Two 101 classes were given general information about the voices missing in the textbook version of the history of PSY (see addendum A). Only one of the classes was then assigned to complete a research project identifying and describing one of the voices missing. Students will share slides and be required to respond to classmates' slides for maximum exposure (addendum B). At the end of the semester, both classes will be assessed for the effects of the intervention (addendum C).
Social, Civic, & Global Responsibilty
All EDU courses require a Field Experience (where students go into a local K-12 classroom, under the tutelage of a certified teacher). Taking students through the process to ensure their success is always a challenge, since there are a variety of factors beyond our control (Fingerprint Clearance Card acquisition - FPC -, school placement, etc.). EDU teachers have incorporated a variety of documents and strategies to help achieve a higher success rate (see attachments).
Assement: Early Childhood Education Lesson Plan on Creative and Cognitive Play incorproating components from all 6 Modules of the course. I want students to include and apply the following components within their lesson plan: 1) Early Childhood Standards; 2) creative activities; 3) safetey considerations; 4) types of play; 5) creative art; 6) creative music and movement; and 7) materials and manipulatives using one of the provided lesson plan templates.
The EDU students at EMCC strive to become future preK-12th grade teachers. I strive to prepare my students for the reality of teaching by teaching the students to lesson plan, to provide effective instruction, and in maintaining strong classroom management. For the past 3 years, my students have learned the foundational skills in each area through in-class lesson plan writing and teaching their lessons to peers. While this is valuable practice, it is not the same as actually teaching children. In order to provide a truly authentic teaching experience, EDU students will create and f
The "I Am Human" Campaign focuses on choosing language that creates an inclusive culture demonstrating social awareness. Students watched the "I Am Human" video in addition to reading about the campaign on the EMCC website. Students participated in a pre/post survey and discussion board directly connected to the campaign. Their weekly video reflection and final journal entry are typical assignments in the Sociology courses. The students mentioned the campaign in both assignments as examples of what impacted them in the course. Please see the attached document on the results.
Every anthropology class starts with an explanation of anthropology and the fact that there are four main sub-fields in anthropology (i.e. Archaeology, Cultural, Linguistics, Physical.) Each anthropologist specializes in one of these fields. At the beginning of the semester each field is discussed, explained, and students are encouraged to think of examples of each. After understanding the fields, they are asked which of the fields they think they would like best.
During Fall 2014, SOC 130 (Human Sexuality) particiapted in the SAAC Critical Inquiry Assessment. I have attached the assignment, the SAAC rubric, and the scores for the course. Students created a research project focusing on five areas (averages in parentheses): 1. question/observation (3.91) 2. hypothesis (3.46) 3. planning (3.18) 4. analysis (3.95) 5. conclusion (3.82). The lowest score was in the planning area which is the development of the survey questions which had to connect to testing their hypothesis.
This is an online course with an emphasis on learning the principles of supervisory management in an organizational setting. The method of instruction and level of learning will be measured by the quality of the student’s responses on the Discussion Boards and their application of the principles of management.
I have finished creating an online version of ENH235 -- Gothic Literature. Since I developed the course using OERs (Open Educational Resources), most of the course material involves older works, which can be used without copyright restrictions. This works out well for the course since most of the course competencies relate to these older works. However, the students need to be able to apply what they have learned about the historical development of gothic literature to a modern work.
I developed ENH114 (African-American Literature) as an online course that uses primarily OERs (Open Education Resources, which are free, online resources that can be used and shared.) I am interested in finding out how this approach works for students -- on the plus side, it will save them money and insure that they have access to course materials when they need them. However, I want to see how the use of OERs seems to be going -- how effective this approach is, and whether there are any issues.