Hypothesis: Learning modality change is related to a decline in student success as measured by scores for BIO205 prerequisite gene expression knowledge.
During the Spring 2021 Celebration of Learning event was hosted by SAC. EMCC Faculty and staff had an opportunity to facilitate 30 assessment workshops within their areas to share best practices with colleagues and increase student learning. There were three thirty minute sessions. Some participants presented for multiple sessions. We had:
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.
This year, the Psychology Club and Psi Beta (PCPB) have had to meet all online. While this has presented us with challenges, it has also opened up our club to many possibilities. Our students wanted to have events, but indicated concern that they wouldn't actually be able to engage with the speakers, as in other online events they often aren't able to speak or raise their hand as frequently as they would like. We decided to create a Women In Psych Panel event.
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."
Please see the attached file for complete data and summary of interpretations.
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.
Update (1 week after CATS was originally submitted): After submitting this CATS, students began learning about Power Series (which is one reason to learn Convergence/Divergence of series discussed in this CATS). WIth the scaffolding handout, they were able to come up with how to deteremine convergence/divergence of Power Series on their own! Again, I typically have to do a lot more lecture, but I didn't. The scaffolding handouts layed the ground work for this next section, and the students were highly engaged, talking, collaborating, and coming up with concepts on their own.
Meet me in the Virtual Cafe! As I considered challenges that students may be facing during these times, I wanted to create a place in my online classes where students could connect in a non-threatening (non-graded) space much like they would in the hallway or in the physical classroom before and after class and during breaks. I hope that it is successful and helps students to make connections! Research is begining to provide evidence for the importance of hope for goal attainment, especially in academic settings. COVID has caused a loss of connection and a loss of hope for many.