Culinary students are required to create a marketable portfolio for a catering business while enrolled in CUL213 Buffet Catering. Students use buffet items from private and public luncheons in Regions Restaurant to build content for the portfolio. Students are challenged by the provision of details, professional appearance, and organization of a portfolio that can be potentially used for sales and marketing in a catering operation due to lack of overall experience in industry. In past semesters, students submitted their portfolios at the end of the course, with many misunderstanding the
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.
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.
This is the questions I wanted to answer:
Should I spend the first day of classes demonstrating how to register for the eBook and how to navigate McGraw Hill Connect- a robust LMS- or should students watch the videos at home?
In my SPA101 hybrid class, in addition to Canvas, we use an eBook and Mc Graw Hill's Connect
Last semester, students watched video tutorials to register for the eBook.
During the second week, some students complained the LMS was too complicated and, as a result, they had missed assignments. What could I do?
Students in MAT156/157 preparing to be elementary school teachers sometimes struggle to think of ways to make learning math creative and fun.
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.
The classroom communication is not alway transfer to my students correctly or to their understanding. I would like to be more clear and concise in my communication. I like to get my idea across with the first communication if possible.
Students should be working, thinking, analyzing, creating, etc. throughout the day and guiding a large part of their own learning. Having students create their own assessments ensures that they are held accountable to actively listen during class and that they are thinking at a higher level about what they've learned. In my EDU220, students (in small groups) were asked to create a research-based electronic presentation on a particular piece of legislation and to include an assessment to ensure that their peers could demonstrate mastery of the material by the end of their presentation.
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. The final result was that student took more ownership over their learning.