The "I Am Human" Campaign focuses on choosing language that creates an inclusive culture demonstrating social awareness. Students watched the "I Am Human" video in addition to reading about the campaign on the EMCC website. Students participated in a pre/post survey and discussion board directly connected to the campaign. Their weekly video reflection and final journal entry are typical assignments in the Sociology courses. The students mentioned the campaign in both assignments as examples of what impacted them in the course. Please see the attached document on the results.
A key to fully appreciate art is understanding the creative journey and the underlying creative critical thinking which leads to the “message and meaning” of the piece.
Honors students are given the option of completing an individual or small group creative project to fulfill their honors enrichment plan.
SBU200 – Society and Business is being taught online for the first time this Spring. Case study assignment submissions rarely connect the ‘’solution” for the case problem, with the content (concepts, examples, vocabulary) in the chapter in the textbook or other resources provided at the end of the chapter. Student responses are heavily weighted with opinion, even though a rubric is provided and used to provide consistent feedback.
In Fall 2014 I re-designed my COM225 Public Speaking course into a 5-week "Fast Track to Completion" format. When I recalled having taught Summer sessions (which are also 5 weeks in duration), I remembered that students had difficulty completing the reading assignments from the established textbook--it was quite lengthy (and expensive). But, I wanted to see if taking the course during the regular semester might make a difference in student engagement with the textbook. Dismal results. Only about 75% of the students were reading and completing the accountability assignment (see attachment
My BIO 160 students often have difficulty identifying and locating peer reviewed resources for a disease research paper. I have worked with the EMCC librarians to show students databases, citation tools, and a discussion of peer revied versus popular articles. At this time the students used the library website and found two potential resources. To improve this process, Jennifer Wong has created a screencast that shows how to use the library website to locate resources.
The goal of these assessments was to engage students in hands on experiments similiar to a science lab. Students always ask why differential equations is so important in STEM fields. So, two labs were done in my differential equations class. One was using thermometers and checking their accuracy (how long does it take for the thermometer to get back to body temperature after drinking cold water, doing jumping jacks, and chewing gum (placebo)). The 2nd one was to verify that a mass spring system follows a 2nd order differential equation.
This assessment is intended as an alternative to the syllabus quiz. It is primarily for use in online and hybrid courses, but could be used in face-to-face classes that utilize Canvas. Students are required to preview each module of the course in the first week of classes. Students open each module and preview each assignment, activity and due dates within each assignment. Students then write a summary of what is required for each module. This gives students a clear picture of what will be required of them throughout the semester and first hand experience negotiating Canvas.
Since Spring 2013, I have required students to submit their drafts to the Online writng center for feedback. Over the past several semesters, I have seen their average scores go from 43 out of 60 on increase to 52 out of 60 on the short essay and from 62 out of 80 on the long essay to 70 out of 80 on the long essay. I have made some revisions using submission links to canvas and hope to close the loop at the end of the semester for RDG 095, RDG 091, CRE 101 and RDG 081.
Discussions are a prime way to enrich online and hybrid classes as well as engage students. In my spring 2014 classes, many of my students waited until the last 24 hours to post their initial answer to the Discussion prompt. This procrastination averaged 75% of the students. Since I require of my students a three response minimum to other students’ posts, there was often not enough time for meaningful exchanges. Despite my urgings, this procrastination continued.
In my EDU222 class, we are analyzing Special Education models. Last term I presented on three models, set up in-class discussions, and had students write a research-based essay analyzing the 3. This semester, I modified the cycle to include a variety of formative assessments and ended with an in-class debate and essay. Students were much more analytical in their approach and were much better able to form their own conclusions as to what Special Education Model is most effective and why. The final result was that student took more ownership over their learning.