Incorporating Technology or new technologies

Subjectively, it is believed students are more successful in MAT 151 ONLINE if they can process the information over 16 weeks versus 8 or 5 weeks.  After analyzing the data objectively, students enrolled in Bobbi Mohr's MAT 151 ONLINE courses from Spring 25 to Spring 24, using the same MOER course structure, yield the highest average success rates in 5 week courses.  The collective student success rate average for 5 week classes was 75.4%.

With OPIE data from AY 22-23, MAT instructors have implemented instructional best strategies to improve student retention rates from Fall 23 to Fall 24.  To contribute to the EMCC Strategic Goal of increase college retention and persistence by reducing the within semester withdrawal rate from 16% to 14% by 2026, MAT instructors have implemented and documented (monthly) instructional best practices, as well as reported (monthly) the number of students retained in their courses.

• Continue to review processes and look for ways to simplify/streamline whenever possible.
• When there are continual pain points, challenges, or overly complicated processes use that to identify a solution. Put your time toward finding/creating/requesting automation to improve the process. It will take additional time in the beginning to determine and implement a solution. Once the solution is implemented it will make up for the extra time it took to identify/make the changes.

The assessment of the game’s effectiveness was based on participant feedback, which was overwhelmingly positive. All participants rated their overall experience and engagement as excellent. Despite the high ratings for the format and interactive elements, there was variability in the perceived enhancement of knowledge regarding accreditation and assessment, suggesting areas for improvement in content delivery.

The necessity for the laptop checkout program became evident in the academic year 2019-2020 during the Covid-19 pandemic and students were required to complete the Spring 2020 semester online. The laptop checkout process was identified as a need by students who did not have the proper equipment to complete a course(s). The results indicated that the course completion rate of students who checked out a laptop is consistently close to students who did not check out a laptop.

This assessment aimed to evaluate how artificial intelligence (AI) impacts student learning by enhancing their ability to craft specific, measurable, attainable, realistic, and time-bound (SMART) goals. Students in FYE101 often struggle with creating SMART goals, and this course assignment had students use AI to support the refinement of their drafted goals. Students were tasked with developing an academic SMART goal, engaging with an AI tool of their choice to improve it, and reflecting on their experiences with these tools.

This study assesses the impact of an educational activity designed to enhance AI tool utilization among CHM151 students, with a focus on promoting ethical, effective use in academic work. Delivered as an in-class Canvas module, the activity aimed to educate students on AI operation, benefits, risks, and practical applications. The module also sought to improve students’ ability to identify inaccurate AI outputs and foster creative, responsible AI applications.

CAPS PLO assessment to measure CAPS student learning at the program level.  

Café Mariposa is an open pedagogy and experiential learning project. Students engage with the content and the campus community in a relaxed atmosphere where they can build Spanish vocabulary, and hone listening and interpersonal communication skills.

When finding derivatives using the chain rule, a common student error is to "forget the chain".  By visually confirming the derivative equation they calculated matches the derivative graph generated by Desmos, students can confirm correct rule choice and correct application of rules.  If the graphs don't match, students can then make small changes to their equation until the derivatives match.

To improve student learning reflections through CATS and Program Review (Assessment Plan).

In conjunction with the 4DX campus initiative and the EMCC Super Goal #1, the math division developed the following WIG:  To contribute to closing the equity gap and improving a student’s sense of belonging, the Mathematics Division will increase the student’s response average on the twenty questions of the Classroom Community Survey (Rovai, 2002) from a 2.2 to 2.5 by December 2021.  Residential faculty reported what types of activities/practices were implemented in their classes to increase a student's sense of belonging.  Students reported an average

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.

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.