar Food)
247 Woodlake Dr SE
8. Redwood Room (American cuisine)
300 1st Ave SW
9. Newt’s (Bar Food)
216 ½ 1st Ave SW
10. Pescara (Sea food)
150 S. Broadway
11. Sushi Itto (Japanese)
318 S. Broadway
12. Bilotti’s (Pizza)
304 1st Ave SW
13. Pho Hoa (Vietnamese)
1726 37 St NW
14. Food Court at Shoppes at University
Square
49
2YC3 Conference Planning Manual
Program Summary
Program Summary
Friday, September 25
Friday, September 25
8:00 – 9:00
Registration
8:00 – 9:00
Registration
9:15 – 10:15
Keynote Presentation
9:15 – 10:15
Keynote Presentation
10:45 – 11:15
Membership Meeting
10:45 – 11:15
Membership Meeting
11:20 – 12:00
Presentation Sessions
11:20 – 12:00
Presentation Sessions
12:00 – 1:00
Lunch
12:00 – 1:00
Lunch
1:00 – 5:30
Presentation Sessions
1:00 – 5:30
Presentation Sessions
5:45 – 6:30
Social Mixer
5:45 – 6:30
Social Mixer
6:30 – 8:00
Banquet and Speaker
6:30 – 8:00
Banquet and Speaker
Saturday, September 26
Saturday, September 26
9:00 – 10:00
Opening Speaker
9:00 – 10:00
Opening Speaker
10:30 – 12:00
Presentation Sessions
10:30 – 12:00
Presentation Sessions
12:00 – 1:00
Lunch
12:00 – 1:00
Lunch
1:00 – 3:20
Presentation Sessions
1:00 – 3:20
Presentation Sessions
3:45 – 5:00
Demonstration Show
3:45 – 5:00
Demonstration Show
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2YC3 Conference Planning Manual
Dear ???,
This is to confirm receipt of your registration for the conference to be held on Date at Name of
College.
I have received payment for:
Registration fee for non-current 2YC3 member: $50
Friday Lunch: $10
Friday Banquet: $25 (meal option)
Saturday Lunch: $10
I'm looking forward to meeting you and if I can help you in any way with your travel
arrangements please let me know.
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2YC3 Conference Planning Manual
Example letter/email to current industrial sponsors inviting them to exhibit.
(Change the date and feel free to change anything to fit your plans or style better, etc.)
June 21, 2009
To: All Industrial Sponsors of 2YC3
From: Teresa Brown, exhibits coordinators
As perhaps you know, the second fall conference of the Two-Year College Chemistry Consortium (2YC3) is set for
September 25-26, 2009, at Rochester Community & Technical College. We have a full program planned (see
http://2yc3.org) and expect that the conference will be well-attended. I would like to personally invite you to exhibit
at this conference. We have very good facilities for the exhibit area and it is very close to the rooms where the
presentations and workshops will be held. I am sure that your company will receive significant positive exposure to
all conference attendees.
Please contact either Jason Jadin or Teresa Brown (at jason.jadin@roch.edu and teresa.brown@roch.edu,
respectively.) if you do in fact plan to exhibit or if you have any questions. I am enclosing (attaching) an Exhibit
Request Form for you to fill out and return to me. You can plan to send your exhibit materials to me in advance of
the conference so that everything will be ready for you when you arrive. My address at the college is:
Teresa Brown
Rochester Community & Technical College
851 30th Ave SE
Rochester, MN 55904-4999.
Sincerely,
Jason Jadin and Teresa Brown
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2YC3 Conference Planning Manual
2YC3 EXHIBIT REQUEST
Firm Name:
Date:
Street Address:
City:
State:
Zip:
Name of Exhibitor's Representative at Conference:
Address: (if different from above)
Telephone:
email:
Please attach a brief description of your exhibit.
□ A company representative will not be present. We request to have a display set up on our behalf. All necessary
materials and instructions will be sent to the exhibitor chair at the address below.
