Classroom/Individual

This assessment aimed to evaluate how artificial intelligence (AI) impacts student learning by enhancing their ability to craft specific, measurable, attainable, realistic, and time-bound (SMART) goals. Students in FYE101 often struggle with creating SMART goals, and this course assignment had students use AI to support the refinement of their drafted goals. Students were tasked with developing an academic SMART goal, engaging with an AI tool of their choice to improve it, and reflecting on their experiences with these tools.

This study assesses the impact of an educational activity designed to enhance AI tool utilization among CHM151 students, with a focus on promoting ethical, effective use in academic work. Delivered as an in-class Canvas module, the activity aimed to educate students on AI operation, benefits, risks, and practical applications. The module also sought to improve students’ ability to identify inaccurate AI outputs and foster creative, responsible AI applications.

This CATs explores the use of a game-based learning activity, modeled after Taboo©, to boost student engagement, communication skills, and conceptual understanding across disciplines. Students worked in pairs to describe and guess course-specific terms without using certain "taboo" words, reinforcing complex concepts while improving verbal and listening abilities. Mixed-methods assessments revealed increased engagement, deeper understanding, and enhanced skills critical for STEM, healthcare, humanities, and social sciences.

Traditional classroom level assessments does not always perform the way instructors intend it to, as it is highly subjective and internalize instructor biases. Traditional grading systems pit students and instructors against each other by making grades a commodity that students must negotiate with the instructor, instead of building trusting relationships that allow for students to learn from their mistakes, take risks, and be creative.

Students teach peers how to schedule Spanish tutoring sessions to practice conversation via Cranium and Brainfuse.

Café Mariposa is an open pedagogy and experiential learning project. Students engage with the content and the campus community in a relaxed atmosphere where they can build Spanish vocabulary, and hone listening and interpersonal communication skills.

The ET (embedded tutoring) program was not sustained after the 22-23 academic school year.  Student surveys from Spring 22 report 62% of respondents say having an embedded tutor helped them feel comfortable asking for help; 60% of respondents report having an embedded tutor deepened their understanding of course topics and concepts; 49% of respondents report the embedded tutor improved their critical thinking skills.

When finding derivatives using the chain rule, a common student error is to "forget the chain".  By visually confirming the derivative equation they calculated matches the derivative graph generated by Desmos, students can confirm correct rule choice and correct application of rules.  If the graphs don't match, students can then make small changes to their equation until the derivatives match.

Providing a hands-on, active learning experience for online classes is difficult. BIO 201, Human Anatomy & Physiology, students prepare a Histology Atlas using tissue images supplied by the instructor. It was a passive learning process.

I searched and introduced Virtual Microscope, an Open Access technology. It allowed an active learning experience similar to using a microscope during in-person lab settings. The students could:

I created a series of discussion assignments for my BIO201 courses titled Anatomy of a Superhero for the purpose of prompting students to think about human anatomy and physiology from a different perspective and to help reinforce the principles of normal human anatomy and physiology.

To improve student learning reflections through CATS and Program Review (Assessment Plan).

In conjunction with the 4DX campus initiative and the EMCC Super Goal #1, the math division developed the following WIG:  To contribute to closing the equity gap and improving a student’s sense of belonging, the Mathematics Division will increase the student’s response average on the twenty questions of the Classroom Community Survey (Rovai, 2002) from a 2.2 to 2.5 by December 2021.  Residential faculty reported what types of activities/practices were implemented in their classes to increase a student's sense of belonging.  Students reported an average

BIO 201, Human Anatomy & Physiology (A&P I), is a gateway course. Students learn about body structure (Anatomy) and function (Physiology) for the first time, covering enormous information. The human body is dynamic; when confronted with changes in its internal or external environments, the body systems collaborate (they don’t work in isolation) to keep its internal environment within stable working limits to maintain life.