For only the second time EMCC offered PHY131/MAT231 LC this fall. While N was small (12 and 15) some interesting results were found. On CSEM post test both classes scored above national average of 47% and no real difference in classes. The LC improved dramatically from first exam to last (pre-final) where the other remained flat. It is encouraging that the LC even though the students started at least 1 MAT class behind performed as well and improved up to traditional class scores as semester progressed.
The SLPA program is somewhat unique given we are teaching clinical courses in an online format. It can be difficult to demonstrate disorders and treatment without hands-on learning opportunities. In order to address the need for examples of disorders and interventions to students, we have included a variety of videos and recorded lectures. One of the speech sounds I cover in my SLP 214 course is the /r/. The /r/ sound is one of the most common speech errors children see speech therapists for. I have not felt that I have adequately addressed this sound with my students.
As I pilot the the Online version of ASB 214, I want to see how much taking this class improves the students' General Education Abilities of Critical Inquiry and Information Literacy, as these are the two skills I have noticed many students are lacking when they first enroll for the face-to-face version of the class. I will assess the students by assigning them a self-evaluation assignment for both of these skills, both at the beginning and the end of the course, to measure how much they feel they have improved.
The economics faculty at EMCC collaboratively assessed our students' quantitative reasoning abilities in fall 2015, aligned with EMCC’s Quantitative Reasoning rubric. The assessment required students to place themselves in the hypothetical role of a leader of a task force appointment by the new President of the United States to recommend a strategy for eliminating the US Budget deficit within a year To complete this successfully, students needed to address all areas of the quantitative reasoning rubric.
I wanted to find the most beneficial method for students to understand their writing revisions.
Based on their learning styles tendencies, I compared the their VAK Learning Styles Self-Assessment Questionnaire (Swinburne University of Technology) results with their method of submission (online or in-person) to the Writing Center.
Every semester my students start class (both face to face and online) with the Getting Started Module. One of the assignments is the "Meet Your Class" assignment. This assignment is standard in Canvas and requires that students embed a picture into their discussion post. Embedding a picture in Canvas is not the simple cut and paste or upload that the students are used to. When I first started using this assignment (Spring 2013) the average score on this assignment was 16.44/20 due to an unsuccefully embedded photo.
In Fall 2015, of my Introduction to Psychology classes, I had an honors class required to do a research project. As such, I decided to have my honors class students research, design, run and analyze their own projects (for examples of their projects, feel free to email me!).
At the end of the semester I gave a common final to all of my introductory courses. To explore if actively doing research methods helps learning, I pulled questions from the final having to do with research methods and analyzed performance on those particular questions compared to the test as a whole.
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.
Narrated instructional and demonstration videos were develped for online class CIS121AI - Macintosh Operating System. This CATS will make observations regarding the effectiveness of this apporach during the pilot semester of the online course and determine what improvements, if any, are necessary.
Every anthropology class starts with an explanation of anthropology and the fact that there are four main sub-fields in anthropology (i.e. Archaeology, Cultural, Linguistics, Physical.) Each anthropologist specializes in one of these fields. At the beginning of the semester each field is discussed, explained, and students are encouraged to think of examples of each. After understanding the fields, they are asked which of the fields they think they would like best.