Services required:
Electricity _____Other
Note: You will need to furnish your own industrial gases such as helium, nitrogen, oxygen, carbon dioxide, or others
specific to your needs. A standard 6’ foot table will be provided along with 2 chairs. Within the limits of the facilities
available, we will endeavor to meet any additional requirements.
If you are a current 2YC3 Industrial Sponsor, there is no fee to exhibit at this conference. Exhibitors do not have to
pay a registration fee, provide they are not presenting a paper. If you are also presenting a paper, you will have to
pay a $40 registration fee. Non-current 2YC3 exhibitors must pay a $200 fee to participate at the conference. The
$200 also allows you to exhibit, free of charge, at the other 2YC 3 conferences for the year. If choosing to partake in
the conference meals please indicate so below and provide payment for the appropriate amount. Checks should be
made payable to XXX with 2YC3 on the memo line.
Current 2YC3 Industrial Sponsor (no charge)
New 2YC3 Industrial Sponsor $200
Registration Fee (for presenters only) $40
Friday Lunch $??
Friday Banquet $?? (
Option 1 ,
Option 2,
Option 3)
Saturday Lunch $??
If you are willing to sponsor a snack break for the conference attendees, please indicate so below. You will receive
recognition for the sponsorship at the break and in the conference agenda.
$50
$100
Surprise Us
$
Please return this form as soon as possible, but no later than Date directly to:
Name
College
Address
City, State, ZIP
All further correspondence relative to your exhibit should be directed to the above person.
Upon receipt of this form, an acknowledgment of your request to exhibit along with further information
regarding exhibit set up will be sent.
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2YC3 Conference Planning Manual
March 22, 2016
To: ____________________________
From: Name of Exhibits Coordinator, College Name
As a manufacturer (or distributor, or _______________) of ______________________ , you may have a special
interest in reaching out to two-year college chemistry faculty. If this is true, then I would like to invite you to
exhibit at our upcoming national conference of two-year college chemistry faculty to be held Date at Name of
College. The conference is organized by the Two-Year College Chemistry Consortium (2YC3) with the cooperation
of local faculty members here at Name of College.
The charge for exhibiting is $200. Besides allowing you to exhibit at the XXXxx 2YC3 conference, payment of this
fee means that you become an “industrial sponsor” of 2YC3 for one year and that, in turn, means that your company
name will be added to the current published list of sponsors and you will be eligible to exhibit at two additional
conferences of this organization held at various locations around the country. The sponsorship is renewable each
year for the same $200 fee. The published list appears on the 2YC3 web site, http://2yc3.org, as well as regularly in
the 2YC3 newsletter, which is mailed to all members, industrial sponsors, and advertisers four times a year.
Please visit the 2YC3 web site where you can view the program for the upcoming conference and also view the list
of current sponsors, some of which may be your competitors. If you think that this sponsorship is something you
would like to try, please contact me. My email address is _________________ and my telephone number is
_________________. You may also contact the national 2YC3 Industrial Sponsor Chair, Michele Turner,
cmt@uakron.edu. Thank you.
Sincerely,
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2YC3 Conference Planning Manual
Please contact me as soon as possible so that we can work out satisfactory arrangements
for your exhibit.
Exhibits will be displayed in (Room and Building, or other location)
Normally, it is anticipated that exhibits will be set up on Friday morning and dismantled on
Saturday, before the end of the Conference. If you desire other arrangements, please
contact me.
All further correspondence relative to your exhibit, as well as any material shipped prior to
the Conference, should be sent to:
Name (Exhibits Coordinator)
Department of Chemistry
College Name
Phone: (Area Code) Number, Ext. ______
College Address (Street)
City, State, Zip Code
Material sent should be clearly marked "EXHIBIT MATERIAL FOR TWO-YEAR COLLEGE
CHEMISTRY CONFERENCE--DELIVER UNOPENED TO ADDRESSEE". All such
material should be preceded by a separate cover letter indicating the number of boxes or
items to be expected.
55