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.
Incorporating Technology or new technologies
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
Recording attendance at campus events continues to be a campus-wide challenge as paper sign-ins are not an efficient way to sign students in to events and programs. Employees spend a great deal of time manually integrating the student data into other on-line systems. Students’ handwriting can also be unreadable at times resulting in inaccurate data to track students longitudinally and be able to measure the impact of campus events on student persistence, retention, and completion.
In the Fall of 2016, I decided to convert some of the many writing assignments in my online and hybrid CRE101 course to video submissions rather than written submissions. Unfortunately, at the time, the recording tool in Canvas was unpredictable and made it very difficult for many students to successfully submit their video submissions. Submitting by attaching video files was also problematic due to the increased time it took for the students to upload the files and the time for me to download them to grade. It was so problematic that many students either contacted me about not being abl
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
Participants registered and attended the face-to-face workshop that was presented using Canvas. Individuals registered for the course using a provided link. Participants completed a pre-assessment to measure their understanding of utilizing Canvas outside of the classroom according to the learning objectives. After the pre-assessment the workshop included topics on the purposes of using a LMS (according to eLearning Industry), connecting benefits of a LMS to out-of-class activities, and discussing how EMCC can move forward with these ideas in mind.
Is there really a need to kill another tree if CANVAS provides a medium for quizzes? In a quasi-experimental design, introductory stats students across two semesters (SP and FA ‘16) with two different instructors self-reported the number of hours spent studying for a common cumulative quiz. One group used e-quizzes, the second used paper quizzes. Results are as follows:
During the Spring 2017 semester, our Counseling Division held a retreat with all our residential and adjunct faculty. At our retreat, we provided a catered lunch and shared best practices from our CPD 150 courses. We discussed our OER Canvas curriculum for our CPD 150 classes. We have five modules in Canvas for our CPD 150 courses: College Resources, Time and Planning, Personal Development, Study Skills, and College and Careers. We divided our division faculty into five groups, and assigned each group a module from Canvas. Each group evaluated their module, and shared the positives an