At the end of the semester, students in BIO160 take a cumulative lab practical. A practical exam is set up in stations, the students physically move from station to station and has a “set up” from a lab. There are 2-3 questions for each station; the exam is timed. The first semester giving the practical, the scores were very low. In an attempt to improve the scores, I gave the students a review and the grades improved slightly. This has been the routine for a few semesters. At the end Fall16, I tried a practice practical. After an informal survey, I found only 2-3 had experience taki
CUL205 is a sophomore level course, which introduces students to French cuisine. In the French culinary culture, “Le Repertoire de la Cuisine” is a world-renowned book used in advanced culinary courses. The book is a reference book of ingredients and not a “how to make” the food item. The goal of this CATS was to determine if the book was too advanced for students at a community college. Students in CUL205 are to write menus as part of their lab assignments, and they had to reference the textbook a minimum of 6 times for each menu during the course. A pre-post survey was administered
A prerequisite to physics is MAT182. Students need to know law of sine/cosine, and vector concepts from trig to be successful in physics. In the past, I would spend a lot of time classify triangles (SSS, ASA, etc) to help students know which "law" to use, and this was done at the end of the semester. I did not spend time using law of sine/cosine with vector applications . Students typically scored a low B on law of sine/cosine problems. In F17, I taught the "laws" and incorporated vectors in week 4 to show students real life applications.
Participants registered and attended the face-to-face workshop that was presented using Canvas. Individuals registered for the course using a provided link. Participants completed a pre-assessment to measure their understanding of utilizing Canvas outside of the classroom according to the learning objectives. After the pre-assessment the workshop included topics on the purposes of using a LMS (according to eLearning Industry), connecting benefits of a LMS to out-of-class activities, and discussing how EMCC can move forward with these ideas in mind.
While working in classroom, I found that students gravitated towards friends to create their team or learning community. This behavior created "clicky" groups in the classroom and I noticed silos of learning taking place. What I decided to implement in my classroom was randomizing the groups with Popsicle sticks. Each time we had a learning activity I used these sticks (that had a student name per stick) to randomly place the students into groups.
Every semester, students perfrom poorly on the final exam for calculus I (MAT22X); the average is typically a D/F. Students are given an indepth review guide of all topics in the course along with the answer key that includes detailed steps on how to do each problem. I often make changes to my pedagogy, handouts, activities, exams, homework, and other assessments every semester. In Spring 17, two main things changed in my MAT221 course.
We specifically investigated how we can integrate creativity more effectively in the classroom for the benefit of both students and faculty. Our investigation included: reading Creative Confidence, learning more about Design Thinking challenges, locating and sharing creativity resources, using creativity to personally address one teaching challenge, and implementing at least one actitivty/lesson/strategy that we deveop using creativity to at least one class this semester.
I had nine students who were disengaged in group discussions. They had not actively participated in our class discussions by: being active, speaking up, volunteering for activities, or asking or answering questions.
To help, I used nine small candy bars, and taped them to the bottom of these student's desk. Students discussed nine key points in small groups. This way every student was actively involved in the learning of the material. After, students had to reach under their desk, and if they had a chocolate bar they were the chosen ones to share.
The Feminist Club engaged students in a workshop for Women's History Month. The workshop focused on understanding intersectionality and its importance to feminism. Students engaged in active learning with the student leader who presented. A pre survey and post survey was given to the students to measure their learning. Please see attachment.