During the Spring 2017 semester, our Counseling Division held a retreat with all our residential and adjunct faculty. At our retreat, we provided a catered lunch and shared best practices from our CPD 150 courses. We discussed our OER Canvas curriculum for our CPD 150 classes. We have five modules in Canvas for our CPD 150 courses: College Resources, Time and Planning, Personal Development, Study Skills, and College and Careers. We divided our division faculty into five groups, and assigned each group a module from Canvas. Each group evaluated their module, and shared the positives an
Need: Students are required to use at least 5 credible sources, but have struggled to identify and use them.
Enhancement (see esp. #2):
(1) Instruction: Credible sources meet all 3 criteria: (a) written by a named [with rare exceptions] authority on the subject under discussion; (b) timely [which usually, but not always, means recent]; (c) has minimal bias [completely objective sources don't exist].
(2) Template: Students type into/complete the attached Word document, "Research Packet." (10 points of speech)
To combat students being overly concerned with page length and the number of quotes/paraphrases when writing research papers, I decided to take the paper out of the equation. For this research project, students use the research process to determine how realistic the science/technology is in a selected Marvel film. By removing the paper, the students are able to focus on and practice the various steps in the research process, such as crafting a research proposal, annotated bibliography and outline.
I have used the textbook for reviewing physics content. In the fall spring of 2015, I allowed students an option of doing small at home labs/demos, video themselves doing the activity and explaining the physics behind it. I found that the students who did these activities liked them and demonstated a deeper understanding of the material. In the fall of 2016, I decided to expand this idea and make the assignment a larger requirement of the overal grade. I also provided more opportunities to do these type of small projects.
SWU 292 will be offered as a pilot course in Spring 2017. Students in SWU 292 will explore the skill sets needed to deliver services to diverse populations. The course will offer a pre and post test that assesses their cultural competence via a self-report survey. The survey along with the final video reflection will be evaluated to measured knowledge gained and areas in which the course can expand in learning opportunities.
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.
Trying to visualize molecular processes for students can be very challenging. Neil Raymond and I decided to try 3-D printed objects to use in the classroom to teach these concepts in Biology. I used the database thingiverse to search for models, and Neil designed and printed his own working sarcomere through tinkercad. After using the models in class, I discovered that they can be powerful tools to aid in conceptualizing and visualizing processes, especially at the molecular level. The 3-D printing is a compliment to STEM curriculum and promotes problem solving skills. I used 3-D print
The SLPA program is somewhat unique given we are teaching clinical courses in an online format. It can be difficult to demonstrate disorders and treatment without hands-on learning opportunities. In order to address the need for examples of disorders and interventions to students, we have included a variety of videos and recorded lectures. One of the speech sounds I cover in my SLP 214 course is the /r/. The /r/ sound is one of the most common speech errors children see speech therapists for. I have not felt that I have adequately addressed this sound with my students.
A straight lecture on cell structures is torture for students. To remedy this, I designed a system of flashcards where each organelle is represented by 3 types of cards: a picture card, a structure card, and a characteristic card. Cards have alignment hints for the other two cards. Each group of 4 students is given one set of 36 cards. They work together to align the 3 cards for each organelle. While groups are engaged in collaborative work to tease out details about each organelle, I can work more closely with each student as they learn to critically evaluate card content.
*Not being one to explicitly tell students to place their electronic devices away, I wanted to see if I could not only do that (that is, have them put them away) but also assess their basal understanding of communication concepts within COM 225, public speaking.