As shown in the video, I am signing what chores my wife and I have been doing every week and every month. Then, I sign an example that students are supposed to follow. Then I asked five questions if they have done these chores. Students are expected to copy my questions first and then answer these in complete sentences. Students must demonstrate the "role-shifting" and "contrastive structure" There is a rubric based on the MCCCD general goals for SLG101.
After learning some foundation of American Sign Language, students are expected to sign a short story. On my video, I signed about three places I have gone to in the past, whom I went to, and what we did at these places. Then I asked students to tell me the three places they have gone to, with whom, and what did they do. There is no caption or translation on the video, and students are expected to understand what I am signing about.
The XML Application Development Course attracts students seeking the Web Development CCL. Beyond learning XML fundamentals, students will be challenged to participate in the development of a real-world XML client server application. To accomplish this, students will be required to login to a virtual environment provided by NetLab+. Upon doing so they will be presented with labs that not only require them to showcase their understanding of XML, but also provide an exploration into Client Server TCP/IP Socket interaction and the Linux operating system.
Sociology Through Film was piloted in Spring 2015 and then taught again in Spring 2016. Each week there are three assignments to sociologically analyze a film (see attached sample). The last assignment during finals week is to sociologically analyze a Disney children's movie by focusing on the 16 weeks of sociological analysis of film. This last assignment assesses whether the students understand the social issues, in addition to applying them to social change.
A considerable amount of time is spent each semester by professors changing design and temporal elements of online courses to improve student satisfaction and performance (or is it just me?) In order to quantify what, if any difference these changes make to student outcomes, I am going to compare two versions of my PSY 101 online in Fall 2014. The content and requirements of the two courses is exactly the same.
EMCC has expanded our course offerings to include courses completed in 5-, 8-, 10-, and 16- week timeframes. Does the length of time a class runs affect student satisfaction, performance outcomes, or both? Relatedly, do students perceive their satisfaction or performance to be related to course length? With all other variables constant, does the length matter at all?
After attending a Gen Ed presentation by Erin Blomstrand, I created a finals week assignment on the connection of course material in SOC 212(Gender & Society) to lives outside of Sociology. The assignment was: "How will each of the following topics impact you once you leave this course? Think about your future and the people around you. Are you concerned on how the gender issues will impact you personally and/or others?" Students participated in Spring 2014. Based on results, I created a plan to improve.
The humannequin project connects academic research with political art on specific gender issues. Students must research their gender issues and provide information from credible, academic sources. SOC 212 students participated in the Information Literacy Assessment in 2011 and then again in 2014. The four areas in the assessment were (1) framing the research question, (2) accessing sources, (3) evaluation of information, and (4) create original work. The rubric created by the SAAC committee is attached as well as the spreadsheet with results (created by Terry Meyer and James Waugh).