College Event

The Feminist Club's focus for Women's History Month has been Intersectionality and Feminism. Club members tabled outside with posters on intersectionality in order to educate employees and students on its importance.  95% of those who attended the table did not know about intersectionality. After club members discussed the topic with attendees and shared their informational posters, attendees were encouraged to create a poster on intersectionality. The posters were placed on a clothesline for sharing.

During the week of Oct. 17-21, 2016 The I Will Graduate Committee hosted a “College Success Week” offering a multitude of activities for students to attend. These activities focused on providing students opportunities to learn about programs, strategies, and information from instructors as well as current and former EMCC students to assist them in developing strategies to be successful college students.

The spring 2017 Assessment Happens was held January 12 in the CTL. Over 45 faculty and administrators attended, and for the first time a variety of support personnel also attended putting total attendance at 56. 43 evaluations were filled out. On a 5 point scale, all aspects were in the 4 point range with CATS of the Month Share Out (4.69) and the CATS Differentiated Workshop (4.65) scoring highest (except for lunch!). For the first time, there was not a professional development component. This was due to prior suggestions to increase the time dedicated to the CATS differentiated workshop.

In Spring 2016 SAAC conducted its semester assessment in Writing/Composition, one of seven general education abilities at EMCC. Data was collected from 8 sections with 182 students in 2016, compared to 214 in 2013. 7 instructors implemented this assessment in 2016, as compared to 8 in 2013. The reduced number was attributed to the fact that two abilities were assessed in 2016, as opposed to one in 2013. The areas assessed in W/C were Content, Clarity, and Editing. See attached Ppt.  Results showed the strongest area to be Content, with an average score of 2.48 out of 4.

In Spring 2016 SAAC conducted its semester assessment in Social, Civic, and Global Responsibility, one of seven general education abilities at EMCC. Data was collected from 11 sections with 182 students in 2016, compared to 254 in 2012. 7 instructors implemented this assessment in 2016, as compared to 11 in 2012. The reduced number was attributed to the fact that two abilities were assessed in 2016, as opposed to one in 2012.

Using National Library Week as a vehicle for outreach to students has been a continual goal for the Information Resources Department. The purpose of the promotion of this week is to engage students to connect and celebrate their library, in this case, Estrella’s library. Previous endeavors included free food and promotional giveaways, however, these activities did not really engage in a connection between the Library, research assistance, and services.

The fall 2016 Assessment Happens was held August 18 in the CTL. A record number of 61 faculty and administration signed in, with 57 filling out evaluations (also a record high). On a 5 point scale, the ratings were all in the 4 - 5 point range, with a high of 4.72 for the CATS of the Month Share Out and a low of 4.36 for the CATS Differentiated Workshop.

Students will be able to analyze recent research relating brain-based learning and healthy lifestyle choices in order to optimize student learning and academic performance.  WITC is a system of linking engagement in healthy habits to assignments in academic classes to encourage engagement in healthy habits.  Students are assigned articles to read followed by class discussion on setting SMART goals in one of five areas; exercise, nutrition, sleep, resiliency, or substance abuse.  Students then set goals and track completion over a period of weeks.  K

Each module for my HIS 102 Online class has a section for student feedback.  I would like to see how much feedback I receive from students and the quality of feedback for each lesson.  Currently, the conclusion section has a few online videos that students can watch so they can learn more about the subject covered and a section where students can ask questions regarding the material (what they understood, what they are confused on, etc.).  I would like to see how many students provide feedback even though it is not required.

As reported on the 2014 CATS "All-USA Scholarship Selection Process," a "6-Trait Writing Rubric" replaced the EMCC Writing Rubric for scoring the 2015 essays. 2014 scorers reported displeasure with the EMCC Writing Rubric, especially regarding content. The 2015 rubric was customized to weight heavily "Ideas & Content," and the semi-finalist judging score sheet was adjusted accordingly. 2015 scorers reported the new rubric was more effective in judging the value of the experiences and accomplishments in the essays.

Based on the evaluations of prior Assessment Happens (AH), the SAAC co-chairs (on advice of the committee) developed and facilitated the spring 2016 AH. Suggestions that were implemented were:

Based on the evaluations of prior Assessment Happens (AH), the SAAC co-chairs (on advice of the committee) implemented several changes to the Fall 2015 AH, including: 

Every anthropology class starts with an explanation of anthropology and the fact that there are four main sub-fields in anthropology (i.e. Archaeology, Cultural, Linguistics, Physical.)  Each anthropologist specializes in one of these fields.  At the beginning of the semester each field is discussed, explained, and students are encouraged to think of examples of each.  After understanding the fields, they are asked which of the fields they think they would like best.

The process for selecting  All-USA Scholarship recipients is:  Step 1-Faculty committee scoring of essays; top 5 essays move forward to application process. 2013 scorers indicated they'd have preferred a more specific, helpful rubric to improve rater reliability.  In 2014 it was replaced by the EMCC Writing Rubric which produced distinction between essays, however, scorers were dissatisfied with criteria that didn't account satisfactorily for content and voice.  Thus, 6-Trait Writing Rubric will be used in 2015.

The humannequin project connects academic research with political art on specific gender issues. Students must research their gender issues and provide information from credible, academic sources.  SOC 212 students participated in the Information Literacy Assessment in 2011 and then again in 2014. The four areas in the assessment were (1) framing the research question, (2) accessing sources, (3) evaluation of information, and (4) create original work. The rubric created by the SAAC committee is attached as well as the spreadsheet with results (created by Terry Meyer and James Waugh).