Using discussion protocols in a live online learning format promotes independent student collaboration and engagement in group discussions through quality instruction and student support. In conjunction with the use of Google documents and live online breakout rooms (Zoom, Webex, or Google Meets), protocols drive independent student discussion and collaboration using a set of guidelines that include student roles and responsibilities. Discussion protocols also allow for fostering student-to-student relationships and for providing immediate real-time feedback by faculty.
Incorporating Technology or new technologies
In October 2020, SAC Co-Coordinators facilitated two virtual luncheons. EMCC Faculty and staff had to opportunity to review ILO and CLO data. The goal was to facilitate meaningful conversations about student learning.
Not only does this assignment address the current ILO of Information Literacy, but this also aligns to the CLO for COM 225: Students will be able to effectively present a persuasive speech orally to an audience. Lastly, by finding ways to improve teaching and learning, this is also a small way to contribute to the larger college goal of "increase the number of graduates/completers by 25% with equity."
In Fall 20, math courses transitioned to a Live Online format versus traditional online. Faculty spent the summer frantically learning technologies and strategies through workshops, brainstorming sessions, and social media. Math faculty also trained one another on Zoom/Webex, NearPod, and Whiteboard.fi with a common goal - to learn and implement new tools in the virtual environment to keep students engaged; increasing student success and persistence.
The integration of Kahoot in CHM130 instruction will be investigated. In this work, Kahoot will be developed to serve students in CHM130 in compound naming topic. Students performance will be compared in naming compounds in this semester with students' performance in the last two years. The study hypothesis stated that students in CHM130 who practice naming compound in Kahoot will score better than students who didn't practice naming of compounds in Kahoot.
Assessment Practitioner was offered through the CTL this Spring 2020 semester for interested faculty and staff that wanted to continue their professional growth. This hybrid Canvas course is designed to equip our faculty and staff with the information to understand the goals and practices of assessment in our Learning College culture. This course has given the opportunity to model the true essense of a Learning College, by faciliating the natural relationship between teaching, learning, and assessment through weekly face-to-face sessions, weekly assignments, and colleague discussions abou
Great ideas can happen anytime, anywhere. To make it easy to keep track of ideas for course/ lesson planning improvement, I developed a “Course Edits Tracker” worksheet in Google Docs for each ot the courses I teach. This document can be accessed anywhere, anytime, online. The form includes a field to track why the change is needed or how the idea will improve the course/ activity/ lesson along with a field to enter student performance/ measure/ outcomes of the proposed edits/ enhancements.
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 (
Applying course content to real world experience so students understand why they are learning an applicable skill. Although using desktop publishing programs such as Adobe InDesign is a critical skill expected in many graphic design occupations, few students understand what desktop publishing is or how important it is. I wanted my EMCC students to experience the "scratch and sniff" effects of producing and publishing print products. So, when I first taught Adobe InDesign in Fall 2016, I arranged for my students to create print products for the Career and Transfer Center.
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