Comprehensive Assessment Tracking System

Building Relationships/Community

Destroying the Box: Learning to Unleash Creativity Learner Inquiry Group

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.

Counseling Division Mini-Retreat

During the Spring 2017 semester, our Counseling Division held a retreat with all our residential and adjunct faculty.  At our retreat, we provided a catered lunch and shared best practices from our CPD 150 courses.  We discussed our OER Canvas curriculum for our CPD 150 classes.  We have five modules in Canvas for our CPD 150 courses:  College Resources, Time and Planning, Personal Development, Study Skills, and College and Careers.  We divided our division faculty into five groups, and assigned each group a module from Canvas.  Each group evaluated their module, and shared the positives an

Summer Success Institute - Round 1

Student Life (Herschel Jackson) created the Summer Success Institute (SSI) and collaborated with Student Success Programs/NSO (Daniel Meador & MElinda Sanchez) to provide intense workshops to prepare first semester students for Fall 2016.  The SSI provided first year students with a jumpstart to their college success through the energizing and dynamic experiences. Students learned how to navigate successfully the college environment. The institute consisted of four 3- hour workshops during the month of July.

Learning Inquiry Grant: Who stays, who doesn't and why?: A survival analysis of BSCS students in non-prerequisite required courses.

Abstract:  Research has demonstrated that a significant proportion of community college students will not persist to degree completion. Online students may be particularly at-risk. Self-efficacy, perceived value of the curriculum, and certain demographic variables have been identified as important in both retention and persistence. We will measure these variables four times during a semester in a series of online college classes.

Feminist Club Tables Outside to Educate on Intersectionality and Feminism

The Feminist Club's focus for Women's History Month has been Intersectionality and Feminism. Club members tabled outside with posters on intersectionality in order to educate employees and students on its importance.  95% of those who attended the table did not know about intersectionality. After club members discussed the topic with attendees and shared their informational posters, attendees were encouraged to create a poster on intersectionality. The posters were placed on a clothesline for sharing.

PHY131/MAT231 LC Integration

In our first run of the PHY131/MAT231 learning community (LC) in Fall 16, we tried a format of seting up a physics problem on an exam, and then use the resulting integral to be solved on the math portion of the exam. We would like to do this for each of the 5 exams in Fall 17. This would allow/require us to focus on intgrals from day one and reorder material in both classes. Some reordering was done in Fall 16, but after our first time around, we realize that more needs to be changed.

Bridging Services Linguistically

Occasionally interpreter assistance is needed at the Library Desk but help isn’t always available. Identifying this opportunity, I designed a solution using Google Translate. I created a set of instructions with step-by-step directions for colleagues. Equipment purchased to support this solution were wireless mice & keyboards. This was necessary in order to facilitate sharing in the typing and browsing process. The outcome of the adoption of this approach to service has been successful.

Using a Syllabus Questions Document to Increase Student Use of Syllabus

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Need: Students who make use of class/campus resources perform better academically. However, many rarely use their syllabi. As a result, students frequently ask instructors for things like due dates, class policies, or the # of assignments/points in a class. I've attached two docs: Syllabus Questions & a syllabus.

Integrating Service Learning With EMCC's Learning Philosophy

I piloted service learning into my three CPD 150 classes (“Strategies for College Success”) Fall 2016 with hopes of integrating authentic educational experiences with real life applications by meeting the needs of both students and volunteer agencies in our community. I worked closely with Landis Elliott in establishing an innovative way to bring service learning into the CPD curriculum while fulfilling EMCC’s “Learning College” philosophy. By adding service learning to the CPD learning objectives, students were able to apply in-class learning (communication skills, time ma