Online
Scheduling due dates in an online BIO class, a comparison between two approaches.
Submitted by Neil Raymond on Tue, 01/05/2021 - 4:50pmPlease see the attached file for complete data and summary of interpretations.
Bueller, Bueller? Engaging Students in a Virtual World
Submitted by Bobbi Mohr on Sun, 11/01/2020 - 6:42pmIn 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.
The Virtual Cafe- Connecting in the Online Classroom During COVID and Beyond
Submitted by Jamie Lopez on Fri, 08/21/2020 - 4:48pmMeet me in the Virtual Cafe! As I considered challenges that students may be facing during these times, I wanted to create a place in my online classes where students could connect in a non-threatening (non-graded) space much like they would in the hallway or in the physical classroom before and after class and during breaks. I hope that it is successful and helps students to make connections! Research is begining to provide evidence for the importance of hope for goal attainment, especially in academic settings. COVID has caused a loss of connection and a loss of hope for many.
The Integration of Kahoot in CHM 130
Submitted by Nagib Balfakih on Thu, 03/19/2020 - 11:23pmThe integration of Kahoot in CHM130 instruction will be investigated. In this work, Kahoot will be developed to serve students in CHM130 in compound naming topic. Students performance will be compared in naming compounds in this semester with students' performance in the last two years. The study hypothesis stated that students in CHM130 who practice naming compound in Kahoot will score better than students who didn't practice naming of compounds in Kahoot.
Rhetorical Patterns of Writing
Submitted by Linda Shepherd on Mon, 03/16/2020 - 3:36pmSee attachment.
Assessment Practitioner Spring 2020
Submitted by Catherine Cochran on Wed, 03/04/2020 - 1:51pmAssessment Practitioner was offered through the CTL this Spring 2020 semester for interested faculty and staff that wanted to continue their professional growth. This hybrid Canvas course is designed to equip our faculty and staff with the information to understand the goals and practices of assessment in our Learning College culture. This course has given the opportunity to model the true essense of a Learning College, by faciliating the natural relationship between teaching, learning, and assessment through weekly face-to-face sessions, weekly assignments, and colleague discussions abou
Increasing engagement within an online learning environment.
Submitted by Najmah Muhammad on Wed, 02/19/2020 - 1:01pmI teach MGT101 online and most of the assignments are discussions and essays.I would like to explore more ways of online engagement using the Groups feature in Canvas. Discussions work fine, but I notice it can be challenging to encourage students to respond in a non-forced, non-mechanical way. Last semester, I used a group assignment from the course master. The assignment required students to read a case study, and as a team, respond to the written assignment as a discussion within their group. Groups gave students control of the assignment in their learning workspace.
Service Learning Pre and Post Test
Submitted by Inhye Peterson on Tue, 08/20/2019 - 4:22pmSee attached.
Peek-a-Boo!: Previewing Assignments to Set Up Student Success
Submitted by Erin Blomstrand on Tue, 06/18/2019 - 2:44pmHelping students find success is the goal of teaching. By adding a short preview assignment allowing students to focus on upcoming larger essay assignments in Canvas, they learn the importance of taking the time to review assignment instructions before starting in, they think about what they're being asked to do, what challenges they might face while working on the asisgnment, what resources they can access for help, and ask specific questions of their instructor. Instructors can immediately respond and clarify or realign student preceptions setting students up for success.