April 2014

Challenge: Create a menu driven script that aids in adminisdtering a Linux network or server.

Every semester, logs seem to be the most difficult topic for our students. I have tried to tie in the ideas to real world, show students why and how we use logs, but still no success in them fully understanding the material. The students do numerous homework problems, workbook pages and examples in class. This semester I decided to try something different. The students had a workbook page they did for homework, I checked it after they had time to work. Two class periods later I gave them a worksheet to do in class in their groups. They were to try doing as much of it without using notes.

During the past few years of teaching trig, I have always had students struggle significantly with the trig identity chapter. Every semester I try to tweak the way I teach the material and the practice the students receive but I still have students that just don't grasp the material. Fall 2013 I decided to try extending my lecture days by one class and moving the exam. In doing this I was hoping that more time would lead to better success. It still did not make a significant difference.  Thus, this semester I decided to make even bigger changes.

                There are many ways to assess student learning. Traditionally,  I create my own tests however, for one assessment in an English 101, I decided to try something different.  As an assignment on Essay writing key terms, the students constructed their own test and an answer sheet. Of course, I did not relinquish the reins entirely to the student.

After a student plagiarized a“how to paraphrase” assignment, I was dismayed with student correspondence that I received due its tone and the student’s continued misunderstanding of why it was plagiarism. Because students often avoid paraphrasing, and instead choose to repeatedly use direct quotations, I created a student-instructor role play assignment for ENG 102. See attached assignment for details.

Science faculty are constantly hearing from their students, "This isn't math! I didn't learn this in my math class". Many students are not able to transfer what they learned in math into their science courses.  Most of the concepts in MAT091 are crucial to success in science.  Throughout the semester, I met with 6 science faculty to discuss HOW students see these topics in science classes.

The general public has numerous misconceptions about science. My PHY101 students explored this intersection of science with society by researching a topic, performing a survey, and creating an educational website. The students chose a topic from a list to research. After researching the student came up with a question to test the misconception and three follow up questions to challenge it. The students presented their results in a non-traditional format, an informative website. This educational website was evaluated based on the attached assessment sheet.

Each semester all ECN instructor at EMCC administer the ECN common final exam, a multiple choice test based on our courses learning outcomes, in addition to a course-specific final.  Instructors collect the frequency distribution of student responses, and results are aggregated to look for discipline-wide strenghts and weaknesses.  We then create Learning Outcomes Improvement Plans (LOIPs) to identify ways to changes in pedagogy/curriculum to address weaker areas.

In my hybrid course, more time  is needed to ensure that students have time to practive oral presentations, to receive peer feedback, and to get peer reviews on written asssignments.  Initially, I would explain the assignment in-class and students would submit it online.  If we had time, we would share briefly (2-3 minutes per student).  The results were rushed work with only average results. 

As a way of studying design principles related to composition I have my students complete an exercise that evaluates the compositional strategy employed in a great work of painting from art history.  The students create two diagrams that chart the way the artist uses design principles like scale, line, color, rhythm, unity, emphasis and balance to control the way the eye moves, additionally they map they way the artist uses value (light and dark) to create emphasis and illusions of depth.

Based on research in student success, the Adjunct Faculty (AF) Professional Learning Community (PLC) recommended a program in 2010 “to engage/retain the college’s best adjunct faculty, explore and deepen Learning College best practices within the classroom”. Portions of their recommendations were implemented through AF training workshops.

I had being noticing for years that a majority of students in every semester does not score in there exams as expected and hence I planned to keep aside the last 3 days at the end of the last semester as follows.

Dec/02/2013 - Exam Review, Dec/04/2013 - MOCK EXAM*, Dec/06/2013 - Review again with regard to the  Mock Exam Results and compared it with The Final Exam on Dec/11/2013 and Dec/09/2013 respectively.

the following were the results.

In the online ENG 081 Basic Writing Skills, students participate in peer review.  However, in my first attempt, I found that students purposely skipped the assignment, even stating that they were skipping because they were "too nervous," or "didn't trust what their classmates would say and just wanted my feedback instead." In Spring 2014, my goal was to increase participation and to help students to have a positive experience. I added two discussion board posts.