Life Sciences Assessment: Moving to PLO assessment

Submitted by Rachel Smith on

In AY19/20 Jeff Miller created a Life Sciences Assessment tool that uses 24 questions to measure understanding of general biology concepts along with critical thinking, reading comprehension and data analysis skills in a biological context.  The tool was used in multiple BIO course sections primarily taught by FT faculty and a CATS by Shannon Manuelito (Aug.

It's in the Syllabus

Submitted by Shannon Manuelito on

This syllabus research project is an example of assessing learning practices to enhance learning environments at the classroom, program, and college level. I learned from student success literature that often, underrepresented students will not ask for exceptions to syllabus policies while their counterparts will, thus creating unintentional equity gaps with class syllabus policies. I studied various course syllabi from EMCC classes to see how my policies compare. I then surveyed EMCC faculty and students about the course syllabus.

Peer Lead Focus and Learning Review

Submitted by Muhammad Sandhu on

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

Submitted by Kristopher Rothermal on

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

Submitted by Weiru Chang on

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

Submitted by Jarod Raithel on

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

Practice Practical for BIO 160 Introduction to Anatomy and Physiology

Submitted by Rebecca Currey on

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

Creating teamwork and collaboration through the use of Popsicle sticks

Submitted by Amy Johnson on

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

Submitted by Becky Baranowski on

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

Submitted by Erica Wager on

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:

PHY131/MAT231 LC Integration

Submitted by Dwain Desbien on

In our first run of the PHY131/MAT231 learning community (LC) in Fall 16, we tried a format of seting up a physics problem on an exam, and then use the resulting integral to be solved on the math portion of the exam. We would like to do this for each of the 5 exams in Fall 17. This would allow/require us to focus on intgrals from day one and reorder material in both classes. Some reordering was done in Fall 16, but after our first time around, we realize that more needs to be changed.

Volume Measurement

Submitted by Steven Griffiths on

Students enrolled in Culinary courses measure ingredients by weight and volume on a daily basis while producing a variety of recipes/baking formulas.  Challenges occur with differentiating between weight and volume measurement / fl oz, and the ability to identify the appropriate measuring vessel (gal, qt, pint, cup, TBSP, TSP). I sought collaboration from other Culinary instructors at local high schools and colleges in relation to instructional methods on volume.