Critical Thinking

The CHM 130 class is designed for students to learn through group work and discovery based activities.  One of the drawbacks from this method is students ability to grasp concepts at the same pace as their peers.  Many times students leave the class unsure of the core concept addressed in the class period.  Videotaping lectures lends itself to student apathy during class.  The solution I am persuing this semester is videotaping quick 3-5 min snapshots of core concepts and posting them on blackboard for all 9 section of the class.  I am using student whiteboards as m

Our goal was to raise the grade of muscle lab practicals. A muscle practical requires recognizing/naming 60 muscles, and stating  the action of those muscles. I hypothesized it should be easier for students to learn three rules and 8 joint movements, and reason out the muscle actions,  than it would be to memorize 60 names.  Students recieved a list of the name, origin, insertion, action of 60 muscles  a website showing muscle clay images,  flashcards,  and animations.

Unit Two of BIO181/BIO156 comprises Protein structure/function, Enzymes, Membranes/Osmosis and basic Cell structure.   I initially taught cell structure in a straight lecture format, but switched to a jigsaw method in 2010, and most recently to an "enhanced" jigsaw method (2012)

Does the student understand the FITT Principle?

          Information Literacy:  Use current FITT Principle Pre & Post Test.  Consider updating the test.

Can the student apply the FITT Principle to improving / maintaining their fitness level.

          Re-design the DYO WOW assignments ???

Has the student made changes to their exercise program to ensure improvement / maintenance in their fitness level.

I teach Anatomy and Physiology, a content heavy course that requires problem solving and critical thinking. Studying the material after each class and coming to class prepared is crucial to the students’ success.  My solution to this problem was to implement the use of learning journals. Learning journals have been used for a number of years by the physics faculty at our school and more recently the chemistry faculty have adopted them as well.  Last year, I used them for the first time with great success.

UPDATE:

Pre-post testing will be done using the FCI to look at student understanding of Newton's laws.  These will not be done for a grade as the assessment is written in common language so that it really probes student understanding.  A score above 60% is considered the threshold of Newtonian thinking.  A gain of 30% pre to post is considered a very good result from national studies done using this instrument.

Students in EDU 230 questioned the extent to which discrimination exists at EMCC. They unanimously suggested this should be investigated. The author facilitated the process which included: survey creation, research into discrimination on college campuses, applying for Institutional Review Board (IRB) approval (and receiving it), and applying for the Student Conference (coincidentally about a month from the start of the project) and being accepted. Students went through ethical research (CITI) training.