Comprehensive Assessment Tracking System

Active Learning

Course Edits Tracker

Great ideas can happen anytime, anywhere. To make it easy to keep track of ideas for course/ lesson planning improvement, I developed a “Course Edits Tracker” worksheet in Google Docs for each ot the courses I teach. This document can be accessed anywhere, anytime, online. The form includes a field to track why the change is needed or how the idea will improve the course/ activity/ lesson along with a field to enter student performance/ measure/ outcomes of the proposed edits/ enhancements.

The effectiveness of concept-mapping in improving CHM 130 students' achievement

The effectiveness of concept mapping will be investigated in introductory chemistry students' achievement.  The researcher will test the hypothesis which stated that the implementation of concept mapping in teaching introductory chemistry will increase students’' performance.  The sample will be two sections, one will be the experimental group and another group will be the control group.  Both groups had taken a pretest.  The experimental group will draw concept maps for the units taught and will be part of their journal.  The units will include naming, moles, balancing equation, stoichiome

Calculus I Workbook Changes

In fall 2010, I wrote a workbook to replace the $250 textbook.  Please note:  I do not receive royalties from this workbook.  The workbook (wb) was used in the calculus/physics learning community as well as traditional calculus classes by me only.  Over the years, I have made modification to the wb.  As I became more comfortable with the flow of the course, changing my pedagogy and curriculum because of what I have learned from Dwain and Angela in the learning community,  and really starting to grasp where students struggle and why, I adjusted the workbook.

Multiple Intelligences

Multiple Intelligences is a theory that students have "intelligence" in a variety of fields (artistic, mathmatic, kinestetic, verbal, etc). By allowing students to use their strengths applied in to context of the discipline (in my case Communication), students can hopefully feel more confident in their abilities and engage better with the content. This could be aplied to practically any project in any discipline.

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

Effect of adding study session during class time

Students do poorly on exam 1. Students participated in a study activity during one class period one week before exam 1. The activity emphasized novel presentation of material (puzzle), repetition, additional study time, interaction with other students and the instructor.  The material studied accounted for about 50% of the first exam. Averages of the exam 1 did not differ from averages of 7 previous classes, but grades of A and B almost doubled in the activity group.

Common Final Calculus (Traditional vs. Learning Community)

Not all faculty have the time or nor want to teach in the calculus/physics learning community.  So, how do we help faculty who teach stand alone calculus courses?  Also, stand alone calculus courses do not have another instructor present to help emphasize concepts.  So, Becky is teaching a stand alone calculus course in Fall 18 to see if she can cut down on some competencies, incorporate labs, and she will compare her course to other instructors who teach non-learning community calculus courses.  Did Becky's class perform the same, worse or better on the common final?  If worse, why?

YouTube It: Utilizing Student YouTube Accounts to Address Video Submission Tech Issues In Online and Hybrid Courses

In the Fall of 2016, I decided to convert some of the many writing assignments in my online and hybrid CRE101 course to video submissions rather than written submissions.  Unfortunately, at the time, the recording tool in Canvas was unpredictable and made it very difficult for many students to successfully submit their video submissions.  Submitting by attaching video files was also problematic due to the increased time it took for the students to upload the files and the time for me to download them to grade.  It was so problematic that many students either contacted me about not being abl