Comprehensive Assessment Tracking System

Laboratory

Peer Lead Focus and Learning Review

Peer Lead Focus and Learning Review

Monitoring student engagement and learning during class & providing feedback is tough due to lack of time. One way to do this is Peer lead learning review; it monitors engagement and provides feedback.

The class was divided into six groups of four students; one student acted as a peer leader. The peer leaders were rotated after 3 weeks, allowing each group member to act as a peer leader.

Bi-weekly ASC science student worker reflections

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.

Osmosis CATS

Introductory Biology for Allied Health, Bio 156, is a course many students take for the nursing major.  This course teaches a number of concepts that are important and repeated throughout other biology prerequisite courses (Bio 201 Anatomy and Physiology I, Bio 202 Anatomy and Physiology II, and Bio 205 Microbiology), nursing block 1-4 courses, and the NCLEX, nursing certification exam.  The purpose of this CATS is to question whether the concepts we teach are retained through the courses. We decided to pick one topic and study this process.

Channeling My Inner Carl Sagan; Developing Supplemental Videos as OER

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 studies (

CATS Nip: Increasing Gen Ed Abilities Assessment Participation

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:

Practice Practical for BIO 160 Introduction to Anatomy and Physiology

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 found only 2-3 had experience taki

Creating teamwork and collaboration through the use of Popsicle sticks

While working in classroom, I found that students gravitated towards friends to create their team or learning community.  This behavior created "clicky" groups in the classroom and I noticed silos of learning taking place.  What I decided to implement in my classroom was randomizing the groups with Popsicle sticks.  Each time we had a learning activity I used these sticks (that had a student name per stick) to randomly place the students into groups.

Creation of a Calculus Concept Inventory Exam

Several years ago, Holly Dison, math faculty, found a calculus concept pre-post test to give in our MAT22X courses.  This pre-post exam was copyrighted by another college, but approval was given to use it in our classes as long as we did not share the results with anyone.  The exam consisted of 22 multiple choice questions.  Each question is designed to see if students understand the CONCEPT; the problems are not procedural.  Each multiple choice option is designed to be common misconceptions.

I want to go green, but will it bring down my mean? Examining differences in mean scores using paper vs. electronic quizzes in statistics courses

Is there really a need to kill another tree if CANVAS provides a medium for quizzes? In a quasi-experimental design, introductory stats students across two semesters (SP and FA ‘16) with two different instructors self-reported the number of hours spent studying for a common cumulative quiz. One group used e-quizzes, the second used paper quizzes. Results are as follows: