Angela McClure and I worked on this as part of our calc I/phy I learning community. She and I plan to re-evaluate this in the Spring and I will also try this in the other learning community. I will be reaching out to some of my calculus colleagues to see if they are interested in trying this with some of our exams that are more "skill" based an not conceptual. Angela mentioned possibly looking into doing something like this with vectors in PHY121. Is this worth the time and effort with doing this? Are students willing to take advantage of this opportunity?
One of the student learning outcomes of this class is to discuss current industry events. It is difficult to assess discussing events and generally the whole class doesn't participate in discussions equally. By creating a writing assignment to discuss and analyze events I gained a strong means to measure an SLO and both writing and critical thinking. The assignment was a good way to start off the class and to get student engagement for the day.
I am hoping that having this extra practice and group work in the long run strengthens not only their ability to do derivatives but also their algebra skills. Unfortuantely I do not have enough time in one semester to do this in every topic we cover, so I am hoping to come up with more creative ways to have them do this practice outside of class, that does not make them complain to me that I am giving them too much homework.
The effectiveness of concept mapping will be investigated in introductory chemistry students' achievement. The researcher will test the hypothesis which stated that the implementation of concept mapping in teaching introductory chemistry will increase students’' performance. The sample will be two sections, one will be the experimental group and another group will be the control group. Both groups had taken a pretest. The experimental group will draw concept maps for the units taught and will be part of their journal. The units will include naming, moles, balancing equation, stoichiome
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.
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.
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 (