One of the student learning outcomes of this class is to discuss current industry events. It is difficult to assess discussing events and generally the whole class doesn't participate in discussions equally. By creating a writing assignment to discuss and analyze events I gained a strong means to measure an SLO and both writing and critical thinking. The assignment was a good way to start off the class and to get student engagement for the day.
Time from subject matter in class to attend the 2019 Spring Student Success Fair was worthwhile.
When teaching Abnormal Psychology I have a number of student outcomes beyond course competencies: Critical thinking about mental health and mental illness, paradigm shifting, and reducing or eliminating mental health stigma. I use an extremely high contact and time intensive teaching style in this online class to attempt to achieve these outcomes.
Program review is a mission-critical strategic planning process and is one critical element of accreditation. In past years, some departments chose not to complete a program review, while others only did the bare minimum. Some did stellar work. Part of the completion problem was length, along with question redundency, and a lack of accountability for its completion. This year the program review process was redesigned to foster collaboration and accountability between writers and reviewers (Deans/VPs) and to reinforce the application of strategic data for the program. Questions were add
As a math instructor at EMCC for 16 years, I have always believed students must practice. They have to do 20+ problems outside of class in order to be able to DO problems on exams/quizzes. From working with physics and chemsitry faculty over the years and seeing what they do with journals, I have been hesitant to try this. "Math is different. Math is skill based, and you don't get good at this unless you practice over and over again," I would think to myself. It took me 16 years to get to this "aha" moment, and I am so excited about this.
This semester I am provided a sample of a successful paper submitted by a 1st year student last semester to test the idea that identifying a peer who succeeded with similar challenges will provoke greater effort and ultimately greater success. For the full background on this CATS please see "Will Providing a Peer Sample Motivate Growth?"
Need: Streamline 1st 4 weeks of Differential Equations. Create clearer expectations, journal instructions, MATLAB directions, problem sets, and activities. Alleviate student confusion.
Writing lab reports is something all students, even strong writers, struggle with. It is a different style and format to all most other writing that they have experienced before.
For many years now, physics/chemistry faculty require students to journal after each class period (note: there are other faculty on campus who have been journaling for years, as well). In Fall 2017, a few non-phy/chem faculty incorporated journaling in their classrooms for the first time. In Spring 2018, during week of accountability, approximately 15 instructors met and discussed best practices in journaling.
I incorporated "One Minute Paper" classroom assessment technique by K. Patricia Cross (1993) into ENG091 classroom learning during the entire semester of Fall 2017. By far, this class had the most diverse student population that was comprised of: Junior ACE (high school dual students), traditional first year underprepared students, Adult Re-entry students, and students with disability.