Face to Face

In fall 2010, I wrote a workbook to replace the $250 textbook.  Please note:  I do not receive royalties from this workbook.  The workbook (wb) was used in the calculus/physics learning community as well as traditional calculus classes by me only.  Over the years, I have made modification to the wb.  As I became more comfortable with the flow of the course, changing my pedagogy and curriculum because of what I have learned from Dwain and Angela in the learning community,  and really starting to grasp where students struggle and why, I adjusted the workbook.

CPD 104 is a Career & Personal Development course. Students prepare for a Mock Interview event to learn how to acquire a career with a successful interview. A career portfolio is an assignment my students complete prior to the Mock Interview. Students would have their portfolios but use it only to give a copy of their resume.  Students would also reflect afterwards that they recalled an example they forgot to share when nervous. For fall 2018, I included a cheat sheet into the portfolio, a typed document that has examples for behavioral questions.

Applying course content to real world experience so students understand why they are learning an applicable skill. Although using desktop publishing programs such as Adobe InDesign is a critical skill expected in many graphic design occupations, few students understand what desktop publishing is or how important it is. I wanted my EMCC students to experience the "scratch and sniff" effects of producing and publishing print products. So, when I first taught Adobe InDesign in Fall 2016, I arranged for my students to create print products for the Career and Transfer Center.

Multiple Intelligences is a theory that students have "intelligence" in a variety of fields (artistic, mathmatic, kinestetic, verbal, etc). By allowing students to use their strengths applied in to context of the discipline (in my case Communication), students can hopefully feel more confident in their abilities and engage better with the content. This could be aplied to practically any project in any discipline.

College Success Week events aim to connect students with members of the College Community to build connections vital to their success. Roary’s Amazing Race was developed this year as a way to re-envision how information about campus resources is provided to students more effectively for campus resource staff and more engaging for students. As students traveled the pathway to earning their free t-shirt, they were given information by each pit stop on upcoming campus events that may interest them (i.e. upcoming shows at the PAC).

Many people struggle balancing the multiple committments and priorities they have in their professional and personal lives.  I developed this workshop as a framework to help individuals, no matter their background or goals, consider who they want to be in life (their roles/core values), create a four or six month strategic plan to determine big goals aligned with those roles/core values, and how to make progress towards those goals on a weekly and even daily basis.  After running the workshop in September, I noticed that most participants were able to articulate what the four steps were, bu

46 students took an exam with 50% multiple choice and 50% written. A  t test showed no significant different between the grades from the 2 question types. Linear regression analysis showed an R squared value of .6.  A student getting -8 on the MC, was likely to get close to a -8 on the written.  This suggests to me that test preparation is more important than the type of question asked, but written portions will encourage additional development of writing skills. 

As a math instructor at EMCC for 16 years, I have always believed students must practice.  They have to do 20+ problems outside of class in order to be able to DO problems on exams/quizzes.  From working with physics and chemsitry faculty over the years and seeing what they do with journals, I have been hesitant to try this.  "Math is different.  Math is skill based, and you don't get good at this unless you practice over and over again," I would think to myself.  It took me 16 years to get to this "aha" moment, and I am so excited about this.

Intrusive advising services were provided to 33 sections of developmental courses reaching a total of 767 students.  Persistence outcomes were the variable of interest to determine impact of this practice.  Findings suggest that intrusive advising support higher levels of Fall to Spring student persistence, in particular during priority registration.