Since Fall 2014 , the calculus instructors have been working on creating common questions to have on the final exam for calculus I. Faculty (both full and part time) meet to discuss pedagogy, common questions and creation of a pre-post test. The common questions are the first half of our final exam with the 2nd half written by each individual faculty member. Each semester, the questions are looked over and kept or modified. The purpose of the common questions is to make sure all calculus faculty are covering "core" topics in MAT22X. The attached data covers S16 and F16 results.
To combat students being overly concerned with page length and the number of quotes/paraphrases when writing research papers, I decided to take the paper out of the equation. For this research project, students use the research process to determine how realistic the science/technology is in a selected Marvel film. By removing the paper, the students are able to focus on and practice the various steps in the research process, such as crafting a research proposal, annotated bibliography and outline.
I utilized Literature Circles as a method for creating stronger community in online classes, deepening the engagement between students, and practicing group work in prep for the course final. Students were in 1 group for duration of the semester, each group given additional readings to read, analyze and report out using the Literature Circles roles. The student in the Connector role would collect the student’s work and post it in Canvas for grading and students would switch roles on their own each week.
SWU 292 will be offered as a pilot course in Spring 2017. Students in SWU 292 will explore the skill sets needed to deliver services to diverse populations. The course will offer a pre and post test that assesses their cultural competence via a self-report survey. The survey along with the final video reflection will be evaluated to measured knowledge gained and areas in which the course can expand in learning opportunities.
For only the second time EMCC offered PHY131/MAT231 LC this fall. While N was small (12 and 15) some interesting results were found. On CSEM post test both classes scored above national average of 47% and no real difference in classes. The LC improved dramatically from first exam to last (pre-final) where the other remained flat. It is encouraging that the LC even though the students started at least 1 MAT class behind performed as well and improved up to traditional class scores as semester progressed.
As effective teachers, we must recognize that students are gifted with a variety of intelligences. In fact, Dr. Howard Gardner has identified eight distinct intelligences. Unfortunately, all too often we structure our formal assessments to allow for students to utilize very few of these intelligences in assessing student learning. The following experiment will allow for the comparison of multiple forms of intelligence in formative assessment.
A straight lecture on cell structures is torture for students. To remedy this, I designed a system of flashcards where each organelle is represented by 3 types of cards: a picture card, a structure card, and a characteristic card. Cards have alignment hints for the other two cards. Each group of 4 students is given one set of 36 cards. They work together to align the 3 cards for each organelle. While groups are engaged in collaborative work to tease out details about each organelle, I can work more closely with each student as they learn to critically evaluate card content.
Instructors are tasked with having to prepare EMT students for work in pre-hospital, in-hospital and now more recently, mobile integrated healthcare settings. The use of simulation in the classroom helps prepare students for the workplace by exposing them to a broad variety of situations they may encounter by allowing them to apply knowledge and skills without endangering a live patient. During the simulation the students are placed in an environment set to a standardized patient scenario with a variety of sensory distractors such as props, smells, patient actors with moulage (makeup), an
*Not being one to explicitly tell students to place their electronic devices away, I wanted to see if I could not only do that (that is, have them put them away) but also assess their basal understanding of communication concepts within COM 225, public speaking.
The EMT program was experiencing an issue with students not coming to class prepared and they were not completing their reading assignments prior to coming to class. Instructors noticed that students were not as engaged and lacked the ability to create an open dialogue during classroom discussions. The solution the instructor group came up with was to change the instructional strategy and require a “passport system.” Essentially, the passport is the ticket in the door. The student must have a passing score on a quiz covering the reading assignment prior to coming to class.