Through conversations with the tutors, a desire was discovered to be better. The tutors know their material very well but wanted to see if there was a way to improve on their delivery style and customer service. I introduced the concept of continuous quality improvement (CQI) which is a culture of never-ending improvement. The assumption is that unless we learn something about what we are doing, we are unlikely to know how to improve it.
Assessment Practitioner was offered through the CTL this Spring 2020 semester for interested faculty and staff that wanted to continue their professional growth. This hybrid Canvas course is designed to equip our faculty and staff with the information to understand the goals and practices of assessment in our Learning College culture. This course has given the opportunity to model the true essense of a Learning College, by faciliating the natural relationship between teaching, learning, and assessment through weekly face-to-face sessions, weekly assignments, and colleague discus
Great ideas can happen anytime, anywhere. To make it easy to keep track of ideas for course/ lesson planning improvement, I developed a “Course Edits Tracker” worksheet in Google Docs for each ot the courses I teach. This document can be accessed anywhere, anytime, online. The form includes a field to track why the change is needed or how the idea will improve the course/ activity/ lesson along with a field to enter student performance/ measure/ outcomes of the proposed edits/ enhancements.
Having now completed 3 semesters teaching BIO 182 - General Biology II for Science Majors, the area consistiently identified by student surveys as in need of improvement is the "Quality of the Textbook." The book is expensive (>$100), and yet, I have observed that many/ most students do not read the supplemental chapters that align with lectures / activities / labs unless I assign end-of-chapter comprehension questions. Following being awarded a FRACTYL grant last spring, I have been developing an OER, consisting of a series of engaging, supplemental videos that focus on case
Multiple Intelligences is a theory that students have "intelligence" in a variety of fields (artistic, mathmatic, kinestetic, verbal, etc). By allowing students to use their strengths applied in to context of the discipline (in my case Communication), students can hopefully feel more confident in their abilities and engage better with the content. This could be aplied to practically any project in any discipline.
Gen Ed Abilities assessment participation is low I developed customized scoring templates for each section to simplify data entry, automate tabulation, & streamline reporting by pre-populating term, instructor, course, section, and student ID. Outcomes:
In the Fall of 2016, I decided to convert some of the many writing assignments in my online and hybrid CRE101 course to video submissions rather than written submissions. Unfortunately, at the time, the recording tool in Canvas was unpredictable and made it very difficult for many students to successfully submit their video submissions. Submitting by attaching video files was also problematic due to the increased time it took for the students to upload the files and the time for me to download them to grade. It was so problematic that many students either contacted me abou
I incorporated "One Minute Paper" classroom assessment technique by K. Patricia Cross (1993) into ENG091 classroom learning during the entire semester of Fall 2017. By far, this class had the most diverse student population that was comprised of: Junior ACE (high school dual students), traditional first year underprepared students, Adult Re-entry students, and students with disability.
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.
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
At the end of the semester, students in BIO160 take a cumulative lab practical. A practical exam is set up in stations, the students physically move from station to station and has a “set up” from a lab. There are 2-3 questions for each station; the exam is timed. The first semester giving the practical, the scores were very low. In an attempt to improve the scores, I gave the students a review and the grades improved slightly. This has been the routine for a few semesters. At the end Fall16, I tried a practice practical. After an informal survey, I
Participants registered and attended the face-to-face workshop that was presented using Canvas. Individuals registered for the course using a provided link. Participants completed a pre-assessment to measure their understanding of utilizing Canvas outside of the classroom according to the learning objectives. After the pre-assessment the workshop included topics on the purposes of using a LMS (according to eLearning Industry), connecting benefits of a LMS to out-of-class activities, and discussing how EMCC can move forward with these ideas in mind.
In Fall 2016 SAAC conducted its assessment in Communication, one of 7 general education abilities at EMCC. Data was collected from 57 sections with 1303 students in 2016, compared to 32 sections and 512 students in 2013. The areas assessed in Comm were Physical Delivery (Eye Contact, Facial Expressions, Gestures, Posture, Movement, Audio/Visuals and Preparation) and Vocal Delivery (Language, Pace, Pitch, Articulation, and Pronounciation). See attached Ppt. Results showed the strongest area to be Vocal Delivery, with an average score of 3.16 out of 4.
Classrooms are filled with students that show up but never participate, and that is distressing. Educators know the real world does not operate in a singularity. Contextually, singularity means success in achieved through collaborative efforts working in teams. Your team may be geographically diverse, or sitting next to you. Proximity is not important, sharing ideas and the ability to express thereof is important.
Need: While EDU students all do Field Experiences anywhere from 10 – 30 hours, sometimes their experiences don’t directly correlate to the competencies of the course they are taking.