Comprehensive Assessment Tracking System

Student Engagement

Bueller, Bueller? Engaging Students in a Virtual World

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 with a common goal -  to learn and implement new tools in the virtual environment to keep students engaged; increasing student success and persistence.

Scaffolding Handout: Convergence/Divergence Series

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.

The Virtual Cafe- Connecting in the Online Classroom During COVID and Beyond

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.

Peer Lead Focus and Learning Review

Peer Lead Focus and Learning Review

Monitoring student engagement and learning during class & providing feedback is tough due to lack of time. One way to do this is Peer lead learning review; it monitors engagement and provides feedback.

The class was divided into six groups of four students; one student acted as a peer leader. The peer leaders were rotated after 3 weeks, allowing each group member to act as a peer leader.

Practice Matters: Motivating Students to Rehearse

As a Communications instructor I stress the importance of public speaking skills in many of my courses.  To aid students in optimizing their speech presentations, I include class time for small group rehearsal.  After a dozen semesters teaching communications I have observed that many students do not engage in the rehearsal activity or they use the dedicated time ineffectively.  To optimize the process and motivate students to practice their speeches, I changed the lesson plan in two ways: 1) conduct more than one rehearsal activity for shorter periods of time and 2) break down the componen

Improving Student Self-Determination Skills in the DRS Eligibility Process

Student applicants to the DRS office are not prepared for their eligibility meeting. Students do not actively participate and struggle to provide thoughtful/applicable answers to questions.  Some also express a sense of nervousness as if they are on a job interview, which complicates their ability to fully participate in the process.

The Integration of Kahoot in CHM 130

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.