Comprehensive Assessment Tracking System

Writing Focused

What about my goals? Using an individualized course evaluation to assess meta-goals.

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.

Substantive Program Reviews

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

Drill and Kill vs. Journaling

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.

Will a peer sample motivate growth? RESULTS

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?"

Student Journaling in Math

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.

Extremely Simple "One Minute Paper"

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.

Will a peer sample motivate growth?

In the 3rd week of PSY 101 students have to complete an assignment critical to college success (locating a research article in an academic journal on a specific topic and providing a summary, APA style reference, & informed opinion).  Recognizing that this task is usually just beyond the students' current abilities, I use extensive scaffolding to support their acquisition of these important skills. Nonetheless, grades on this assignment remain low and approximately 60 % of students are unable to successfully complete the full task.