Comprehensive Assessment Tracking System

Online

The Joys of Double-Secret Extra Credit Opportunities

In order to encourage my online students to read the comments I leave for them in Canvas, I developed the "Doube-Secret Extra Credit Opportunity" that rewards them for seeing instructions that I leave in a comment in Canvas. (Sadly, none of my students seemed to get the 'double-secret' reference; they mostly called it Super Secret or Secret -- sigh! I guess I'm officaly old if no one remembers Animal House anymore!) The results were amazing; it really got my students talking to me about what they liked and what they were interested in as it relates to the courses

Will a peer sample motivate growth? RESULTS

This semester I am provided a sample of a successful paper submitted by a 1st year student last semester to test the idea that identifying a peer who succeeded with similar challenges will provoke greater effort and ultimately greater success. For the full background on this CATS please see "Will Providing a Peer Sample Motivate Growth?"

YouTube It: Utilizing Student YouTube Accounts to Address Video Submission Tech Issues In Online and Hybrid Courses

In the Fall of 2016, I decided to convert some of the many writing assignments in my online and hybrid CRE101 course to video submissions rather than written submissions.  Unfortunately, at the time, the recording tool in Canvas was unpredictable and made it very difficult for many students to successfully submit their video submissions.  Submitting by attaching video files was also problematic due to the increased time it took for the students to upload the files and the time for me to download them to grade.  It was so problematic that many students either contacted me about not being abl

Learning Accounting-Online VS F2F

This CATS' purpose was to determine if part of an ACC230 exam resulted in a statistically significant difference between an onine course and a F2F course.  In Fall of 2017, I piloted an ACC230 online class.  I wondered if there would be a major grade/score difference on an Inventory Valuation problem using First-In-First-Out (FIFO) and Last-In-First-Out (LIFO) between the two, different, instructional modalities.  I picked this accounting topic because it was used in two prior CATS (candy example).  My hypothesis was that online students would score lower, because learning accounting online

Will a peer sample motivate growth?

In the 3rd week of PSY 101 students have to complete an assignment critical to college success (locating a research article in an academic journal on a specific topic and providing a summary, APA style reference, & informed opinion).  Recognizing that this task is usually just beyond the students' current abilities, I use extensive scaffolding to support their acquisition of these important skills. Nonetheless, grades on this assignment remain low and approximately 60 % of students are unable to successfully complete the full task.

If Men Could Menstruate: It's All in the Directions in the Assignment

Sociology courses have topics that are taboo, disturbing, offensive and controversial. SOC 212 (Gender and Society) students read "If Men Could Menstruate" by Gloria Steinem. Students tend to get defensive and miss the important point on power in society. On average 50% of the students would be defensive in the discussion responses and miss the importance of the article. I decided to rewrite the directions for the assignment so that students would focus on critically thinking as sociologists.

Piloting an Online Tutorial: Moving Towards Intervention

The EMCC Gen. Ed. abilities assessment cycle is a three years cycle. Prior to assessment there is never a guarantee that students have had formal instruction aligned to the abilities being assessed. Seeing an opportunity to test out an intervention tool in the form of an online tutorial, a pilot was conducted with two classes, ENG102 and ECN211. The tutorial was designed to align with the Information Literacy EMCC Gen. Ed. Abilities. The driving research question was: Can an intervention be created to support the teaching of EMCC Gen. Ed. IL Abilities for Information Literacy?

Learning Inquiry Grant: Who stays, who doesn't and why?: A survival analysis of BSCS students in non-prerequisite required courses.

Abstract:  Research has demonstrated that a significant proportion of community college students will not persist to degree completion. Online students may be particularly at-risk. Self-efficacy, perceived value of the curriculum, and certain demographic variables have been identified as important in both retention and persistence. We will measure these variables four times during a semester in a series of online college classes.

Literature Circles: Second Go-Round

I utilized Literature Circles as a method for creating stronger community in online classes, deepening the engagement between students, and practicing group work in prep for the course final. Students were in 1 group for duration of the semester, each group given additional readings to read, analyze and report out using the Literature Circles roles. The student in the Connector role would collect the student’s work and post it in Canvas for grading and students would switch roles on their own each week.

Effective Helping in a Diverse World

SWU 292 will be offered as a pilot course in Spring 2017.  Students in SWU 292 will explore the skill sets needed to deliver services to diverse populations.  The course will offer a pre and post test that assesses their cultural competence via a self-report survey.  The survey along with the final video reflection will be evaluated to measured knowledge gained and areas in which the course can expand in learning opportunities.