Hybrid

One learning objective for Com 100 is to have students explain the essential elements of communication using representative communication models. In a F2F setting this can be demonstrated easily by putting the essential elements of a model on the whiteboard and  having students stand by the elements such as the “sender” and “receiver” element. They next model the  elements in an interactive process.  This semester, I assigned students the same assignment,  to diagram a recent conversation they had using a model of communication.

The first project in my EDU classes each semester is a student investigation into a hot topic in the education field. Students must submit a Ppt and then present on the topic, using the Ppt as their audio-visual aide. Their grade is a combination of assessing their presentation and their hard-copy Ppts. To grade their hard copies, I use a Ppt Rubric (see attachmed). Historically the lowest score on the rubric has been "References" where they must accurately cite at least two credible references. The average score on this has been 2.0 out of 5 points.

A survey was completed (N=147) for the One Billion Rising Event. This is a sample of the percentages for responses of Agree and Strongly Agree.  Please see attachment. (1). One purpose of this event was to raise awareness of the global issue of violence against women. My understanding of the global issue of violence against women is greater after attending this event. 88% (2). Another purpose of this event was to encourage a better understanding of how individual action can bring about change in the larger culture and in personal lives.

During finals week class time, SOC 212 (Gender and Society) students create a public service announcement. The instructions given are "Based on the information you learned on gender and society, what would you focus on to promote social change? You are going to create a two minute Public Service Announcement to share with the class." The goal of this assessment is to see which topic is chosen as most important to create a public service announcement. Students were required to choose one topic; some chose more than one to discuss.

In another assessment, the gender issues survey incorporated in SOC 212 as a pre and post survey is discussed. The focus is on similarities and differences between the pre and post results. This assessment focuses on the post survey as a comparison between hybrid and online. A spreadsheet is attached with the results for Spring 2013. The similarities between the hybrid and online courses include 1. majority of students indicate that most of the listed gender issues are important and very important (higher end of scale) 2.

Students continuously give us positive feedback on campus events. Love Your Body Week is assessed with a survey for the week long series of events. Self reflection questions focus on learning from the event, interest in going to other eventes, interest in learning about other social issues, interest in being active in the community, feeling open minded, and having resources on the social issues. If you examine the attachments, you will see results for the presentations, activitie,s and the outdoor event.

I made my course a hybrid like course, where students could learn online as well as in the class w some assignments. Here is a sample from a project given. Not your usual PED course.

Objective:  To assist students better understand the process of determining filing status' for tax payer clients in various given scenarios. Students seem to struggle determining filing status and the number of personal exemptions clients may claim.

The purpose of this assessment is to allow students to use their own personal experience to bring the concept to a situation in which they can relate.  It’s my theory that If they can relate themselves to the concept, they can better understand how to make the decisions for others. 

Having read about the "Flipped Method" of instruction, and feeling it particularly applicable for hybrid classes, I solicited an honors student, for her project, to help create a flipped lesson for a course competency. Prior to start of class, students:

• Viewed a Ppt of key points with voice-over embedding.
• Filled out a note sheet as they went through the Ppt. This was their Ticket in the door for the next class.

In-class activities:

In Fall 2012 I had an incredible group of engaged, collaborative, and dedicated students in Abnormal Psychology (PSY 266) Hybrid.  So I was shocked and dismayed when I saw that many of my most knowledgable and active students had failed the class when BB calculated their total grades.  Digging deeper, I found that 100% of the failing grades resulted from a single source; the failure to do sufficient online work.

This is a final assessment of RDG 081, 091 and CRE 101.  The common elements included are a short essay (3-5 pages), long essay (5-7 pages), discussion board postings responding to the readings, letter to the reader, and self-assessment.  Other artifacts such as power points, prezis, games based on the books, are included with a rationale and rubric for inclusion.

In order to compare the performance of those students who had placed directly into ENG101 (placers) with students who had completed ENG091 in order to get into ENG101 (completers), we completed an ENG101 common assignment and assessed an equal number of each group.  We used most of the EMCC Writing Rubric (Focus, Support, Organization, Language Use, and Mechanics--scale of 1 - 4.)  All nine residential ENG faculty took part in the assessment on January 7, 2013 -- we particiapted in norming and then scored papers.

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).

During Week 1, students complete a journal entry in which they discuss their thoughts on current gender inequalities and what they think the course will include. The majority of students do not have the details of contemporary gender issues. Most of them state that gender inequalities are part of the past and/or that there are a few gender inequalities due to progress. During Week 16, students complete a journal entry asking them what they will walk away, what surprised them in the course, and how will they promote social change.

In the past I have used a program call MyMathLab (or MathXL) to test students understanding of mathematical concepts.  One of the frustrations I always had was that students could use a "help me solve this" or "view an example" help tool to walk them through their assignments, but they never learned.  This resulted in very high homework scores, but not as good of scores on the exams.  For example, in Spring 2011, my students had a class average of 93.8% on the homework and 88% on the quizzes.  However, their midterm average was only 80.7% and the final exam average was o