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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.

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. 

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.

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.

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.

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.

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.

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.

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.

The purpose of this CATS is to determine if the integration of  two new technology applications into online Early Childhood courses will positively affect student achievement in online EED courses.  Beginning in the Fall of 2014, EMCC will offer an approved AA in Early Childhood so a number of new classes will be rolled out progressively over the next few years.    We currently offer EED215 in the Early Childhood pathway, and as of Fall 2015 EED212 will be added.

Discussions are a prime way to enrich online and hybrid classes as well as engage students. In my spring 2014 classes, many of my students waited until the last 24 hours to post their initial answer to the Discussion prompt. This procrastination averaged 75% of the students. Since I require of my students a three response minimum to other students’ posts, there was often not enough time for meaningful exchanges. Despite my urgings, this procrastination continued.

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.

As shown in the video, I am signing what chores my wife and I have been doing every week and every month.  Then, I sign an example that students are supposed to follow.  Then I asked five questions if they have done these chores.  Students are expected to copy my questions first and then answer these in complete sentences.  Students must demonstrate the "role-shifting" and "contrastive structure"  There is a rubric based on the MCCCD general goals for SLG101.

The XML Application Development Course attracts students seeking the Web Development CCL. Beyond learning XML fundamentals, students will be challenged to participate in the development of a real-world XML client server application. To accomplish this, students will be required to login to a virtual environment provided by NetLab+. Upon doing so they will be presented with labs that not only require them to showcase their understanding of XML, but also provide an exploration into Client Server TCP/IP Socket interaction and the Linux operating system.

EMCC has expanded our course offerings to include courses completed in 5-, 8-, 10-, and 16- week timeframes. Does the length of time a class runs affect student satisfaction, performance outcomes, or both?  Relatedly, do students perceive their satisfaction or performance to be related to course length? With all other variables constant, does the length matter at all?