In ESL Grammar 2, I’ve offered a standard exercise final exam. The average 79% score was not acceptable. I developed a more authentic “end of the semester” way to bring together all the information offered in this grammar course. I assigned a guided autobiography. At the class prior to the final exam, students were shown a presentation and given colored notecards.
Culinary students are required to create a marketable portfolio for a catering business while enrolled in CUL213 Buffet Catering. Students use buffet items from private and public luncheons in Regions Restaurant to build content for the portfolio. Students are challenged by the provision of details, professional appearance, and organization of a portfolio that can be potentially used for sales and marketing in a catering operation due to lack of overall experience in industry. In past semesters, students submitted their portfolios at the end of the course, with many misund
A key to fully appreciate art is understanding the creative journey and the underlying creative critical thinking which leads to the “message and meaning” of the piece.
Honors students are given the option of completing an individual or small group creative project to fulfill their honors enrichment plan.
The SLPA program requires observations of therapy in three of our courses. We have struggled for years with students having difficulty getting observations completed in the field due to many issues (observation site schedules, lack of fingerprint card, work schedules, etc). I also struggled professionally with not knowing the quality of the observations seen and whether they were showing them the skills they need to learn as a future SLPA. During this semester, we implemented the use of the "Master Clinician Network" used by many University Speech and Hearing Programs.
Drawing inspiration from French philospher Marcel Proust, who wrote of the connection between involuntary memories & physical stimuli (e.g. smell), students were given 10 study cards which were color, flavor, & scent-coordinated to facilitate memorization of English principle verb parts (simple, simple past, & past participle forms) in an ESL030 Grammar III course.
Every anthropology class starts with an explanation of anthropology and the fact that there are four main sub-fields in anthropology (i.e. Archaeology, Cultural, Linguistics, Physical.) Each anthropologist specializes in one of these fields. At the beginning of the semester each field is discussed, explained, and students are encouraged to think of examples of each. After understanding the fields, they are asked which of the fields they think they would like best.
In Fall 2014 I re-designed my COM225 Public Speaking course into a 5-week "Fast Track to Completion" format. When I recalled having taught Summer sessions (which are also 5 weeks in duration), I remembered that students had difficulty completing the reading assignments from the established textbook--it was quite lengthy (and expensive). But, I wanted to see if taking the course during the regular semester might make a difference in student engagement with the textbook. Dismal results. Only about 75% of the students were reading and comple
During Fall 2014, SOC 130 (Human Sexuality) particiapted in the SAAC Critical Inquiry Assessment. I have attached the assignment, the SAAC rubric, and the scores for the course. Students created a research project focusing on five areas (averages in parentheses): 1. question/observation (3.91) 2. hypothesis (3.46) 3. planning (3.18) 4. analysis (3.95) 5. conclusion (3.82). The lowest score was in the planning area which is the development of the survey questions which had to connect to testing their hypothesis.
This is an online course with an emphasis on learning the principles of supervisory management in an organizational setting. The method of instruction and level of learning will be measured by the quality of the student’s responses on the Discussion Boards and their application of the principles of management.
Intervention background:
In my TTH hybrid class, students complete assignments every MWF. Some assignments include grammar video tutorials and questions based on the videos.
In-class group work and HW scores told me students had mastered the use of double object pronouns. However, students performed poorly (79.8% average) on the timed chapter exam (50 seconds per question).
Students in MAT156/157 preparing to be elementary school teachers sometimes struggle to think of ways to make learning math creative and fun.
This assessment modifies the Democratic Decision Making assessment I developed a few years ago. It makes use of discussion boards and surveys to allow students in online and hybrid classes to participate in a democratic process to decide what topics they will study and present.
I use the dicussion feature on Canvas to guide class discussion of which topic (among choices decided upon by the instructor) they would like to study in more depth and present to the class.
The classroom communication is not alway transfer to my students correctly or to their understanding. I would like to be more clear and concise in my communication. I like to get my idea across with the first communication if possible.
The purpose of this CATS is to determine if the integration of two new technology applications into online Early Childhood courses will positively affect student achievement in online EED courses. Beginning in the Fall of 2014, EMCC will offer an approved AA in Early Childhood so a number of new classes will be rolled out progressively over the next few years. We currently offer EED215 in the Early Childhood pathway, and as of Fall 2015 EED212 will be added.
To cover textbook material, I assign the students sections to present. In Cultural Anthropology classes, this is assigned by Cultural Area. I allow students to choose a partner to present with and provide them a list of possible topics. They are to sign up on a first-come, first-serve basis. The requirements are that the presentations cover the textbook material, as well as include at least one outside source. The presentations should be about 10 minutes, for about 2 minutes for questions, etc. They include slides, pictures, and video.