Intrusive advising services were provided to 33 sections of developmental courses reaching a total of 767 students. Persistence outcomes were the variable of interest to determine impact of this practice. Findings suggest that intrusive advising support higher levels of Fall to Spring student persistence, in particular during priority registration.
Students do poorly on exam 1. Students participated in a study activity during one class period one week before exam 1. The activity emphasized novel presentation of material (puzzle), repetition, additional study time, interaction with other students and the instructor. The material studied accounted for about 50% of the first exam. Averages of the exam 1 did not differ from averages of 7 previous classes, but grades of A and B almost doubled in the activity group.
Not all faculty have the time or nor want to teach in the calculus/physics learning community. So, how do we help faculty who teach stand alone calculus courses? Also, stand alone calculus courses do not have another instructor present to help emphasize concepts. So, Becky is teaching a stand alone calculus course in Fall 18 to see if she can cut down on some competencies, incorporate labs, and she will compare her course to other instructors who teach non-learning community calculus courses. Did Becky's class perform the same, worse or better on the common final?
In order to encourage my online students to read the comments I leave for them in Canvas, I developed the "Doube-Secret Extra Credit Opportunity" that rewards them for seeing instructions that I leave in a comment in Canvas. (Sadly, none of my students seemed to get the 'double-secret' reference; they mostly called it Super Secret or Secret -- sigh! I guess I'm officaly old if no one remembers Animal House anymore!) The results were amazing; it really got my students talking to me about what they liked and what they were interested in as it relates to the courses
The “I Will Graduate” team noticed challenges with the Student Success Fair passport because some students were not completing all four zones and earning their prize. Mirroring the principles of guided pathways, the committee decided to create a passport that progressed through a pathway of zones rather than letting the students pick and choose which zone they wanted to visit. Students began in the CTL by watching an orientation video, and then progressed through the zone in this order: (1) Learn, (2) Engage, (3) Connect, (4) Graduate.
The EMCC “Ask Me” Team was created to help students with aspects of the enrollment cycle during the first week of classes.The first iteration of the Ask Me Model entailed long trainings for employees in order to master the concepts of different student affairs departments. The “Ask Me” Coordinating Team chose to take a different approach to welcoming students in order to quickly and efficiently give them “just in time answers”. First, the long training sessions were eliminated and volunteers were asked to become Ask Me Guides, not subject matter experts.
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 learni
Writing lab reports is something all students, even strong writers, struggle with. It is a different style and format to all most other writing that they have experienced before.
College Success Week, held during the fall, is designed to expose students to the many resources available to help them complete their educational goals. EMCC students* indicate they are either unaware or do not take advantage until it’s too late to maximize them as a resource. In an effort to expose students early, one of the activities offered during CSW was the College Success Pyramid Game. The game was designed to increase awareness of resources in a fun, engaging and meaningful way. It was structured similar to the $100,000 Pyramid Game.
One of the biggest challenges for nursing students is to acclimate to the world of the nursing school exam. Gone are the days of one right answer, the nursing student must learn how to prioritize several correct answers to determine which is the "most" correct. During the Spring 2017, utilization of the Adaptive Quizzing/Learning Resources was highly encouraged but not attached to course points. In Fall of 2017, the Adaptive Learning activities were attached to 39 of the 600 total course points, leading to a 206% increase in student utilization.
In the 3rd week of PSY 101 students have to complete an assignment critical to college success (locating a research article in an academic journal on a specific topic and providing a summary, APA style reference, & informed opinion). Recognizing that this task is usually just beyond the students' current abilities, I use extensive scaffolding to support their acquisition of these important skills. Nonetheless, grades on this assignment remain low and approximately 60 % of students are unable to successfully complete the full task.
After several years of teaching writing, it is clear that revision is the most important and most difficult part of the writing process. I have stopped the traditional process of partnering student up, trading papers, and having them make random corrections. Now, we correct papers as a class, we have substantive discussions about decisions in writing, and my students are actually learning how to be better writers. I have used this in my ENG101 and ENG102 courses at EMCC, but this can easily be used in any course that incorporates writing. I think this would be extrem
A learning objective for Com 230HC is for students “identify, read, synthesize, and discuss information from a current scholarly, peer reviewed journal article.” Three topics being in Communication, and one topic of choice, in their area of interest.
Statistics elicit overall student angst, which affects grades, attitude, attrition and learning. Although students attended tutoring, were allowed to re-do homework and engaged in interactive classroom experiences, PSY 230 course retention rate remained at 25%. I used a different pedagogical technique this semester - Mastery Learning - which was used successfully in K-12 grades. Rather than a traditional letter grade or percentage on assignments, students received "not yet" grades and instructor feedback. Resubmissions were accepted as many times as necessary to reach mastery.