Classroom/Individual

I assessed two interventions for a 5-week summer 2025 Introduction to Communication (COM 100) course for ACE students: 1) weekly check-ins and 2) standardized due-date structure. The vast majority of students found these interventions helpful for their success. The weekly check-in was scheduled on Monday and included preparation for the project due on Friday, a grade check, and questions. Students reported that the intervention helped them stay on track, clarified expectations, encouraged early planning for their project, and increased awareness of grades and progress in the course.

This activity describes the implementation of a themed, experiential review day designed to reinforce nursing students’ knowledge and clinical skills prior to progression into the subsequent block of the nursing curriculum. Developed in response to student feedback, the review day was conducted in a laboratory setting and utilized a Harry Potter–themed framework to promote engagement, collaboration, and active learning.

This submission details the implementation and results of a Midterm Student Feedback (MSF) assessment conducted in Dr. Pargas' ESOL Level 2 class. The primary purpose of the assessment was to gain real-time insight into the factors that help and hinder student learning, enabling continuous pedagogical improvement within the current class term. The MSF was administered anonymously at the midpoint of the course using a three-question worksheet that focused on learning aids, barriers, and suggestions for improvement.

Because I found many of my online students weren't participating meaningfully in online discussions, I changed my approach and asked them to Post in the discussion board and then use a separate Report, that only I read, to discuss their classmates' posts. I found that students were more focused on the questions and more willing to participate fully; these two improvements resulted in a significant improvement in their grades.

This study showed how the creation of walkthrough videos, that move students through the complicated steps of doing calculations, leads to students empowering themselves and increasing their success in a PSY230WL online class that uses mastery learning, where students can engage the material as much as they want to earn a high grade. The videos have helped students persist with the material and be successful in the class.

This CATS presents an update on the implementation of Lab Write-Ups to foster and assess science literacy among lower-division chemistry students at EMCC. The Spring 2025 iteration aimed to provide structured, low-risk opportunities for students in CHM 130AA and 151AA to engage in discipline-specific writing, bridging foundational skills with expectations of upper-division coursework and professional life. Revisions included enhanced rubric criteria, clearer sentence starters aligned to learning outcomes, and refined peer review prompts.

This assessment focuses on supporting students retaking ALT 100: Academic Literacy Through Integrated Reading and Writing, a foundational course that prepares students for English 101. These students, having previously failed or withdrawn, faced a range of academic and personal barriers, including time management challenges, low confidence, limited access to technology, and gaps in literacy skills.

This study explores the implementation and impact of Objective Based Grading (OBG) in a college math classroom, inspired by insights gained from the Maricopa Student Success Conference. After adopting a structured grading approach that included two in-class Mastery Checks, a scale of 0 to 4 for individual concepts, and an emphasis on self-reflection, I observed significant improvements in student engagement and performance. Notably, the number of students seeking retakes on their own increased by nearly 300%, and average scores rose by 18% in Class 1 and 16% in Class 2.

Subjectively, it is believed students are more successful in MAT 151 ONLINE if they can process the information over 16 weeks versus 8 or 5 weeks.  After analyzing the data objectively, students enrolled in Bobbi Mohr's MAT 151 ONLINE courses from Spring 25 to Spring 24, using the same MOER course structure, yield the highest average success rates in 5 week courses.  The collective student success rate average for 5 week classes was 75.4%.

With OPIE data from AY 22-23, MAT instructors have implemented instructional best strategies to improve student retention rates from Fall 23 to Fall 24.  To contribute to the EMCC Strategic Goal of increase college retention and persistence by reducing the within semester withdrawal rate from 16% to 14% by 2026, MAT instructors have implemented and documented (monthly) instructional best practices, as well as reported (monthly) the number of students retained in their courses.

Does additional prerequisite instructional time for the same instructional content have an effect up success in BIO201?  Do one of the four prerequisite options (BIO156 and BIO181 4 credit hours, BIO156XT and BIO181XT 5 credit hours) lead to better success in BIO201?  BIO, in conjunction with OPIE studied the results of student success when completing BIO201 and testing which of the four prerequisite options best prepared students for success.  The results of BIO201 were compared for students who successfully completed one of the four prerequisites.

An independent honors student completed a project in ACC212 that the subsequent semester was piloted as a group assignment for an in-person course. The project provided the real-world application of producing a product and calculating and analyzing the associated production costs. An update to this CATS will be provided with a comparison of the student population who completed the group project versus those who did not upon completion of the Spring 2025 semester.

The purpose of this assessment is to explore the potential benefits of reintroducing Lab Write-Ups in science courses at EMCC as a means to enhance students’ science literacy. Lab Write-Ups provide an opportunity for students to share their data collection experiences, interpret results, and engage in scientific reading and writing. They also allow students to incorporate findings into their understanding of the natural world.