Comprehensive Assessment Tracking System

Check for Understanding

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

Transparency is Important: Student Conference Improvements in 2018

We increased the acceptance rate at the Student Conference 2018 while increasing rigor by providing scaffolding and a revise/resubmit process with support structures.  Acceptance rates rose significantly from 28.7% in 2017 to 70% in 2018 with added rigor as expressed by MCCCD faculty who had attended previous conferences.  Additionally, for the first time, 9 out of 10 MCCCD colleges participated in the conferences.

Osmosis CATS

Introductory Biology for Allied Health, Bio 156, is a course many students take for the nursing major.  This course teaches a number of concepts that are important and repeated throughout other biology prerequisite courses (Bio 201 Anatomy and Physiology I, Bio 202 Anatomy and Physiology II, and Bio 205 Microbiology), nursing block 1-4 courses, and the NCLEX, nursing certification exam.  The purpose of this CATS is to question whether the concepts we teach are retained through the courses. We decided to pick one topic and study this process.

Channeling My Inner Carl Sagan; Developing Supplemental Videos as OER

Having now completed 3 semesters teaching BIO 182 - General Biology II for Science Majors, the area consistiently identified by student surveys as in need of improvement is the "Quality of the Textbook."  The book is expensive (>$100), and yet, I have observed that many/ most students do not read the supplemental chapters that align with lectures / activities / labs unless I assign end-of-chapter comprehension questions.  Following being awarded a FRACTYL grant last spring, I have been developing an OER, consisting of a series of engaging, supplemental videos that focus on case studies (

Particle Diagrams for picturing chemistry

Chemistry students are required to think about the atomic nature of matter, while only being able to see the macroscopic level.  To help them, we use particle (atomic) level diagrams that rely on different colors, shapes and lines to represent different types of particles, phases, reactions, and temperatures.  These models are used throughout their chemistry courses particularly when systems become too complex to describe concisely in text or formulas.  A firm grasp of understanding and drawing these diagrams is important for success in the future.  However we never directly assess individu

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.

College Success Week - Roary's Amazing Race!

College Success Week events aim to connect students with members of the College Community to build connections vital to their success. Roary’s Amazing Race was developed this year as a way to re-envision how information about campus resources is provided to students more effectively for campus resource staff and more engaging for students. As students traveled the pathway to earning their free t-shirt, they were given information by each pit stop on upcoming campus events that may interest them (i.e. upcoming shows at the PAC).

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

Multiple choice or written, does it matter?

46 students took an exam with 50% multiple choice and 50% written. A  t test showed no significant different between the grades from the 2 question types. Linear regression analysis showed an R squared value of .6.  A student getting -8 on the MC, was likely to get close to a -8 on the written.  This suggests to me that test preparation is more important than the type of question asked, but written portions will encourage additional development of writing skills.