Project

 After viewing a powerpoint on scale as a design principle, and an in class discussion students are asked to create collages that explore the relationship between scale and meaning. The resulting collages should be representational but illustrate a world in which the normal relationships between things have been altered through changes in scale. The resulting collages are often whimsical, but capable of illustrating a more sophisticated understanding of the way we use scale daily to navigate the world, create systems of order, and define self.

I made my course a hybrid like course, where students could learn online as well as in the class w some assignments. Here is a sample from a project given. Not your usual PED course.

In order to get students more personally involved in the learning process, students are given the responsibility of choosing four debate topics that are then used to formulate the questions used in the formal debates in the course.

Through a combination of guided discussion and voting students decide as a group what they will research and debate.

The students in my introductory Illustrator class often struggle with basic design elements when they work on their projects, such as the overall composition, negative space, color spaces and the placement of text. The 3-part poster project gave them the opportunity to not only explore their creative talents but also think of a meaningful design output that conveys a strong and clear message to the audience, using all the technical skills they learned in the course of the semester:

Business students have expressed difficulty understanding the accounting rules regarding debits (DRs) and credits (CRs) .  Therefore, during Fall 12, ACC111 class,  one of the honor students to created, for their honors project, a 3 min video presenting the 7 rules of DRs & Crs.   By creating the short video, students would:

a)display their understanding of the 7 rules of DRs & CRs;

b)learn a new skill (e.g. how to create a short and simple video about a comlicated topic);

This is a final assessment of RDG 081, 091 and CRE 101.  The common elements included are a short essay (3-5 pages), long essay (5-7 pages), discussion board postings responding to the readings, letter to the reader, and self-assessment.  Other artifacts such as power points, prezis, games based on the books, are included with a rationale and rubric for inclusion.

The Humannequin Project includes an assessment each year which varies by topic. The 2013 assessment, rubric, and student scoresheet are attached. Each questions always focuses on Bloom's Taxonomy: Remember, Understand, Apply, Analyze,  Evaluate and Create.  Questions 4 and 6 have lower averages. These two areas need to be improved for the 2014 project. UPDATE: For 2014, the topic for the project was gender and language.

In order to compare the performance of those students who had placed directly into ENG101 (placers) with students who had completed ENG091 in order to get into ENG101 (completers), we completed an ENG101 common assignment and assessed an equal number of each group.  We used most of the EMCC Writing Rubric (Focus, Support, Organization, Language Use, and Mechanics--scale of 1 - 4.)  All nine residential ENG faculty took part in the assessment on January 7, 2013 -- we particiapted in norming and then scored papers.

Using a SAAC EZ form completed during spring '12,  this CAT documents improvements based upon suggestions in the original document (see attachment).   For Fall '12, the grading rubric was revised, group formation was made earlier, and a group contract was added to the project based upon the document provided by a finished CAT titled "Increasing Group Accountability with a Contract".  Results: 

Using SAAC’s EMCC General Education Abilities Matrix the residential librarians assessed 4 key Information Literacy competencies; Framing the Research Question, Accessing Sources, Evaluation of Information Resources and Create Original Work.

The librarians created a rubric  which defined each of the 4 Information Literacy competencies and rated each on a clearly defined 3 level scale. Data was collected from 13 courses for a total of  24 sections.  346 students took part in the study. 

The Counseling Division decided to collaborate to come up with one common final that we could all use to conduct a summative assessment of our students' authentic learning.  This final allows the students to reflect on what they have learned over the semester, how they have applied the information to their everyday lives and how they plan to utilize this information  in the future in an effort to maintain, and/or increase their academic success.