Active Learning

The spring 2017 Assessment Happens was held January 12 in the CTL. Over 45 faculty and administrators attended, and for the first time a variety of support personnel also attended putting total attendance at 56. 43 evaluations were filled out. On a 5 point scale, all aspects were in the 4 point range with CATS of the Month Share Out (4.69) and the CATS Differentiated Workshop (4.65) scoring highest (except for lunch!). For the first time, there was not a professional development component. This was due to prior suggestions to increase the time dedicated to the CATS differentiated workshop.

I have used the textbook for reviewing physics content.  In the fall spring of 2015, I allowed students an option of doing small at home labs/demos, video themselves doing the activity and explaining the physics behind it.  I found that the students who did these activities liked them and demonstated a deeper understanding of the material. In the fall of 2016, I decided to expand this idea and make the assignment a larger requirement of the overal grade. I also provided more opportunities to do these type of small projects.

A prior CATS (Accounting Chapter 6 Re-Teach, March of 2016) measured what was learned in inventory valuation from one semester to another, after a teaching intervention (candy example) was included.  Although the grade/scores improved from the formative assessment, the first quiz, the class average for the second quiz was only 11 out of 20 or 55%, which is a failing grade.  Since this second quiz was not for a grade, but rather just a summative evaluation for research purposes, I decided to use the same quiz, but as a graded item for Fall of 2016 and Spring of 2017.

Students enrolled in Culinary courses measure ingredients by weight and volume on a daily basis while producing a variety of recipes/baking formulas.  Challenges occur with differentiating between weight and volume measurement / fl oz, and the ability to identify the appropriate measuring vessel (gal, qt, pint, cup, TBSP, TSP). I sought collaboration from other Culinary instructors at local high schools and colleges in relation to instructional methods on volume.

In Spring 2017, I will be implementing an updated orientation process for students to learn the MathAS system (the LMS we use in Math) and get oriented in the course including:  navigating in MathAS, syllabus, netiquette, time management, and learning styles.  This is all done in MathAS rather than Canvas.  I will track the number of students that are withdrawn from the course for not completing the orientation and compare that to previous semesters in other online courses.  I will also track the success of the students in the course (end course grade) compared to comple

This assessment is designed to review students final projects that they will construct during their e-commerce course. This project involves creating a simple storefront with a simple shopping cart as well as methods for utilizing social media to market the products.

Quizlet is a free online tool for students, teachers, and learners of all ages that can be used in a classroom or on your own. It helps create virtual flash cards to study vocabulary and phrases of a language of choice. GER101 and 102 incorporated several sets of flash cards through Quizlet to help students learn new vocabulary. Each set offers several different sudy mode types: from spelling, matching, learning and testing to interactive games.

For only the second time EMCC offered PHY131/MAT231 LC this fall. While N was small (12 and 15) some interesting results were found. On CSEM post test both classes scored above national average of 47% and no real difference in classes. The LC improved dramatically from first exam to last (pre-final) where the other remained flat. It is encouraging that the LC even though the students started at least 1 MAT class behind performed as well and improved up to traditional class scores as semester progressed.

As effective teachers, we must recognize that students are gifted with a variety of intelligences.  In fact, Dr. Howard Gardner has identified eight distinct intelligences.  Unfortunately, all too often we structure our formal assessments to allow for students to utilize very few of these intelligences in assessing student learning.  The following experiment will allow for the comparison of multiple forms of intelligence in formative assessment. 

During the Module on Sexual Expression, we sociologically analyze masturbation and society's impact on this natural behavior. Students may be uncomfortable with certain topics that we discuss and analyze. It is also a good opportunity to have a different type of activity. Statements on masturbation are printed on 11 X 17 paper. Each student has one statement in front of them. A timer is used for students to comment on the paper in writing with no discussion. It is a silent class period. Once the timer goes off the statement gets rotated to the next student.

Trying to visualize molecular processes for students can be very challenging.  Neil Raymond and I decided to try 3-D printed objects to use in the classroom to teach these concepts in Biology.  I used the database thingiverse to search for models, and Neil designed and printed his own working sarcomere through tinkercad.  After using the models in class, I discovered that they can be powerful tools to aid in conceptualizing and visualizing processes, especially at the molecular level.  The 3-D printing is a compliment to STEM curriculum and promotes problem solving skill

In our Introduction to Education course, one of our major topics is ethical behavior by teachers. Materials covered include some reading materials on ethical behavior, the National Education Association teacher ethics, and a voice-over Ppt covering the topic. The follow up assessment is a series of situations, all of which have occurred in local K-12 education settings, to which the students must describe the correct ethical pathway to take. Scores on this assignment averaged at 77%. This was disappointing, especially considering the serious nature of the topic.

A straight lecture on cell structures is torture for students. To remedy this, I designed a system of flashcards where each organelle is represented by 3 types of cards: a picture card, a structure card, and a characteristic card. Cards have alignment hints for the other two cards. Each group of 4 students is given one set of 36 cards. They work together to align the 3 cards for each organelle.  While groups are engaged in collaborative work to tease out details about each organelle, I can work more closely with each student as they learn to critically evaluate card content.

Instructors are tasked with having to prepare EMT students for work in pre-hospital, in-hospital and now more recently, mobile integrated healthcare settings.  The use of simulation in the classroom helps prepare students for the workplace by exposing them to a broad variety of situations they may encounter by allowing them to apply knowledge and skills without endangering a live patient.  During the simulation the students are placed in an environment set to a standardized patient scenario with a variety of sensory distractors such as props, smells, patient actors with moulage (m

Using National Library Week as a vehicle for outreach to students has been a continual goal for the Information Resources Department. The purpose of the promotion of this week is to engage students to connect and celebrate their library, in this case, Estrella’s library. Previous endeavors included free food and promotional giveaways, however, these activities did not really engage in a connection between the Library, research assistance, and services.