The Life Sciences Division created a divsion level assessment. Though some biology courses were not able to complete the assessment due to the COVID19 response, results show an increase in score from lower level biology courses to higher level courses.
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?
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 purpose of this CATS is to really dive into one concept and try to figure out what students don't understand about basic integration. Why is everything u-sub? After each WU, I will use the information to write another WU to go further into the issues students are having. The goal is to come up with a set of questions/problems that students have to do which "attack" a concept from multiple directions. If I can cover the concept in many different ways and variations, I hope to fill any and most gaps students may have in their understanding of basic integration.
Please note: From speaking with faculty in the prerequisite coureses, they are incorporating reviews of rules of exponents and fractions. But, at what detail and how, I am unsure. Hopefully with the creation of SLOs and having Guided Pathways, we can come up with some activities and best practices as a group to help students understand these two concepts better. I am not happy with the idea of just accepting that students will not be able to integrate a fractional problem that requires rules of exponents. There has to be something out there to help our students be successful with this.
In fall 2010, I wrote a workbook to replace the $250 textbook. Please note: I do not receive royalties from this workbook. The workbook (wb) was used in the calculus/physics learning community as well as traditional calculus classes by me only. Over the years, I have made modification to the wb. As I became more comfortable with the flow of the course, changing my pedagogy and curriculum because of what I have learned from Dwain and Angela in the learning community, and really starting to grasp where students struggle and why, I adjusted the workbook.
46 students took an exam with 50% multiple choice and 50% written. A t test showed no significant different between the grades from the 2 question types. Linear regression analysis showed an R squared value of .6. A student getting -8 on the MC, was likely to get close to a -8 on the written. This suggests to me that test preparation is more important than the type of question asked, but written portions will encourage additional development of writing skills.
Not all faculty have the time or nor want to teach in the calculus/physics learning community. So, how do we help faculty who teach stand alone calculus courses? Also, stand alone calculus courses do not have another instructor present to help emphasize concepts. So, Becky is teaching a stand alone calculus course in Fall 18 to see if she can cut down on some competencies, incorporate labs, and she will compare her course to other instructors who teach non-learning community calculus courses. Did Becky's class perform the same, worse or better on the common final? If worse, why?