Many people struggle balancing the multiple committments and priorities they have in their professional and personal lives. I developed this workshop as a framework to help individuals, no matter their background or goals, consider who they want to be in life (their roles/core values), create a four or six month strategic plan to determine big goals aligned with those roles/core values, and how to make progress towards those goals on a weekly and even daily basis. After running the workshop in September, I noticed that most participants were able to articulate what the four steps were, bu
Looking at EMCCi data the following data have been discovered
Need: Streamline 1st 4 weeks of Differential Equations. Create clearer expectations, journal instructions, MATLAB directions, problem sets, and activities. Alleviate student confusion.
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.
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
I incorporated "One Minute Paper" classroom assessment technique by K. Patricia Cross (1993) into ENG091 classroom learning during the entire semester of Fall 2017. By far, this class had the most diverse student population that was comprised of: Junior ACE (high school dual students), traditional first year underprepared students, Adult Re-entry students, and students with disability.
Statistics elicit overall student angst, which affects grades, attitude, attrition and learning. Although students attended tutoring, were allowed to re-do homework and engaged in interactive classroom experiences, PSY 230 course retention rate remained at 25%. I used a different pedagogical technique this semester - Mastery Learning - which was used successfully in K-12 grades. Rather than a traditional letter grade or percentage on assignments, students received "not yet" grades and instructor feedback. Resubmissions were accepted as many times as necessary to reach mastery.
After completing midterm evaluations, students expressed a desire to have less lecture and more activities. Therefore, I designed and implemented a CATS to assess different approaches to learning in my COM 100 courses (5 sections) over a two-week experimental period. I compared a traditional lecture based approach (control group – 1 section), balanced lecture and interactive learning approach (experimental group 2 sections), and completely interactive learning approach with no lecture (experimental group 2 sections).
The EMCC Gen. Ed. abilities assessment cycle is a three years cycle. Prior to assessment there is never a guarantee that students have had formal instruction aligned to the abilities being assessed. Seeing an opportunity to test out an intervention tool in the form of an online tutorial, a pilot was conducted with two classes, ENG102 and ECN211. The tutorial was designed to align with the Information Literacy EMCC Gen. Ed. Abilities. The driving research question was: Can an intervention be created to support the teaching of EMCC Gen. Ed. IL Abilities for Information Literacy?