I am hoping that having this extra practice and group work in the long run strengthens not only their ability to do derivatives but also their algebra skills. Unfortuantely I do not have enough time in one semester to do this in every topic we cover, so I am hoping to come up with more creative ways to have them do this practice outside of class, that does not make them complain to me that I am giving them too much homework.
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 purpose of this CATS is to really dive into one concept and try to figure out what students don't understand about basic integration. Why is everything u-sub? After each WU, I will use the information to write another WU to go further into the issues students are having. The goal is to come up with a set of questions/problems that students have to do which "attack" a concept from multiple directions. If I can cover the concept in many different ways and variations, I hope to fill any and most gaps students may have in their understanding of basic integration.
Please note: From speaking with faculty in the prerequisite coureses, they are incorporating reviews of rules of exponents and fractions. But, at what detail and how, I am unsure. Hopefully with the creation of SLOs and having Guided Pathways, we can come up with some activities and best practices as a group to help students understand these two concepts better. I am not happy with the idea of just accepting that students will not be able to integrate a fractional problem that requires rules of exponents. There has to be something out there to help our students
EMCC has determined that communication is important and thus, included this skill on the EMCC General Education Abilities Matrix. CIS105 has a module in which PowerPoint is taught, primarily focusing on the technological side of creating a presentation and how to incoporate the different technological aspects of the program. Time was spent discussing not only the technology of presentations, but the delivery side as well incorporating the EMCC matric indicators. Based upon the results of the mid-term presentation data, instruction/feedback will continue on the importance o
Great ideas can happen anytime, anywhere. To make it easy to keep track of ideas for course/ lesson planning improvement, I developed a “Course Edits Tracker” worksheet in Google Docs for each ot the courses I teach. This document can be accessed anywhere, anytime, online. The form includes a field to track why the change is needed or how the idea will improve the course/ activity/ lesson along with a field to enter student performance/ measure/ outcomes of the proposed edits/ enhancements.
Time from subject matter in class to attend the 2019 Spring Student Success Fair was worthwhile.
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.
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.
CPD 104 is a Career & Personal Development course. Students prepare for a Mock Interview event to learn how to acquire a career with a successful interview. A career portfolio is an assignment my students complete prior to the Mock Interview. Students would have their portfolios but use it only to give a copy of their resume. Students would also reflect afterwards that they recalled an example they forgot to share when nervous. For fall 2018, I included a cheat sheet into the portfolio, a typed document that has examples for behavioral questions.
Applying course content to real world experience so students understand why they are learning an applicable skill. Although using desktop publishing programs such as Adobe InDesign is a critical skill expected in many graphic design occupations, few students understand what desktop publishing is or how important it is. I wanted my EMCC students to experience the "scratch and sniff" effects of producing and publishing print products. So, when I first taught Adobe InDesign in Fall 2016, I arranged for my students to create print products for the Career and Transfer Center.
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.