Two of my hybrid EDU classes this semester were challenging me to actively engage my students, especially when involved in group tasks or assignments. Collaborative groups expert Spencer Kagan recommends, among a variety of strategies, the use of Talking Tokens. Each student is given 3 tokens (I use paper clips from a box in the middle of each table). As they talk, ask a question, give a suggestion, etc., they put a token back in the box. When they are out of tokens, they cannot talk until everyone else in their group is also out. Then, the process begins again.
experiencing ATP production
In this study, a modified CREATE methodology (www.teachcreate.org) was used to incorporate the reading, analysis and discussion of four primary research papers from the recent biological literature into BIO182. Individual and group activities were used to integrate the papers into the course; some activities were graded, some were not. Activities included concept mapping, cartooning of experimental design, paragraph summarizing, data transformation, and figure annotation.
Students will be able to analyze recent research relating brain-based learning and healthy lifestyle choices in order to optimize student learning and academic performance. WITC is a system of linking engagement in healthy habits to assignments in academic classes to encourage engagement in healthy habits. Students are assigned articles to read followed by class discussion on setting SMART goals in one of five areas; exercise, nutrition, sleep, resiliency, or substance abuse. Students then set goals and track completion over a period of weeks. Knowledge assessment varie
As I pilot the the Online version of ASB 214, I want to see how much taking this class improves the students' General Education Abilities of Critical Inquiry and Information Literacy, as these are the two skills I have noticed many students are lacking when they first enroll for the face-to-face version of the class. I will assess the students by assigning them a self-evaluation assignment for both of these skills, both at the beginning and the end of the course, to measure how much they feel they have improved.
In EED 280 - Standards, Observation, and Assessment of Typical/Atypical Behaviors of Young Children Birth to Age Eight, in Module 5 of the course, students create and present a 5-8 slide PowerPoint presentation based on their analysis of the Module's readings which include articles and other texts.
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.
Osmosis and the movement of water is a common theme in biology courses. Students first learn the concept in General Biology (Bio181/Bio156), then students have to apply it to human physiology in Anatomy and Physiology (Bio 201/202). Students have a difficult time understanding this concept as evidenced by only 39% correctly answering a question about osmosis in the kidney on the unit exam. To address this issue, I utilized a whiteboarding activity to have students critically evaluate how changing osmolarity in the kidney medulla affects water movement from the collecting duct.
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.
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.