CATS purpose: See if a statistically significant difference existed on final exam scores (common assessment) between a 16-week online course & an 8-week online course, based on different class lengths of GBS151-Introduction to Business. Given the upcoming HLC visit and emphasis upon institutional learning objectives (ILO's) and class learning objectives(CLO's), I wanted to assess student learning in this top 40 class, where students use critical thinking skills to successfully pass the final exam.
The Life Sciences Division created a divsion level assessment. Though some biology courses were not able to complete the assessment due to the COVID19 response, results show an increase in score from lower level biology courses to higher level courses.
Update: In Fall 2020 and Spring 2021, I continued to use the scaffolding handout that addressed conceptual understanding of limits at infinity (as described in this CATS). This handout addresses EMCC's ILO of critical thinking along with the CLO of choosing the most appropriate tool/technique to solve a problem. In both Fall and Spring semesters, I had similar results with roughly 75% of students (both semesters) answering the limits at infinity question correctly on the final.
Not all faculty have the time or nor want to teach in the calculus/physics learning community. So, how do we help faculty who teach stand alone calculus courses? Also, stand alone calculus courses do not have another instructor present to help emphasize concepts. So, Becky is teaching a stand alone calculus course in Fall 18 to see if she can cut down on some competencies, incorporate labs, and she will compare her course to other instructors who teach non-learning community calculus courses. Did Becky's class perform the same, worse or better on the common final? If worse, why?
Looking at EMCCi data the following data have been discovered
Introductory Chemistry (CHM130) instructors have been using a pre/post test at the beginning and end of the semester in the hope of using the data to determine how conceptual understanding changes as a result of instruction. The original test was not personalized to the curriculum with several topics not even addressed and as a result it was insufficient for detecting student misconceptions. A new Concept Inventory (EMCCi) was developed, thanks to an EMCC learning grant, that was personalized to the CHM130 curriculum.
Statistics elicit overall student angst, which affects grades, attitude, attrition and learning. Although students attended tutoring, were allowed to re-do homework and engaged in interactive classroom experiences, PSY 230 course retention rate remained at 25%. I used a different pedagogical technique this semester - Mastery Learning - which was used successfully in K-12 grades. Rather than a traditional letter grade or percentage on assignments, students received "not yet" grades and instructor feedback. Resubmissions were accepted as many times as necessary to reach mastery.
CUL205 is a sophomore level course, which introduces students to French cuisine. In the French culinary culture, “Le Repertoire de la Cuisine” is a world-renowned book used in advanced culinary courses. The book is a reference book of ingredients and not a “how to make” the food item. The goal of this CATS was to determine if the book was too advanced for students at a community college. Students in CUL205 are to write menus as part of their lab assignments, and they had to reference the textbook a minimum of 6 times for each menu during the course. A pre-post survey was administered
Every semester, students perfrom poorly on the final exam for calculus I (MAT22X); the average is typically a D/F. Students are given an indepth review guide of all topics in the course along with the answer key that includes detailed steps on how to do each problem. I often make changes to my pedagogy, handouts, activities, exams, homework, and other assessments every semester. In Spring 17, two main things changed in my MAT221 course.