Critical Thinking

Most chemistry labs are of the "cookbook" style, the labs are a series of steps to perform in the alloted time and not much thought goes into the performance.  The other option is to give students a problem to solve and then give them free reign to design a lab.  Many of the students have no idea where to begin the design phase of a lab and end up just looking up a cookbook lab and trying to make it work.  The other problem with the free reign option is safety and logistics with the laboratory prep.  Is it a safe lab?

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.

In FALL 2014 EMCC/SAAC conducted its semester assessment in Critical Inquiry, one of seven general education abilities at EMCC. Data was collected from 12 sections with 273 students in 2014, representing a 17% increase over 2011. Classes administrating the assessment included CIS, ECN, MAT, PSY, and SOC. The areas assessed were Observation/Question, Identifying Hypothesis/Explanation, Planning, Analysis, and Conclusion/Solution.  Of the 273 students, 33% were new freshman, 30% were freshman/sophomore and 37% were sophomore (down from 52% in 2011).

The goal of these assessments was to engage students in hands on experiments similiar to a science lab.   Students always ask why differential equations is so important in STEM fields.  So, two labs were done in my differential equations class.  One was using thermometers and checking their accuracy (how long does it take for the thermometer to get back to body temperature after drinking cold water, doing jumping jacks, and chewing gum (placebo)).  The 2nd one was to verify that a mass spring system follows a 2nd order differential equation.

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.

Biology concepts like tonicity are difficult to grasp, especially for students in BIO100.Most students “get it” when a concept is applied to their lives. But the question is, will more practical applications translate to a better understanding of the concept?

In my differential equations class, students ran an experiment on the accuracy of a nondigital thermometer.  Most directions for use of nondigital thermometers say to leave under the tongue for 2 minutes, so students tested the accuracy of this.   Three groups performed different activities for two minutes (cheweing gum (placebo group), jumping jacks, and drinking a cold refreshing beverage).  Students collected temperature readings every 30 seconds for 4 minutes.  Data was run through Logger Pro, and students analyzed data using best fit lines.

Gene expression is a complex multi-step process that students struggle to learn. There are many terms to memorize and then students need to remember the functions and roles of all the molecular players and the order in which each molecule participates in the overall process. I currently use lecture, diagrams, animations, a worksheet and websites to teach this topic and I have also incorporated a hands-on lab using manipulatives where the students create their own working model of gene expression using yarn, foam pieces, pasta, playdoh, post-its and other random junk (see attached pics).

In my EDU222 class, we are analyzing Special Education models.   Last term I presented on three models, set up in-class discussions, and had students write a research-based essay analyzing the 3.  This semester, I modified the cycle to include a  variety of formative assessments and ended with an in-class debate and essay. Students were much more analytical in their approach and were much better able to form their own conclusions as to what Special Education Model is most effective and why.

This clicker case study will be designed to use existing knowledge gained from class helping make connections between what they might consider separate concepts (chemistry, mitosis, genetics and cancer). This case study will allow student to plan and diagnose, treatment plan, analyze the results of the treatment plan and evaluate if this treatment plan would be ideal for this particular patient.

What I will assess: I will be assessing the comprehension of material to answer multiple choice questions assessing their knowledge of

Students struggle with using direction fields to solve a given problem.  In the 1st two semesters, lecture was primarily used with handouts and group work being utlized more in the last 3 semesters.  Students have continually received a C grade on the direction field exam question and a C/B average on homework questions.  In Fall 2014, the handout was modified, and students worked in groups with no guidance from the instructor.  Technology as incorporated as well (MATLAB) to graph the direction fields.

Minicases provided to students contain info about the bacterium from the patient and the patient signs/symptoms. The objective for the students is to correctly ID which organism causes the infection and explain why to support their answer. Minicases provide info concerning both of the areas(bacteria & patient) in 2-4 sentences. I wanted to see if students could id these two areas cold turkey - no lecture from me, just reading the minicase. The majority of students just identified bacteria info as important - 70%. Only 25% identified both disease info and bacterial info.

As a semester research project for BIO 160, I have students research a disease and write a paper and present with a group their research. In past semesters I have simply posted the grading rubric on the LMS. This semester I decided to present the rubric and have students practice using the rubric in efforst to increase student awareness of thier contribution to their grade. I find that students are not fully aware of thier contribution to thier grade. I am hoping that taking the time to teach students how the project will be evaluated will result in higher quality projects.

In fall 2013, Dwain Desbien and I taught MAT221/PHY121 learning community (LC).  In spring 2014, 8 of these students went on to take MAT230 with me (calculus II).  Here is some info on the LC students as compared to the non LC students.  

A question on my BIO156/181 Unit 5 exam addresses Mendelian genetics and the inheritance of a trait from parents. The trait in question is inherited in a simple Mendelian manner (one gene with two alleles, one allele being dominant and the other allele being recessive.)   Originally the question was about hitchhiker's thumb and involved a kind of "double negative" statement, where "lack of the thumb" was dominant.  I think this wording was making it hard for students to think through the problem.