Student Engagement

Virtual Microscopy - An Experiential Learning Opportunity

Submitted by Muhammad Sandhu on

Providing a hands-on, active learning experience for online classes is difficult. BIO 201, Human Anatomy & Physiology, students prepare a Histology Atlas using tissue images supplied by the instructor. It was a passive learning process.

I searched and introduced Virtual Microscope, an Open Access technology. It allowed an active learning experience similar to using a microscope during in-person lab settings. The students could:

Anatomy of a Superhero

Submitted by Neil Raymond on

I created a series of discussion assignments for my BIO201 courses titled Anatomy of a Superhero for the purpose of prompting students to think about human anatomy and physiology from a different perspective and to help reinforce the principles of normal human anatomy and physiology.

4DX: A Glance at the Math Division WIG

Submitted by Bobbi Mohr on

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

Building Connections Through Posters

Submitted by Muhammad Sandhu on

BIO 201, Human Anatomy & Physiology (A&P I), is a gateway course. Students learn about body structure (Anatomy) and function (Physiology) for the first time, covering enormous information. The human body is dynamic; when confronted with changes in its internal or external environments, the body systems collaborate (they don’t work in isolation) to keep its internal environment within stable working limits to maintain life.

Early Registration Advising/Class Selection Module

Submitted by Polly Miller on

Objective: To ensure students are on track for completion in their certificate or degree pathway program, students meet with their advisor, either virtually or in person, to do the following:

  1. review progress of degree or certificate pathway
  2. determine classes to register for for the next semester
  3. ensure student is on track to complete in an efficient and cost-effective manner.
  4. identify a program of study if you have not already done so

Assignment Requirements:

Mobilize Data to Action: Assessing the Student Experience

Submitted by Erica Wager on

The Student Experience Research Team (SERT) formed in Fall 2020 under the Title V Grant to explore student equity achievement gaps at EMCC. The SERT has been conducting a mixed-method study on the student experience at EMCC to better understand how we can improve student learning and outcomes at the college. During the Fall 2021 Student Success Conference hosted by the Maricopa Center for Learning and Innovation, the SERT presented initial research findings from the Spring 2021 collected data. 

Journal Checklist

Submitted by Angela McClure on

As evidenced in multiple CATS written about journaling in STEM, faculty from chemistry, physics, calculus, and biology utilize journals to improve students' deeper level of learning.  Critical thinking skills and written communication skills (EMCC ILOs) are important in STEM. I want to ensure my students leave my own course ready and prepared for the other STEM courses.  Also, these journals are used to asses physics' classroom learning outcomes.  Please see attached documents for sample survey results and journal entries. 

Using Discussion Protocols to Actively Engage Students in Collaborative Learning in Live Online Classes

Submitted by Laura Popovici on

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.

SAC's Celebration of Learning Spring 2021

Submitted by Catherine Cochran on

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:

  1. Number of workshops:  12 

  2. Number of presenters:  *12 (session I), 14 ( session II), 10 (session III)

  3. Number of attendees:  *224 attendees 

"Should I go to that?" Virtual events and what we learn from them

Submitted by Erica Wager on

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.

Adding Library Resources to a Persuasive Speech Assignment

Submitted by Rebecca Reategui on

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."