Not only does this assignment address the current ILO of Information Literacy, but this also aligns to the CLO for COM 225: Students will be able to effectively present a persuasive speech orally to an audience. Lastly, by finding ways to improve teaching and learning, this is also a small way to contribute to the larger college goal of "increase the number of graduates/completers by 25% with equity."
In 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.
Update (1 week after CATS was originally submitted): After submitting this CATS, students began learning about Power Series (which is one reason to learn Convergence/Divergence of series discussed in this CATS). WIth the scaffolding handout, they were able to come up with how to deteremine convergence/divergence of Power Series on their own! Again, I typically have to do a lot more lecture, but I didn't. The scaffolding handouts layed the ground work for this next section, and the students were highly engaged, talking, collaborating, and coming up with concepts on their own.
As a Communications instructor I stress the importance of public speaking skills in many of my courses. To aid students in optimizing their speech presentations, I include class time for small group rehearsal. After a dozen semesters teaching communications I have observed that many students do not engage in the rehearsal activity or they use the dedicated time ineffectively. To optimize the process and motivate students to practice their speeches, I changed the lesson plan in two ways: 1) conduct more than one rehearsal activity for shorter periods of time and 2) break down the componen
Group presentations have always been a part of my classroom, but after watching numerous presentations where students aren’t prepared to present or engaged while viewing the presentation, I realized I needed to make a change. My hope is that by having students present in smaller groups and present the entire slideshow, students will have a better understanding of the material they are presenting and their classmates will pay closer attention to the presentation. I hope that the discussion in a small group environment will also encourage all students to discuss the proposed questions.
The FA office provides workshops for employees as well as students because Financial Aid and Scholarship processes are complex. This is especially true with Title IV FA federal regulations. EMCC FA staff are responsible for these regulations/processes and assisting students. Non-FA employees who work with students often request general financial aid and scholarship workshops so they can better service students in relation to how their roles affect the student's FA. As money is critical to EMCC students they may make decisions about their education based on the financial aid impact.
Applying course content to real world experience so students understand why they are learning an applicable skill. Although using desktop publishing programs such as Adobe InDesign is a critical skill expected in many graphic design occupations, few students understand what desktop publishing is or how important it is. I wanted my EMCC students to experience the "scratch and sniff" effects of producing and publishing print products. So, when I first taught Adobe InDesign in Fall 2016, I arranged for my students to create print products for the Career and Transfer Center.
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