Behavioral Sciences & Cultural Studies
Not only does this assignment address the current ILO of Information Literacy, but this also aligns to the CLO for COM 225: Students will be able to effectively present a persuasive speech orally to an audience. Lastly, by finding ways to improve teaching and learning, this is also a small way to contribute to the larger college goal of "increase the number of graduates/completers by 25% with equity."
As a Communications instructor I stress the importance of public speaking skills in many of my courses. To aid students in optimizing their speech presentations, I include class time for small group rehearsal. After a dozen semesters teaching communications I have observed that many students do not engage in the rehearsal activity or they use the dedicated time ineffectively. To optimize the process and motivate students to practice their speeches, I changed the lesson plan in two ways: 1) conduct more than one rehearsal activity for shorter periods of time and 2) break down the componen
I wanted to see what motivated students to respond to general questions in the 7am Introductory to Psychology class. Was it consumables or extra credits?
We increased the acceptance rate at the Student Conference 2018 while increasing rigor by providing scaffolding and a revise/resubmit process with support structures. Acceptance rates rose significantly from 28.7% in 2017 to 70% in 2018 with added rigor as expressed by MCCCD faculty who had attended previous conferences. Additionally, for the first time, 9 out of 10 MCCCD colleges participated in the conferences.
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.
When teaching Abnormal Psychology I have a number of student outcomes beyond course competencies: Critical thinking about mental health and mental illness, paradigm shifting, and reducing or eliminating mental health stigma. I use an extremely high contact and time intensive teaching style in this online class to attempt to achieve these outcomes.
I planned an intervention to increase retention of online introductory students by making telephone contact with them early in the semester. The intervention did not go as planned as it was far more time-consuming than expected and I was unable to leave voicemail messages for a variety of reasons on a number of student provided cell phones. Students were aware of this planned intervention and have provided information to me during the first week of class about how to contact them and best times.
This semester I am provided a sample of a successful paper submitted by a 1st year student last semester to test the idea that identifying a peer who succeeded with similar challenges will provoke greater effort and ultimately greater success. For the full background on this CATS please see "Will Providing a Peer Sample Motivate Growth?"
In the 3rd week of PSY 101 students have to complete an assignment critical to college success (locating a research article in an academic journal on a specific topic and providing a summary, APA style reference, & informed opinion). Recognizing that this task is usually just beyond the students' current abilities, I use extensive scaffolding to support their acquisition of these important skills. Nonetheless, grades on this assignment remain low and approximately 60 % of students are unable to successfully complete the full task.