Online

Each module for my HIS 102 Online class has a section for student feedback.  I would like to see how much feedback I receive from students and the quality of feedback for each lesson.  Currently, the conclusion section has a few online videos that students can watch so they can learn more about the subject covered and a section where students can ask questions regarding the material (what they understood, what they are confused on, etc.).  I would like to see how many students provide feedback even though it is not required.

Cross cultural psychology (Psy 132), is an introductory course which examines human diversity in behavior and culture using examples from a variety of contexts within western and global societies. This is a popular course among non-psychology majors, based primarily on its “Big 3”General Education designation: Cultural Diversity, Global Awareness, and Social and Behavioral Sciences.

After noticing how quickly my online students will take quizzes and surveys, I had to start keeping them from opening too soon so that students wouldn't take the quiz before the learning activities it tested.  Then, I thought of a way I could leverage their love for quizzes and came up with the LearnQuiz approach.  In my latest online course development (for HUM108), I developed quizzes that had questions that included the learning materials -- then, I made it so that students would get feedback on their correct or incorrect responses to redirect or reinforce their learning.

In ENH202: World Literature after the Renaissance I utilized Literature Circles as a method for creating stronger community in online classes, deepening the engagement between students, and practicing group work in prep for the course final. Students were in 3 groups for 4 weeks at a time, each group given additional readings to read, analyze and report out using the Literature Circles roles. The student in the Connector role would collect the student’s work and post it in Canvas for grading and students would switch roles on their own each week.

Two 101 classes were given general information about the voices missing in the textbook version of the history of PSY (see addendum A). Only one of the classes was then assigned to complete a research project identifying and describing one of the voices missing. Students will share slides and be required to respond to classmates' slides for maximum exposure (addendum B). At the end of the semester, both classes will be assessed for the effects of the intervention (addendum C).

In ENH235: Survey of Gothic Literature I utilized gamification as a method for offering modified assignments (prizes) and extra credit. For each week, I created a "Scream Challenge" that was optional for students to complete. These were typically short critical thinking writing assignments. There were three levels of Scream Challenges: Monster Head (3 points), Mad Scientists (5 points), and Nightmares (10 points).

All EDU courses require a Field Experience (where students go into a local K-12 classroom, under the tutelage of a certified teacher). Taking students through the process to ensure their success is always a challenge, since there are a variety of factors beyond our control (Fingerprint Clearance Card acquisition - FPC -, school placement, etc.). EDU teachers have incorporated a variety of documents and strategies to help achieve a higher success rate (see attachments).

When developing the online GER101 online piloted Fall 2015, I created modules in which students were presented with video, audio, & text content on a topic.  Various speaking & writing assignments were given, and then a Canvas Quiz was given to assess comprehension.  I soon noticed students were going straight to quizzes without accessing Canvas content pages first.  After unsuccessful exhortations to go through modules in order, I finally decided, "if you can't beat 'em, join 'em".

I'm very sold on the idea of using OERs (Open Educational Resources) -- they save students money, and they allow all students to have immediate access to course materials.  The downside is that some students seem less engaged with these types of course materials; I think this is because they have been conditioned to the ideas of a textbook.

Taking organized notes while learning both drafting and a software program, AutoCAD, helps with retention.  Notes will also be an integral part of the way we will communicate.  Students will use Google Docs. They will add notes of important drafting and drawing tips to remember later.  Usually as learning takes place, questions arise.  They can ask questions with a note or add a reminder to ask something later.  During Grade Checks this semester, students will share their notes with the instructor.

A key component of Anthropology classes is group discussion.  Students need to learn to respect other cultures but also their own, it is harder to connect & haver respect for people when they are faceless.  Having this discourse is hard in online classes where students get very little interaction other than in writing.

Assement: Early Childhood Education Lesson Plan on Creative and Cognitive Play incorproating components from all 6 Modules of the course. I want students to include and apply the following components within their lesson plan: ​1) Early Childhood Standards; 2) creative activities; 3) safetey considerations; 4) types of play; 5) creative art; 6) creative music and movement; and 7) materials and manipulatives using one of the provided lesson plan templates.

One of the biggest factors to student success is whether students are able to manage their time efficiently.  Canvas offers a fantastic way to sync personal calendars in i-cal and Google with Canvas assignments. To asses and encourage students use of this function, I compared a PSY 101 F:F course in which students were not provided instruction or calendar sync assignmet, to a SWU 102 course in which students were assigned a calendar sync assignment with instructions.

The EDU students at EMCC strive to become future preK-12th grade teachers.  I strive to prepare my students for the reality of teaching by teaching the students to lesson plan, to provide effective instruction,  and in maintaining strong classroom management.   For the past 3 years, my students have learned the foundational skills in each area through in-class lesson plan writing and teaching their lessons to peers.  While this is valuable practice,  it is not the same as actually teaching children.   In or

Over the years I have struggled with getting students to choose speech topics that are an appropriate