Group/Teams

Introductory biology courses serve as a foundation for upper-division coursework and are expected to develop not only content knowledge but also essential skills such as note-taking, organization, and conceptual understanding. A persistent challenge in BIO156 is that students struggle to identify key information, organize their notes, and connect concepts, often relying on memorization of isolated facts. This limitation affects their ability to apply knowledge and create effective study tools, such as exam cheat sheets.

Described is the use of a team-based healthcare case activity in BIO205 Microbiology to strengthen student diagnostic reasoning, communication, collaboration, and evidence-based decision-making. Working in randomly assigned groups, students were tasked with diagnosing a patient case while operating within a fixed budget and justifying each selected task or test to a simulated attending provider. The activity required students to interpret emerging evidence, revise their plans, and submit a final diagnosis supported by specific findings.

This activity describes the implementation of a themed, experiential review day designed to reinforce nursing students’ knowledge and clinical skills prior to progression into the subsequent block of the nursing curriculum. Developed in response to student feedback, the review day was conducted in a laboratory setting and utilized a Harry Potter–themed framework to promote engagement, collaboration, and active learning.

With OPIE data from AY 22-23, MAT instructors have implemented instructional best strategies to improve student retention rates from Fall 23 to Fall 24.  To contribute to the EMCC Strategic Goal of increase college retention and persistence by reducing the within semester withdrawal rate from 16% to 14% by 2026, MAT instructors have implemented and documented (monthly) instructional best practices, as well as reported (monthly) the number of students retained in their courses.

The assessment of the game’s effectiveness was based on participant feedback, which was overwhelmingly positive. All participants rated their overall experience and engagement as excellent. Despite the high ratings for the format and interactive elements, there was variability in the perceived enhancement of knowledge regarding accreditation and assessment, suggesting areas for improvement in content delivery.

This CATs explores the use of a game-based learning activity, modeled after Taboo©, to boost student engagement, communication skills, and conceptual understanding across disciplines. Students worked in pairs to describe and guess course-specific terms without using certain "taboo" words, reinforcing complex concepts while improving verbal and listening abilities. Mixed-methods assessments revealed increased engagement, deeper understanding, and enhanced skills critical for STEM, healthcare, humanities, and social sciences.

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To improve student learning reflections through CATS and Program Review (Assessment Plan).

Using discussion protocols in a live online learning format promotes independent student collaboration and engagement in group discussions through quality instruction and student support. In conjunction with the use of Google documents and live online breakout rooms (Zoom, Webex, or Google Meets), protocols drive independent student discussion and collaboration using a set of guidelines that include student roles and responsibilities. Discussion protocols also allow for fostering student-to-student relationships and for providing immediate real-time feedback by faculty.

This year, the Psychology Club and Psi Beta (PCPB) have had to meet all online. While this has presented us with challenges, it has also opened up our club to many possibilities. Our students wanted to have events, but indicated concern that they wouldn't actually be able to engage with the speakers, as in other online events they often aren't able to speak or raise their hand as frequently as they would like. We decided to create a Women In Psych Panel event.

In Fall 20, math courses transitioned to a Live Online format versus traditional online. Faculty spent the summer frantically learning technologies and strategies through workshops, brainstorming sessions, and social media. Math faculty also trained one another on Zoom/Webex, NearPod, and Whiteboard.fi with a common goal -  to learn and implement new tools in the virtual environment to keep students engaged; increasing student success and persistence.