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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?

In my hybrid course, more time  is needed to ensure that students have time to practive oral presentations, to receive peer feedback, and to get peer reviews on written asssignments.  Initially, I would explain the assignment in-class and students would submit it online.  If we had time, we would share briefly (2-3 minutes per student).  The results were rushed work with only average results. 

In my ESL Informal Conversation class, students were introduced to 12 new slang phrases regarding "taking a vacation." I tested students on their ability to use those words by providing a "fill-in the blank activity."  I was not happy with the results.

Using Canvas Discussions is a good way to use higher order thinking skills and improve communication as our students justify their answers and question others. In Fall 2013, all three of my hybrid classes had weekly discussions that enriched our content. However, the quality of the discussions was somewhat lacking. Mid semester, I instituted rubrics to help guide and measure their posts. For a 15 point discussion, the rubrics were as follows:

I assign a Career Exploration Project (attached) for my engineering students to learn about engineering disciplines, careers, and professional societies. They do research, write a report, and present their findings to the class.  They capture the basics of the field and information about the professional societies, but I feel there is room for improvement, especially with professional societies and their benefits.

In Fall 2013, I piloted a video reflection assignment in the Sociology courses.

This assignment is for the online version of STO/HUM292 that has not been launched yet.

This is a performance-based class, so students are required to perform a story for their final exam. Students will record themsevles and then upload for grading. There is a set rubric students are to follow in order to demonstrate effective storytelling techniques and best practices. 

This assignment is for the online version of HUM108 that has not been launched yet. 

After learning about murals, the students are to demonstrate what they learned by creating their own mural. The mural must mimic the murals we learned about in the unit; it should be aesthetically pleasing, colorful, crowded and have a political, religious and/or personal message to impart. This assignment will allow students to demonstrate and solidify what they have learned by doing a kinesthetic and personally meaningful activity.