Face to Face

Having taught MAT151 (College Algebra) in both Fall 2011 and Spring 2012, I noticed that a fair number of students were having difficulty understanding the concept of a function.  Many failed to recognize how a function's output value varies in a predictable way based on changes to its input value, and most had a hard time connecting the geometric, tabular, verbal and equation representations of a function. Developing this understanding is critical to student success in MAT151 and subsequent math classes.

Since Spring 2010, a common assignment has been incorporated into Sociology 101 (Introduction to Sociology). A group of faculty worked on the assignment and rubric with the SAAC co-chairs during Fall 2009. The assignment has been implemented at the end of each semester in the SOC 101 courses (learning outcomes, assignment, and rubric attached below). I have attached some of the comments and results from the instructors from each of the semesters (when information was provided).

The Social, Civic, Global Responsibility Common Assignment was implemented in SOC 130 (Human Sexuality). Students were given the topic of the AIDS epidemic as their focus for this assignment. The rubric was given at the same time as the assignment. Both were discussed and reviewed in class. The focus of the assignment tied in with the rest of the semester as the students organized the EMCC AIDS team, raised money for AIDS awareness, and created slides to be shown outside during the AIDS Day event. The average scores were as follows:



Question 1:  2.67(of 3)

Our goal was to raise the grade of muscle lab practicals. A muscle practical requires recognizing/naming 60 muscles, and stating  the action of those muscles. I hypothesized it should be easier for students to learn three rules and 8 joint movements, and reason out the muscle actions,  than it would be to memorize 60 names.  Students recieved a list of the name, origin, insertion, action of 60 muscles  a website showing muscle clay images,  flashcards,  and animations.

Student reflection is an integral aspect of effective Service Learning practices and should demonstrate both Academic and Affective learning. In the past I used student-self-directed reflection, with minimal guidance or structure. In order to better assess SCGR proficiency, I (1) provided the students the rubrics for this ability, (2) reviewed them carefully, and (3) required adherence to the criteria in the presentation of Informative Speeches, adding the SCGR criteria to the evaluation instrument as part of the content grade.

Using a SAAC EZ form completed during spring '12,  this CAT documents improvements based upon suggestions in the original document (see attachment).   For Fall '12, the grading rubric was revised, group formation was made earlier, and a group contract was added to the project based upon the document provided by a finished CAT titled "Increasing Group Accountability with a Contract".  Results: 

Unit Two of BIO181/BIO156 comprises Protein structure/function, Enzymes, Membranes/Osmosis and basic Cell structure.   I initially taught cell structure in a straight lecture format, but switched to a jigsaw method in 2010, and most recently to an "enhanced" jigsaw method (2012)

Students were asked to research, analyze, and explain the role of inclusion in today’s K-12 setting.  A detailed guide was provided to students in addition to the SCGR rubric.

Steps:  1. Online EDU222 were given a PP to build background and a number of related articles to review. F2F students participated in whole-class, interactive lesson on various SpecialEd programs 2. F2F rubric and assignment guide discussed in detail  3.  Student research- 1 day in-class 4. Submit to Writing Center 4. Implement feedback and submit to BB

Students were asked to research, analyze, and explain a controversial issue in today’s K-12 . Students were given 5 topics to choose from ranging from the rights of illegal immigrants to higher education to the inequality of resources between low SES schools in more affluent schools.

In PED101KB (Cardio Kickboxing), students take the course for enjoyment.  For students who choose the grade option as opposed to the PZ option, a technique presentation is required at the end of the semester.  Various kicking, punching and blocking techniques as well as various combinations are incorporated in the class curriculum.

The attached file is a list of techniques that students present at the end of the semester.

In Spring 2012 I participated in a district workshop on information literacy titled  "Research Assignment Handouts:  Essential Elements to Promote Student Success." I revised the handout for the group research & symposium assignment to better help students get started by suggesting resources, requiring help from a librarian, specifying which data bases to use, and providing more details about what consititutes plagiarism.  I also revised the rubric to better reflect these items.  I will qualitatively assess the quality of the student research and avoidance

By journaling my class as the students see it I am looking at the fluidity of the story from the learners perspective.  In order for students to see the world as a scientist sees it they must understand the continuity of science.  It is my goal to give a clear and concise story throughout the semester that encourages the student as well as holds them accountable for previous knowledge.  

Starting in Fall 2009, EMCC's ECN faculty (adjunct and residential) have developed and implemented the common ECN212 (Microeconomic Principles) final exam.  We first started by collaboratively identifiying what we expected all of our students to be able to do as a result of completing our courses, our Learning Objectives (LO) (see attached).  We then created multiple choice questions related to each LO (attached), and we all included the questions as part of our independent final exams.

Starting in Fall 2009, EMCC's ECN faculty have developed and implemented the common ECN211 (Macroeconomic Principles) final exam.  We first started by defining our discpline-wide Learning Objectives (LO) (see attached).  We then created multiple choice questions related to each LO (attached), and we all included the questions as part of our independent final exams.  Instructors recorded each students' response for each question in an excel spreadsheet and sent to me, who aggregated and analzed the results (See attached).

One of the keys to success in college is becoming a better reader. One challenge facing the college student in her or his forst two years is making the shift from passive reading for pleasure to active reading for learning. Further, many students do not realize that they need to improve their reading technique, especially if they have not place into a developmental reading class. My experience is that even my best students could benefit from a new perspective on how to read better. The method is familiar:SPQ3R.