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The rising costs of textbooks may be a barrier to student access, and most of those books are not well-suited for CIS150AB students. Traditional textbook authors approach coding from a Computer Science perspective, which doesn’t quite align with the occupational nature of CIS150AB. And while technical reading is a critical skill for professional programmers, the depth of these textbooks results in large chapters that may be intimidating to students.

EMCC Testing Services wants to increase the number of students who are able to successfully utilize their study path within EdReady to test out of CRE 101.  Testing Services staff will keep data on students who inquire about EdReady testing, check their scores, and reach out to those who haven’t increased their scores on the Critical Reading & Critical Thinking test.

Traditional grading practices often fail to measure learning in the way instructors intend, as they can be influenced by subjectivity and implicit bias. These systems frequently turn grades into a form of negotiation, creating an adversarial relationship between students and instructors rather than a collaborative one. As a result, traditional grading can heighten student stress and anxiety while discouraging creativity, critical thinking, and cooperative learning.

Prelicensure nursing students often have limited hands-on exposure to pediatric learning, which leads to gaps in confidence and clinical skill application. This initiative aims to increase students’ psychological safety while caring for pediatric patients by improving communication, assessment skills, atraumatic care, and medication safety. A needs assessment using faculty and student feedback identified deficits in growth and development, communication, atraumatic interventions, medication math, and overall student confidence.

This activity describes the implementation of a themed, experiential review day designed to reinforce nursing students’ knowledge and clinical skills prior to progression into the subsequent block of the nursing curriculum. Developed in response to student feedback, the review day was conducted in a laboratory setting and utilized a Harry Potter–themed framework to promote engagement, collaboration, and active learning.

This submission details the implementation and results of a Midterm Student Feedback (MSF) assessment conducted in Dr. Pargas' ESOL Level 2 class. The primary purpose of the assessment was to gain real-time insight into the factors that help and hinder student learning, enabling continuous pedagogical improvement within the current class term. The MSF was administered anonymously at the midpoint of the course using a three-question worksheet that focused on learning aids, barriers, and suggestions for improvement.

This study showed how the creation of walkthrough videos, that move students through the complicated steps of doing calculations, leads to students empowering themselves and increasing their success in a PSY230WL online class that uses mastery learning, where students can engage the material as much as they want to earn a high grade. The videos have helped students persist with the material and be successful in the class.

This CATS presents an update on the implementation of Lab Write-Ups to foster and assess science literacy among lower-division chemistry students at EMCC. The Spring 2025 iteration aimed to provide structured, low-risk opportunities for students in CHM 130AA and 151AA to engage in discipline-specific writing, bridging foundational skills with expectations of upper-division coursework and professional life. Revisions included enhanced rubric criteria, clearer sentence starters aligned to learning outcomes, and refined peer review prompts.

This assessment focuses on supporting students retaking ALT 100: Academic Literacy Through Integrated Reading and Writing, a foundational course that prepares students for English 101. These students, having previously failed or withdrawn, faced a range of academic and personal barriers, including time management challenges, low confidence, limited access to technology, and gaps in literacy skills.

Subjectively, it is believed students are more successful in MAT 151 ONLINE if they can process the information over 16 weeks versus 8 or 5 weeks.  After analyzing the data objectively, students enrolled in Bobbi Mohr's MAT 151 ONLINE courses from Spring 25 to Spring 24, using the same MOER course structure, yield the highest average success rates in 5 week courses.  The collective student success rate average for 5 week classes was 75.4%.

With OPIE data from AY 22-23, MAT instructors have implemented instructional best strategies to improve student retention rates from Fall 23 to Fall 24.  To contribute to the EMCC Strategic Goal of increase college retention and persistence by reducing the within semester withdrawal rate from 16% to 14% by 2026, MAT instructors have implemented and documented (monthly) instructional best practices, as well as reported (monthly) the number of students retained in their courses.

Does additional prerequisite instructional time for the same instructional content have an effect up success in BIO201?  Do one of the four prerequisite options (BIO156 and BIO181 4 credit hours, BIO156XT and BIO181XT 5 credit hours) lead to better success in BIO201?  BIO, in conjunction with OPIE studied the results of student success when completing BIO201 and testing which of the four prerequisite options best prepared students for success.  The results of BIO201 were compared for students who successfully completed one of the four prerequisites.