In conjunction with the 4DX campus initiative and the EMCC Super Goal #1, the math division developed the following WIG: To contribute to closing the equity gap and improving a student’s sense of belonging, the Mathematics Division will increase the student’s response average on the twenty questions of the Classroom Community Survey (Rovai, 2002) from a 2.2 to 2.5 by December 2021. Residential faculty reported what types of activities/practices were implemented in their classes to increase a student's sense of belonging. Students reported an average score of 2.7898
BIO 201, Human Anatomy & Physiology (A&P I), is a gateway course. Students learn about body structure (Anatomy) and function (Physiology) for the first time, covering enormous information. The human body is dynamic; when confronted with changes in its internal or external environments, the body systems collaborate (they don’t work in isolation) to keep its internal environment within stable working limits to maintain life.
Hypothesis: Learning modality change is related to a decline in student success as measured by scores for BIO205 prerequisite gene expression knowledge.
This assessment assesses the CLO of "Students will pick the most appropriate tool/technique to solving a problem" as well as the ILO of written communication.
Anatomy & Physiology is the foundational subject ; students learn about human body systems' structure and function. Structure and function complement each other if the structure changes it will affect the function and vise versa. The deeper understanding of the subject will help students understand the change and make connections among body systems; this is central to understand and treat the diseases. Case studies assignments help students link content knowledge to clinical application.
Please see the attached file for complete data and summary of interpretations.
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.