Online

Discovering Learning Gaps Using Online Homework Software

Submitted by Erik Huntsinger on

This semester I am assigning students online homework problems using Sapling Learning. After the due date expires, I plan to analyze which questions were most frequently missed.  Then I will bring these back as part of a study session prior to the midterm 1.  Similar questions will be restested as part of their midterm, and an analysis conducted to see if students' scores improved as a result of the feedback and additional practice in these areas.

Adobe Connect: Do Participants Succeed more than Archive Reviewers?

Submitted by Jamie Lopez on

I will utilize Adobe Connect to build an online presence, increase engagement, and utilize expert guest speakers in the online environment. I will provide the option of reviewing the session archive and writing a one page summary to students who are unable to attend the live session. I propose to track which students consistently attend and participate in the live session and which students utilize the archives. I would like to see if there is a correlational connection betweeen success in the course and students who particiapte in live sessions.

Narrated camtasia videos as instructional materials in online CIS121AI

Submitted by Jim Nichols on

Narrated instructional and demonstration videos were develped for online class CIS121AI - Macintosh Operating System. This CATS will make observations regarding the effectiveness of this apporach during the pilot semester of the online course and determine what improvements, if any, are necessary.

Create!: Journaling the Creative Process

Submitted by Rodney Freeman on

A key to fully appreciate art is understanding the creative journey and the underlying creative critical thinking which leads to the “message and meaning” of the piece.

Honors students are given the option of completing an individual or small group creative project to fulfill their honors enrichment plan.

Observation Struggles!

Submitted by Amy Heck on

The SLPA program requires observations of therapy in three of our courses.  We have struggled for years with students having difficulty getting observations completed in the field due to many issues (observation site schedules, lack of fingerprint card, work schedules, etc).  I also struggled professionally with not knowing the quality of the observations seen and whether they were showing them the skills they need to learn as a future SLPA.  During this semester, we implemented the use of the "Master Clinician Network" used by many University Speech and Hearing Programs.

What's your favorite field in anthropology?

Submitted by Kristy Miller on

Every anthropology class starts with an explanation of anthropology and the fact that there are four main sub-fields in anthropology (i.e. Archaeology, Cultural, Linguistics, Physical.)  Each anthropologist specializes in one of these fields.  At the beginning of the semester each field is discussed, explained, and students are encouraged to think of examples of each.  After understanding the fields, they are asked which of the fields they think they would like best.

Sexuality and Critical Inquiry: Improving the Assessment

Submitted by Olga Tsoudis on

During Fall 2014, SOC 130 (Human Sexuality) particiapted in the SAAC Critical Inquiry Assessment. I have attached the assignment, the SAAC rubric, and the scores for the course. Students created a research project focusing on five areas (averages in parentheses): 1. question/observation (3.91)  2. hypothesis (3.46) 3. planning (3.18) 4. analysis (3.95)  5. conclusion (3.82). The lowest score was in the planning area which is the development of the survey questions which had to connect to testing their hypothesis.

Team Collaboration in Discussion Boards

Submitted by Frederick Lee on

This is an online course with an emphasis on learning the principles of supervisory management in an organizational setting. The method of instruction and level of learning will be measured by the quality of the student’s responses on the Discussion Boards and their application of the principles of management. 

Using Video Comment to Increase Instructor Presence in an Online Course

Submitted by Kelly Loucy on

In ENH 254: Film and Literature, I used a new assignment in which students needed to video tape themselves explaining their project. This new component will also be evaluated in a separate CATS. Many of the students commented, either in emails leading up to the assignment's submission, or in the video itself, that they were nervous and uncomfortable with being on videotape. As a result, I decided  to use the CANVAS video comment tool to tape myself responding to each student.

Preview Your Course

Submitted by Michael Boring on

This assessment is intended as an alternative to the syllabus quiz. It is primarily for use in online and hybrid courses, but could be used in face-to-face classes that utilize Canvas. Students are required to preview each module of the course in the first week of classes. Students open each module and preview each assignment, activity and due dates within each assignment. Students then write a summary of what is required for each module. This gives students a clear picture of what will be required of them throughout the semester and first hand experience negotiating Canvas.

Effectiveness of MST157DB

Submitted by James Wolfe on

In this CATS, I will attempt to assess the effectiveness of the newly created online class, MST157DB. This process will measure the students’ progress by administering a 10 question quiz in the first week of class on various key topics covered over the length of the semester. In the final week, I will once again administer the same quiz. The quizzes will be compared to ascertain if learning has indeed occurred.

Dealing with Modern Works in Gothic Literature class

Submitted by Susan Malmo on

I have finished creating an online version of ENH235 -- Gothic Literature.  Since I developed the course using OERs (Open Educational Resources), most of the course material involves older works, which can be used without copyright restrictions.  This works out well for the course since most of the course competencies relate to these older works.  However, the students need to be able to apply what they have learned about the historical development of gothic literature to a modern work.

OER Approach to ENH114

Submitted by Susan Malmo on

I developed ENH114 (African-American Literature) as an online course that uses primarily OERs (Open Education Resources, which are free, online resources that can be used and shared.)  I am interested in finding out how this approach works for students -- on the plus side, it will save them money and insure that they have access to course materials when they need them.  However, I want to see how the use of OERs seems to be going -- how effective this approach is, and whether there are any issues.

Democratic Decision Making in an Online/Hybrid Environment

Submitted by Michael Boring on

This assessment modifies the Democratic Decision Making assessment I developed a few years ago. It makes use of discussion boards and surveys to allow students in online and hybrid classes to participate in a democratic process to decide what topics they will study and present.

I use the dicussion feature on Canvas to guide class discussion of which topic (among choices decided upon by the instructor) they would like to study in more depth and present to the class.

Lemons to lemonade

Submitted by Christina Van on

In Fall 2014 I started several CATS and collected 3 data sets for the analyses. Upon return from break I found that 2:3 datasets were erased irretrievably from the server, making analysis impossible. I do however, still have one data set looking at a variety of success and satisfaction factors in a 16- week PSY 101. I want to use the data painstakingly collected, so I included the same assessment instrument in my 16- week 101 this semester with the intention to compare satisfaction and success between Fall & Spring students.