Does the student understand the FITT Principle?
Information Literacy: Use current FITT Principle Pre & Post Test. Consider updating the test.
Can the student apply the FITT Principle to improving / maintaining their fitness level.
Re-design the DYO WOW assignments ???
Has the student made changes to their exercise program to ensure improvement / maintenance in their fitness level.
In PED101KB (Cardio Kickboxing), students take the course for enjoyment. For students who choose the grade option as opposed to the PZ option, a technique presentation is required at the end of the semester. Various kicking, punching and blocking techniques as well as various combinations are incorporated in the class curriculum.
The attached file is a list of techniques that students present at the end of the semester.
In Spring 2012 I participated in a district workshop on information literacy titled "Research Assignment Handouts: Essential Elements to Promote Student Success." I revised the handout for the group research & symposium assignment to better help students get started by suggesting resources, requiring help from a librarian, specifying which data bases to use, and providing more details about what consititutes plagiarism. I also revised the rubric to better reflect these items. I will qualitatively assess the quality of the student research and avoidance
One student outcome for this online Intercultural COM course is "Continue to move forward into and/or through the ethnorelative stages of intercultural communication competency." The assessment is a self-created profile survey based upon the Milton J. Bennett, Ph.D., Dev. Model of Intercultural Sensitivity. Ethnocentric levels (ascending order) are 1 Defense, 2 Denial, 3 Minimization.
By journaling my class as the students see it I am looking at the fluidity of the story from the learners perspective. In order for students to see the world as a scientist sees it they must understand the continuity of science. It is my goal to give a clear and concise story throughout the semester that encourages the student as well as holds them accountable for previous knowledge.
Starting in Fall 2009, EMCC's ECN faculty (adjunct and residential) have developed and implemented the common ECN212 (Microeconomic Principles) final exam. We first started by collaboratively identifiying what we expected all of our students to be able to do as a result of completing our courses, our Learning Objectives (LO) (see attached). We then created multiple choice questions related to each LO (attached), and we all included the questions as part of our independent final exams.
Starting in Fall 2009, EMCC's ECN faculty have developed and implemented the common ECN211 (Macroeconomic Principles) final exam. We first started by defining our discpline-wide Learning Objectives (LO) (see attached). We then created multiple choice questions related to each LO (attached), and we all included the questions as part of our independent final exams. Instructors recorded each students' response for each question in an excel spreadsheet and sent to me, who aggregated and analzed the results (See attached).