I assign a Career Exploration Project (attached) for my engineering students to learn about engineering disciplines, careers, and professional societies. They do research, write a report, and present their findings to the class. They capture the basics of the field and information about the professional societies, but I feel there is room for improvement, especially with professional societies and their benefits.
Using unobtrusive and obtrusive assessment throughout linked ENG101/102 courses, I hope to learn whether an emphasis on learning about types of writing (analysis, cause and effect, etc.) in the ENG101 course will carry over to help students as they work on more complex papers in ENG102.
One learning objective for Com 100 is to have students explain the essential elements of communication using representative communication models. In a F2F setting this can be demonstrated easily by putting the essential elements of a model on the whiteboard and having students stand by the elements such as the “sender” and “receiver” element. They next model the elements in an interactive process. This semester, I assigned students the same assignment, to diagram a recent conversation they had using a model of communication.
5 -7 minutes
Maria Cecilia Rosales
I use what I call Dictation- Reflection to assess gramatical concepts, listening comprehension and writing skills.
I dictate ten conjugated verb forms from the active vocabulary list for the chapter in question (bailamos, trabajan, etc). Students are asked to:
1- Write down the conjugated verb form I dictate (bailamos)
2- Identify the infinitive form of that verb (bailar)
3- Identify the implicit subject pronoun in the inflection (nosotros/ nosotras)
In order to help students explore their prior knowledge and initiate creative and critical thinking about a new topic, students are shown a work of art at the begining of a new unit. The subject matter of the work of art is related to the general topic of the new unit. Students then write on 3 prompts reflecting on the work of art:
1) What do I see?
2) What do I think?
3) I wonder ...
I explain in more detail how these prompts are used to initiate critical thinking in the attached document.
Reading quizzes account for 20% of the final grade in my ENH 254 ( Literature and Film) class. I decided last spring to change up my quizzes for each novel my students read in class.
In order to compare the performance of those students who had placed directly into ENG101 (placers) with students who had completed ENG091 in order to get into ENG101 (completers), we completed an ENG101 common assignment and assessed an equal number of each group. We used most of the EMCC Writing Rubric (Focus, Support, Organization, Language Use, and Mechanics--scale of 1 - 4.) All nine residential ENG faculty took part in the assessment on January 7, 2013 -- we particiapted in norming and then scored papers. Four faculty read each paper, and the four scores were averaged.
During Week 1, students complete a journal entry in which they discuss their thoughts on current gender inequalities and what they think the course will include. The majority of students do not have the details of contemporary gender issues. Most of them state that gender inequalities are part of the past and/or that there are a few gender inequalities due to progress. During Week 16, students complete a journal entry asking them what they will walk away, what surprised them in the course, and how will they promote social change.
The Social, Civic, and Global Responsibility assignment was given to my EDU222 hybrid course, with disappointing results. The average score was a 10.6 out of 15 (71%). Knowing that I would be giving the same assignment to my EDU230 hybrid course, I consulted with others who had better results. This led to the creation of the following guides that students were mandated to use and attach to their final paper: