At the beginning of each class I post 3-4 questions on the board to review the previous day's information. This also allows time for me to take attendance and set up the classroom for the days activity. I would allow about 10 min. for this activity and then have students present their solution. I did not collect the papers. There was not much accountability and some student's would purposefully come in late to avoid the work.
The "I Am Human" Campaign focuses on choosing language that creates an inclusive culture demonstrating social awareness. Students watched the "I Am Human" video in addition to reading about the campaign on the EMCC website. Students participated in a pre/post survey and discussion board directly connected to the campaign. Their weekly video reflection and final journal entry are typical assignments in the Sociology courses. The students mentioned the campaign in both assignments as examples of what impacted them in the course. Please see the attached document on the results.
In ESL Grammar 2, I’ve offered a standard exercise final exam. The average 79% score was not acceptable. I developed a more authentic “end of the semester” way to bring together all the information offered in this grammar course. I assigned a guided autobiography. At the class prior to the final exam, students were shown a presentation and given colored notecards.
Culinary students are required to create a marketable portfolio for a catering business while enrolled in CUL213 Buffet Catering. Students use buffet items from private and public luncheons in Regions Restaurant to build content for the portfolio. Students are challenged by the provision of details, professional appearance, and organization of a portfolio that can be potentially used for sales and marketing in a catering operation due to lack of overall experience in industry. In past semesters, students submitted their portfolios at the end of the course, with many misund
A key to fully appreciate art is understanding the creative journey and the underlying creative critical thinking which leads to the “message and meaning” of the piece.
Honors students are given the option of completing an individual or small group creative project to fulfill their honors enrichment plan.
Drawing inspiration from French philospher Marcel Proust, who wrote of the connection between involuntary memories & physical stimuli (e.g. smell), students were given 10 study cards which were color, flavor, & scent-coordinated to facilitate memorization of English principle verb parts (simple, simple past, & past participle forms) in an ESL030 Grammar III course.
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.
In Fall 2014 I re-designed my COM225 Public Speaking course into a 5-week "Fast Track to Completion" format. When I recalled having taught Summer sessions (which are also 5 weeks in duration), I remembered that students had difficulty completing the reading assignments from the established textbook--it was quite lengthy (and expensive). But, I wanted to see if taking the course during the regular semester might make a difference in student engagement with the textbook. Dismal results. Only about 75% of the students were reading and comple
My BIO 160 students often have difficulty identifying and locating peer reviewed resources for a disease research paper. I have worked with the EMCC librarians to show students databases, citation tools, and a discussion of peer revied versus popular articles. At this time the students used the library website and found two potential resources. To improve this process, Jennifer Wong has created a screencast that shows how to use the library website to locate resources.
The goal of these assessments was to engage students in hands on experiments similiar to a science lab. Students always ask why differential equations is so important in STEM fields. So, two labs were done in my differential equations class. One was using thermometers and checking their accuracy (how long does it take for the thermometer to get back to body temperature after drinking cold water, doing jumping jacks, and chewing gum (placebo)). The 2nd one was to verify that a mass spring system follows a 2nd order differential equation.
Students in MAT 182 seem to constantly struggle with the graphing section in the course. I have added days in for practice, given worksheets and still results seem to be lower than I was expecting. This current semester I continued with the practice worksheet that has 10 graphing problems where they are to use a table to help them graph, identify amplitude, phase shift and period, as well as of course graph the function. However, this semester I tried giving them two separate packets where all I did was change the numbers around and change a few numbers in the function.
I utilize several techniques to assist my students with their anxiety and "fear" of math.
The accounting faculty has adopted a new text book for the accounting sequence ACC111-ACC230-ACC240. All content is contained in one text, thus reducing the overall cost to the student. A good deal of the basic content in ACC111 will be repeated in a condensed version in ACC230. In order to determine the retention from ACC111 to ACC230 I am developing a pretest on Canvas to see what basic accounting knowledge will need to be highlighted during the first few lesson modules.
Biology concepts like tonicity are difficult to grasp, especially for students in BIO100.Most students “get it” when a concept is applied to their lives. But the question is, will more practical applications translate to a better understanding of the concept?
I traditionally assess whether students are reading using a 10-question multiple choice quiz per chapter. Students asked if they could use their notes and/or books. I allowed students in my MWF PSY230 course to use their notes/books for the quizzes while those in the T TH section were not allowed to do so. I kept track of how long it took students to complete the quizzes and their average quiz scores over a ten week period.