Comprehensive Assessment Tracking System

Experiential Learning

Assessment Happens Spring 2018

Assessment Happens: January 11 in CTL. Over 73 faculty, administrators and support personnel attended.   The SAAC Co-Chairs introduced the new format of other colleagues sharing “best practices”.  Erin Bloomstand and Michelle Breaux presented “It’s Okay to Fail.  52 evaluations were filled out.   Surveyed items:  Workshop content matched description. 33 strongly agreed, 16 agreed, 3 somewhat agreed;  The presenter(s) was effective. 38 strongly agreed, 8 agreed, 4 somewhat agreed; Content was relevant to my needs.

CPD150 Critical Inquiry in Career Development

The Counseling Division wanted to determine the effectiveness of the CPD150 Career Unit which includes a Career Interest Assessment, Career Research, and Career Planning. In effort to measure the Career Units effectiveness on student learning we created a 5 item Pre/Post Assessment that is modeled after the Critical Inquiry Rubric. The Pre Assessment was administered in the beginning of the Fall 2017 semester with 741 responses and the Post Assessment was administered in November of 2017.

Learning Accounting-Online VS F2F

This CATS' purpose was to determine if part of an ACC230 exam resulted in a statistically significant difference between an onine course and a F2F course.  In Fall of 2017, I piloted an ACC230 online class.  I wondered if there would be a major grade/score difference on an Inventory Valuation problem using First-In-First-Out (FIFO) and Last-In-First-Out (LIFO) between the two, different, instructional modalities.  I picked this accounting topic because it was used in two prior CATS (candy example).  My hypothesis was that online students would score lower, because learning accounting online

New Chemistry Concept Inventory - EMCCi

Introductory Chemistry (CHM130) instructors have been using a pre/post test at the beginning and end of the semester in the hope of using the data to determine how conceptual understanding changes as a result of instruction. The original test was not personalized to the curriculum with several topics not even addressed and as a result it was insufficient for detecting student misconceptions. A new Concept Inventory (EMCCi) was developed, thanks to an EMCC learning grant, that was personalized to the CHM130 curriculum.

College Success Pyramid Game

College Success Week, held during the fall, is designed to expose students to the many resources available to help them complete their educational goals. EMCC students* indicate they are either unaware or do not take advantage until it’s too late to maximize them as a resource. In an effort to expose students early, one of the activities offered during CSW was the College Success Pyramid Game. The game was designed to increase awareness of resources in a fun, engaging and meaningful way. It was structured similar to the $100,000 Pyramid Game.

It's Not Just About the Competencies: Becoming Empowered Outside of the Classroom

There were some incidents on campus last semester where students were not comfortable taking care of their personal space. We have found that students do not feel empowered to make decisions and share their thoughts. In order to be successful in life, students need the tools to be able to express themselves confidently, even if they are uncomfortable due to pressure and concerns of rejection. At times, social categories impact how much personal power we have and how we use it. This includes, gender, race, ethnicity, sexuality, age, religion, etc.

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.

Increasing Student Comprehension and Engagement

In my Ethics course I assigned students a criminal justice current events assignment. This was a written report in which students were given the choice of choosing an incident of unethical conduct. I found that about half of the students did not have a clear comprehension of what was involved and why it was a problem. Many students were not able to answer basic questions. Three semesters ago I changed the assignment to include an oral presentation in class.