The EMT program was experiencing an issue with students not coming to class prepared and they were not completing their reading assignments prior to coming to class. Instructors noticed that students were not as engaged and lacked the ability to create an open dialogue during classroom discussions. The solution the instructor group came up with was to change the instructional strategy and require a “passport system.” Essentially, the passport is the ticket in the door. The student must have a passing score on a quiz covering the reading assignment prior to coming to class.
Two of my hybrid EDU classes this semester were challenging me to actively engage my students, especially when involved in group tasks or assignments. Collaborative groups expert Spencer Kagan recommends, among a variety of strategies, the use of Talking Tokens. Each student is given 3 tokens (I use paper clips from a box in the middle of each table). As they talk, ask a question, give a suggestion, etc., they put a token back in the box. When they are out of tokens, they cannot talk until everyone else in their group is also out. Then, the process begins again.
The fall 2016 Assessment Happens was held August 18 in the CTL. A record number of 61 faculty and administration signed in, with 57 filling out evaluations (also a record high). On a 5 point scale, the ratings were all in the 4 - 5 point range, with a high of 4.72 for the CATS of the Month Share Out and a low of 4.36 for the CATS Differentiated Workshop.
experiencing ATP production
In this study, a modified CREATE methodology (www.teachcreate.org) was used to incorporate the reading, analysis and discussion of four primary research papers from the recent biological literature into BIO182. Individual and group activities were used to integrate the papers into the course; some activities were graded, some were not. Activities included concept mapping, cartooning of experimental design, paragraph summarizing, data transformation, and figure annotation.
Intersectionality is a signficant topic in feminist theory; however, it tends to be forgotten in gender discussions. Kimberlee Crenshaw's definition is used in the course (please see attachment). When teaching SOC 212 (Gender and Society), the focus is obviously on gender. However, the concept of intersectionality needs to be further included in the discussion. Students have had difficulty understanding the concept even after watching a film clip. In order to increase understanding and application of intersectionality, I created new activities along with the film: 1.
Students will be able to analyze recent research relating brain-based learning and healthy lifestyle choices in order to optimize student learning and academic performance. WITC is a system of linking engagement in healthy habits to assignments in academic classes to encourage engagement in healthy habits. Students are assigned articles to read followed by class discussion on setting SMART goals in one of five areas; exercise, nutrition, sleep, resiliency, or substance abuse. Students then set goals and track completion over a period of weeks. Knowledge assessment varie
As stated in a previous CATS (Conceputual Understanding in PHY121), the focus of this assessments is on the conceptual understanding of the Learning Community compared with the traditional Phy 121 course. Current data continue to show that the overall learning of the learning community student is equivalent those of the traditional student.
In EED 280 - Standards, Observation, and Assessment of Typical/Atypical Behaviors of Young Children Birth to Age Eight, in Module 5 of the course, students create and present a 5-8 slide PowerPoint presentation based on their analysis of the Module's readings which include articles and other texts.
Learning Community (LC) faculty have been saying for 6 years that the main focus on the LC is to help students in future STEM courses. Majoring in a STEM field is difficult; math is a barrier for most students. Approximately 20% of community college students start as a STEM major with 69% of them changing it to non-STEM. The LC course is designed to help students be successful STEM students and truly understand how math and physics are intertwined. So, student grades were analyzed from fall 2010 - spring 2016. Students that went through the LC vs.