Student Engagement

One of the goals of the Academic Success Center is to provide quality tutoring in the content areas of mathematics. These review sessions will contribute to this goal by helping tutors identitfy the gaps in their mathematics content. In addition, the subject material is to be reflected in what is taught in the classroom. Through MOER, the tutors are able to review and refresh math topics throughout the semester. With the content training sessions, we are able to assist students more effectively because the material is fresh in our minds!

The effectiveness of concept mapping (CM) has been investigated in introductory chemistry students' achievement.  The researcher tested the hypothesis which stated that the implementation of concept mapping in teaching introductory chemistry will increase students’' performance.  The sample was two sections, experimental group and control group.  Both groups had taken a pretest.  The experimental group draw CM’s for the units taught.  The units included naming, moles, balancing equation, stoichiometry, and molarity.  At the end of the semester, the performance

We increased the acceptance rate at the Student Conference 2018 while increasing rigor by providing scaffolding and a revise/resubmit process with support structures.  Acceptance rates rose significantly from 28.7% in 2017 to 70% in 2018 with added rigor as expressed by MCCCD faculty who had attended previous conferences.  Additionally, for the first time, 9 out of 10 MCCCD colleges participated in the conferences.

Having now completed 3 semesters teaching BIO 182 - General Biology II for Science Majors, the area consistiently identified by student surveys as in need of improvement is the "Quality of the Textbook."  The book is expensive (>$100), and yet, I have observed that many/ most students do not read the supplemental chapters that align with lectures / activities / labs unless I assign end-of-chapter comprehension questions.  Following being awarded a FRACTYL grant last spring, I have been developing an OER, consisting of a series of engaging, supplemental videos that focus on case

Chemistry students are required to think about the atomic nature of matter, while only being able to see the macroscopic level.  To help them, we use particle (atomic) level diagrams that rely on different colors, shapes and lines to represent different types of particles, phases, reactions, and temperatures.  These models are used throughout their chemistry courses particularly when systems become too complex to describe concisely in text or formulas.  A firm grasp of understanding and drawing these diagrams is important for success in the future.  However we never dire

In fall 2010, I wrote a workbook to replace the $250 textbook.  Please note:  I do not receive royalties from this workbook.  The workbook (wb) was used in the calculus/physics learning community as well as traditional calculus classes by me only.  Over the years, I have made modification to the wb.

Multiple Intelligences is a theory that students have "intelligence" in a variety of fields (artistic, mathmatic, kinestetic, verbal, etc). By allowing students to use their strengths applied in to context of the discipline (in my case Communication), students can hopefully feel more confident in their abilities and engage better with the content. This could be aplied to practically any project in any discipline.

When teaching Abnormal Psychology I have a number of student outcomes beyond course competencies:  Critical thinking about mental health and mental illness, paradigm shifting, and reducing or eliminating mental health stigma.  I use an extremely high contact and time intensive teaching style in this online class to attempt to achieve these outcomes.

I planned an intervention to increase retention of online introductory students by making telephone contact with them early in the semester. The intervention did not go as planned as it was far more time-consuming than expected and I was unable to leave voicemail messages for a variety of reasons on a number of student provided cell phones.  Students were aware of this planned intervention and have provided information to me during the first week of class about how to contact them and best times.

College Success Week events aim to connect students with members of the College Community to build connections vital to their success. Roary’s Amazing Race was developed this year as a way to re-envision how information about campus resources is provided to students more effectively for campus resource staff and more engaging for students. As students traveled the pathway to earning their free t-shirt, they were given information by each pit stop on upcoming campus events that may interest them (i.e. upcoming shows at the PAC).

Intrusive advising services were provided to 33 sections of developmental courses reaching a total of 767 students.  Persistence outcomes were the variable of interest to determine impact of this practice.  Findings suggest that intrusive advising support higher levels of Fall to Spring student persistence, in particular during priority registration.

Students do poorly on exam 1. Students participated in a study activity during one class period one week before exam 1. The activity emphasized novel presentation of material (puzzle), repetition, additional study time, interaction with other students and the instructor.  The material studied accounted for about 50% of the first exam. Averages of the exam 1 did not differ from averages of 7 previous classes, but grades of A and B almost doubled in the activity group.

Not all faculty have the time or nor want to teach in the calculus/physics learning community.  So, how do we help faculty who teach stand alone calculus courses?  Also, stand alone calculus courses do not have another instructor present to help emphasize concepts.  So, Becky is teaching a stand alone calculus course in Fall 18 to see if she can cut down on some competencies, incorporate labs, and she will compare her course to other instructors who teach non-learning community calculus courses.  Did Becky's class perform the same, worse or better on the common final?