Quiz/Exams

Integration in Calculus II

Submitted by Becky Baranowski on

While success rates are high in my calculus II courses (85-95%, depending on the semester), students struggle with integrating.  In spring 2008, students were required to write "recipe cards" on integration techniques for trigonometric substitution and integrals involving trignometry.  The average on the quiz was a 75%.  Students presented their steps to the class and worked on these recipes as a group days before the quiz.  In spring 2010, 2011, and 2012, I did not require students to create these cards; I highly recommended them, though.

Memory vs. Reasoning

Submitted by Sonya Zetlan on

Our goal was to raise the grade of muscle lab practicals. A muscle practical requires recognizing/naming 60 muscles, and stating  the action of those muscles. I hypothesized it should be easier for students to learn three rules and 8 joint movements, and reason out the muscle actions,  than it would be to memorize 60 names.  Students recieved a list of the name, origin, insertion, action of 60 muscles  a website showing muscle clay images,  flashcards,  and animations.

An Enhanced Jigsaw approach to teach Cell Parts (BIO181/156)

Submitted by Rachel Smith on

Unit Two of BIO181/BIO156 comprises Protein structure/function, Enzymes, Membranes/Osmosis and basic Cell structure.   I initially taught cell structure in a straight lecture format, but switched to a jigsaw method in 2010, and most recently to an "enhanced" jigsaw method (2012)

Lifetime Fitness - Scientific Inquiry Assessment

Submitted by Lyle Bartelt on

Does the student understand the FITT Principle?

          Information Literacy:  Use current FITT Principle Pre & Post Test.  Consider updating the test.

Can the student apply the FITT Principle to improving / maintaining their fitness level.

          Re-design the DYO WOW assignments ???

Has the student made changes to their exercise program to ensure improvement / maintenance in their fitness level.

ECN212 Spring 2012 Common Final

Submitted by Erik Huntsinger on

Starting in Fall 2009, EMCC's ECN faculty (adjunct and residential) have developed and implemented the common ECN212 (Microeconomic Principles) final exam.  We first started by collaboratively identifiying what we expected all of our students to be able to do as a result of completing our courses, our Learning Objectives (LO) (see attached).  We then created multiple choice questions related to each LO (attached), and we all included the questions as part of our independent final exams.

ECN211 Spring 2012 Common Final

Submitted by Erik Huntsinger on

Starting in Fall 2009, EMCC's ECN faculty have developed and implemented the common ECN211 (Macroeconomic Principles) final exam.  We first started by defining our discpline-wide Learning Objectives (LO) (see attached).  We then created multiple choice questions related to each LO (attached), and we all included the questions as part of our independent final exams.  Instructors recorded each students' response for each question in an excel spreadsheet and sent to me, who aggregated and analzed the results (See attached).

Active Reading Method for Engaged Student Learning

Submitted by Michael Boring on

One of the keys to success in college is becoming a better reader. One challenge facing the college student in her or his forst two years is making the shift from passive reading for pleasure to active reading for learning. Further, many students do not realize that they need to improve their reading technique, especially if they have not place into a developmental reading class. My experience is that even my best students could benefit from a new perspective on how to read better. The method is familiar:SPQ3R.