Within ENG101, last fall in the 2016 semester (traditional 16 week Face-to-Face class met on Tuesdays and Thursdays from 11:30 a.m. to 12:45 p.m.), the instructor incorporated the Weekly Wellness SMART Goal Tracking System into her curriculum. After Lyle’s delivery of the initial orientation to ENG101 students, the instructor invited her entire class to participate in the Weekly Wellness. Nevertheless, interestingly enough, as time progressed, the class naturally broke into the two groups: participants vs.
The Communication Abilities Rubric assesses areas of physical and vocal delivery. Instructors and students have not fully understood the categories in the rubric. As an innovative approach, my Com230H section did a media project breaking down each element of the rubric into video. I allowed for flexibility with strict guidelines to ensure all disciplines and communication research was covered. Next, 18 students assessed themselves 3x for 3 group presentations.
The Outreach Team facilitated a Service Learning project which included students participating in EMCC's ACE Program. The project utilized materials from I Am Human: Campaign to End Derogatory Language. 100 students watched the I Am Human Video, completed assessments, exhibited critical thinking through group dicussions, and coalesed the event by using kind words to create tokens of gratitude. Please see attachments for assemsent results and detailed report of the Service Learning event.
In my F 2016 BIO181 classes, I noticed several students checking email, texting, sleeping. Those students usually sat alone in the back of the room. I use “think-pair-share” activities to promote collaborative learning and communication, but this is challenging when disengaged students are spread out all over the classroom. To boost engagement, I established a seating policy mid-semester. All front seats must be filled first, and no one sits alone at a table. I asked students to get up and move, and late comers could not avoid being directed to open seats.
I give an extended introduction to some concepts in critical thinking before starting the physics concepts in my PHY 101 classes. The activities, as they are now, guide students through: what makes sources of information reliable, the structure of a logical argument which I relate to the models we use in class, a little basic logic, logical fallacies, how to design a simple test to see if an idea is true, the importance of blinding, and intuitive versus analytical reasoning. The students seem to enjoy the material though they often find it challenging.
The spring 2017 Assessment Happens was held January 12 in the CTL. Over 45 faculty and administrators attended, and for the first time a variety of support personnel also attended putting total attendance at 56. 43 evaluations were filled out. On a 5 point scale, all aspects were in the 4 point range with CATS of the Month Share Out (4.69) and the CATS Differentiated Workshop (4.65) scoring highest (except for lunch!). For the first time, there was not a professional development component. This was due to prior suggestions to increase the time dedicated to the CATS differentiated workshop.
To combat students being overly concerned with page length and the number of quotes/paraphrases when writing research papers, I decided to take the paper out of the equation. For this research project, students use the research process to determine how realistic the science/technology is in a selected Marvel film. By removing the paper, the students are able to focus on and practice the various steps in the research process, such as crafting a research proposal, annotated bibliography and outline.
In both my ECN211 and ECN212 courses, I include a learner outcome related to student success habits (along with course-specific outcomes). Each week, I post a discussion assignment related to brain-based learning techniques (e.g., practicing recall, spacing learning over time), wellness behavior (sleeping, nutrition, exercise), and metacognitive skills (mindfulness, metacognition). To assess the impact of this module on student learning, I will provide an open-ended assessment question where students will report what was particularly impactful for them that semester.
I have used the textbook for reviewing physics content. In the fall spring of 2015, I allowed students an option of doing small at home labs/demos, video themselves doing the activity and explaining the physics behind it. I found that the students who did these activities liked them and demonstated a deeper understanding of the material. In the fall of 2016, I decided to expand this idea and make the assignment a larger requirement of the overal grade. I also provided more opportunities to do these type of small projects.
A prior CATS (Accounting Chapter 6 Re-Teach, March of 2016) measured what was learned in inventory valuation from one semester to another, after a teaching intervention (candy example) was included. Although the grade/scores improved from the formative assessment, the first quiz, the class average for the second quiz was only 11 out of 20 or 55%, which is a failing grade. Since this second quiz was not for a grade, but rather just a summative evaluation for research purposes, I decided to use the same quiz, but as a graded item for Fall of 2016 and Spring of 2017.