For the Career Research Paper, students had to submit their rough drafts to the Writing Center. Some students waited to submit to the Writing Center. As a result, 30% of students did not submit edited rough drafts with Writing Center documentation.
Two 101 classes were given general information about the voices missing in the textbook version of the history of PSY (see addendum A). Only one of the classes was then assigned to complete a research project identifying and describing one of the voices missing. Students will share slides and be required to respond to classmates' slides for maximum exposure (addendum B). At the end of the semester, both classes will be assessed for the effects of the intervention (addendum C).
Since rolling-out a new accounting textbook in Fall of 2015, covering three courses, ACC111, ACC230, & ACC240, the decision was made to move chapter 6, Inventory Valuation, from ACC111 to ACC230, effective Spring 2016.
In the flipped classroom, we spend the majority of class time working in groups at the boards. I typically only change groups a couple of times in the semester. My goal for Spring 2016 is to change groups at least twice each class session, meaning that students will work in at least 3 different groups each time the class meets. Since this hybrid class meets 13 times (excluding 2 days for Midterm and FInal), this means that the students will work with at least 26 different groups. This will force the students to work with nearly everyone (if not everyone) in the class
In ENH235: Survey of Gothic Literature I utilized gamification as a method for offering modified assignments (prizes) and extra credit. For each week, I created a "Scream Challenge" that was optional for students to complete. These were typically short critical thinking writing assignments. There were three levels of Scream Challenges: Monster Head (3 points), Mad Scientists (5 points), and Nightmares (10 points).
For over three years, I have collaborated with peer mentors from the peer mentoring program in my developmental reading classes including rdg 081, 091, 095, and CRE 101 when the group looped up from RDG 091. There has been a dramatic increase in student retention, course completion and completion of the next round of courses at the 100 level and above as compared to those sections without a peer mentor.
All EDU courses require a Field Experience (where students go into a local K-12 classroom, under the tutelage of a certified teacher). Taking students through the process to ensure their success is always a challenge, since there are a variety of factors beyond our control (Fingerprint Clearance Card acquisition - FPC -, school placement, etc.). EDU teachers have incorporated a variety of documents and strategies to help achieve a higher success rate (see attachments).
When developing the online GER101 online piloted Fall 2015, I created modules in which students were presented with video, audio, & text content on a topic. Various speaking & writing assignments were given, and then a Canvas Quiz was given to assess comprehension. I soon noticed students were going straight to quizzes without accessing Canvas content pages first. After unsuccessful exhortations to go through modules in order, I finally decided, "if you can't beat 'em, join 'em".