In Spring 2017, I will be implementing an updated orientation process for students to learn the MathAS system (the LMS we use in Math) and get oriented in the course including: navigating in MathAS, syllabus, netiquette, time management, and learning styles. This is all done in MathAS rather than Canvas. I will track the number of students that are withdrawn from the course for not completing the orientation and compare that to previous semesters in other online courses. I will also track the success of the students in the course (end course grade) compared to completion date and time o
For only the second time EMCC offered PHY131/MAT231 LC this fall. While N was small (12 and 15) some interesting results were found. On CSEM post test both classes scored above national average of 47% and no real difference in classes. The LC improved dramatically from first exam to last (pre-final) where the other remained flat. It is encouraging that the LC even though the students started at least 1 MAT class behind performed as well and improved up to traditional class scores as semester progressed.
As stated in a previous CATS (Conceputual Understanding in PHY121), the focus of this assessments is on the conceptual understanding of the Learning Community compared with the traditional Phy 121 course. Current data continue to show that the overall learning of the learning community student is equivalent those of the traditional student.
Learning Community (LC) faculty have been saying for 6 years that the main focus on the LC is to help students in future STEM courses. Majoring in a STEM field is difficult; math is a barrier for most students. Approximately 20% of community college students start as a STEM major with 69% of them changing it to non-STEM. The LC course is designed to help students be successful STEM students and truly understand how math and physics are intertwined. So, student grades were analyzed from fall 2010 - spring 2016. Students that went through the LC vs.
Students continually ask if they can use notes on an exam. My answer is always the same, NO! Notes do not help, they will cause more harm than good because students take longer trying to find the solution or how to do the problem. I decided on the 4th exam in my statistics class I was going to allow them to use notes to see if the notes truly do help them. The exam was over hypothesis tests and everything from forming the test to deciding which test is best and calculating the statistic, getting a p-value and forming a conclusion. There is quite a lot on the exam.
In my Introduction to Physics class in spring 2016, I integrated a series of mini-lectures, hands-on activities, and conceptual questions for topics relating to internal energy into a single worksheet of questions that students complete as groups. I occasionally interrupted to have students discuss certain questions and so I could help motivate the answers to a few others. It seemed that students in past semesters were getting bored with perhaps the timing of or maybe the linear way we went through the series.
Graphing Linear Equations is one of the most difficult concepts for students enrolled in MAT 091. There are many different equations, formulas, and concepts that all build on each other. Every year my students struggle with this exam and no matter how I presented this information or interventions I made, nothing seemed to make it better. In previous years I had suggested to students to make note cards but I didn't give them any guidance on how to create them and I did not follow through to make sure they completed the note cards.
For the last couple of years I have noticed that students tend to forget what they have learned even after scoring well in the exams.
Once students learn a new module/chapter, most of them seem to completely forget about the previous chapters which is not a very good sign especially for a mathematics student.
Since 2013, students in my Phy 101 have been creating video presentations relating physics concepts to real life situations. For several semesters I have had Kelly Loucy visit my classes and discuss citing sources and plagiarism. As a part of the final presentation score, students must submit a work cited page but they must have verification that their work cited page has been checked by the EMCC Writing Center. After many semesters of doing this I have found about 90% of the students submit a correct work cited page.
In calculus I, summation notation is introduced for finding area under a curve using an infinite number of rectangles. From Fall 04 to Spring 15, I utilized a Power Point to introduce the concept. A lecture would be given with interactive moments throughout the lesson. Students would try problems on their own and in teams. The scores on the exam averaged a mid to high D. Approximately 40% of the class would show little to no work on summation problems. Each semester, the lesson would be updated. Yet, exam scores stayed at a D average with no improvement on summations.