The Counseling Division decided to collaborate to come up with one common final that we could all use to conduct a summative assessment of our students' authentic learning. This final allows the students to reflect on what they have learned over the semester, how they have applied the information to their everyday lives and how they plan to utilize this information in the future in an effort to maintain, and/or increase their academic success.
Librarians have been visiting CPD150 classes since Fall 2009. A librarian does a 30 minute session covering basic library information and resources. At the conclusion of each session, a short assignment is handed out and students are required to return the completed assignment in at the library. These assignments are graded by a librarian and returned to the course instructor who gives the student credit for his/her work.
Starting in Fall 2009, EMCC's ECN faculty (adjunct and residential) have developed and implemented the common ECN212 (Microeconomic Principles) final exam. We first started by collaboratively identifiying what we expected all of our students to be able to do as a result of completing our courses, our Learning Objectives (LO) (see attached). We then created multiple choice questions related to each LO (attached), and we all included the questions as part of our independent final exams.
Starting in Fall 2009, EMCC's ECN faculty (adjunct and residential) have developed and implemented the common ECN211 (Macroeconomic Principles) final exam. We first started by collaboratively identifiying what we expected all of our students to be able to do as a result of completing our courses, our Learning Objectives (LO) (see attached). We then created multiple choice questions related to each LO (attached), and we all included the questions as part of our independent final exams.
EDU112 and MAT157 joined together for a Learning Community. In meeting course competencies for both courses, instructors developed then facilitated an Inquiry-Based Learning (IBL) Project. Inquiry based learning starts with a team (in our case, partners), who have a legitimate, real-life inquiry into a situation where the solution is not readily apparent. It closely follows the model of Problem-Based Learning (PBL) but with required mathematical applications.
Students in EDU 230 questioned the extent to which discrimination exists at EMCC. They unanimously suggested this should be investigated. The author facilitated the process which included: survey creation, research into discrimination on college campuses, applying for Institutional Review Board (IRB) approval (and receiving it), and applying for the Student Conference (coincidentally about a month from the start of the project) and being accepted. Students went through ethical research (CITI) training.