Group/Teams

Ongoing and Varied Assessments to Promote Critical Thinking

Submitted by Rachel Holmes on

In my EDU222 class, we are analyzing Special Education models.   Last term I presented on three models, set up in-class discussions, and had students write a research-based essay analyzing the 3.  This semester, I modified the cycle to include a  variety of formative assessments and ended with an in-class debate and essay. Students were much more analytical in their approach and were much better able to form their own conclusions as to what Special Education Model is most effective and why.

Bringing Science into Beginning Algebra

Submitted by Becky Baranowski on

Science faculty are constantly hearing from their students, "This isn't math! I didn't learn this in my math class". Many students are not able to transfer what they learned in math into their science courses.  Most of the concepts in MAT091 are crucial to success in science.  Throughout the semester, I met with 6 science faculty to discuss HOW students see these topics in science classes.

Adjunct Faculty Mentoring Program - Transferring Best Practices to the Classroom

Submitted by Jill Nico on

Based on research in student success, the Adjunct Faculty (AF) Professional Learning Community (PLC) recommended a program in 2010 “to engage/retain the college’s best adjunct faculty, explore and deepen Learning College best practices within the classroom”. Portions of their recommendations were implemented through AF training workshops.

Make Them Think It Was Their Idea: Using A Student-Generated Rubric To Increase Oral/PowerPoint Presentation Scores

Submitted by Heather Muns on

In my 16 week RDG 091 course, prior to the first group presentation, I spend one or two classes teaching students the oral and format expectations of an oral PowerPoint presentation.  In Fall, 2013, I taught an 8 week version of the RDG 091 course and found that there was limited time to extensively teach these skills prior to their first oral presentation.  I provided them the rubric ahead of time and covered the information as best I could with the time I had.  However, I was very disappointed in the results.

Learning Team Assessment Activties

Submitted by Tra Ahia on

To assess students understanding of major theories and content elements I have students present concepts with teammates, or Iearning teams . Students work with a team of 3 to 4 students and present once a week on a topic covered in the chapter we are discussing for that week.

I find that it keeps students connected, helps them manage nervousness they may experience when speaking in front of large groups. They have to check audience understanding by creating a way to involve all classmates.

I'm too embarrassed to learn

Submitted by Sonya Zetlan on

In teaching Muscle function, I have always used an activity where I physically demonstrate the actions to students. Students then stand and work in pairs, mimic the movements on their own body, and evaluate their partner's motions. I circulate and correct with each new motion. When doing the activity as a class, and only their partner is working with them, students think this activity is fun and interesting. The class is excited and loud.

The Adjunct Faculty Mentoring Program - Continuous Improvement

Submitted by Jill Nico on

In the Spring 2013 semester, five adjunct faculty mentees, four adjunct faculty mentors, and one residential faculty mentor completed the pilot of the innovative Adjunct Faculty Mentoring Program (AFMP). The AFMP is the research based Applied Integration component of the Adjunct Faculty Professional Development model that also includes Objective and Subjective Skills Development Workshops.

Engagement in Calculus I

Submitted by Becky Baranowski on

Since Fall 2003, a textbook was used in MAT220 (caculus I).  For the last 4 years, handouts were created to supplement the textbook.  This semester, students use only a workbook that I created.  The purpose of this assessment is to document my observations in the level of engagement of students from using textbook only, slowly incorporating worksheets, to full implementation of a workbook.   Most math textbooks are not designed to engage students, thus it was difficult to do so.

Small-Talks

Submitted by Mark Matthews on

In my Intro to Human Com classes, students respond well to the "small-talks" that I assign throughout the course. These talks are 1-2 minute informal speeches that students deliver in front of the class. Explaining their personality test results, reporting on their cultural visits, and relating active listening scenarios are a few examples of the small-talk assignments.

Democratic Decision Making in the Classroom

Submitted by Michael Boring on

In order to get students more personally involved in the learning process, students are given the responsibility of choosing four debate topics that are then used to formulate the questions used in the formal debates in the course.

Through a combination of guided discussion and voting students decide as a group what they will research and debate.

Video snippets for 130

Submitted by Levi Torrison on

The CHM 130 class is designed for students to learn through group work and discovery based activities.  One of the drawbacks from this method is students ability to grasp concepts at the same pace as their peers.  Many times students leave the class unsure of the core concept addressed in the class period.  Videotaping lectures lends itself to student apathy during class.  The solution I am persuing this semester is videotaping quick 3-5 min snapshots of core concepts and posting them on blackboard for all 9 section of the class.  I am using student whiteboards as m

Group Menu Project CUL105/Enhancement

Submitted by Steven Griffiths on

Using a SAAC EZ form completed during spring '12,  this CAT documents improvements based upon suggestions in the original document (see attachment).   For Fall '12, the grading rubric was revised, group formation was made earlier, and a group contract was added to the project based upon the document provided by a finished CAT titled "Increasing Group Accountability with a Contract".  Results: 

COM100 Group Research & Symposium Assignment

Submitted by Roselyn Turner on

In Spring 2012 I participated in a district workshop on information literacy titled  "Research Assignment Handouts:  Essential Elements to Promote Student Success." I revised the handout for the group research & symposium assignment to better help students get started by suggesting resources, requiring help from a librarian, specifying which data bases to use, and providing more details about what consititutes plagiarism.  I also revised the rubric to better reflect these items.  I will qualitatively assess the quality of the student research and avoidance