Classroom/Individual

Many people struggle balancing the multiple committments and priorities they have in their professional and personal lives.  I developed this workshop as a framework to help individuals, no matter their background or goals, consider who they want to be in life (their roles/core values), create a four or six month strategic plan to determine big goals aligned with those roles/core values, and how to make progress towards those goals on a weekly and even daily basis.  After running the workshop in September, I noticed that most participants were able to articulate what the four step

46 students took an exam with 50% multiple choice and 50% written. A  t test showed no significant different between the grades from the 2 question types. Linear regression analysis showed an R squared value of .6.  A student getting -8 on the MC, was likely to get close to a -8 on the written.  This suggests to me that test preparation is more important than the type of question asked, but written portions will encourage additional development of writing skills. 

As a math instructor at EMCC for 16 years, I have always believed students must practice.  They have to do 20+ problems outside of class in order to be able to DO problems on exams/quizzes.  From working with physics and chemsitry faculty over the years and seeing what they do with journals, I have been hesitant to try this.  "Math is different.  Math is skill based, and you don't get good at this unless you practice over and over again," I would think to myself.  It took me 16 years to get to this "aha" moment, and I am so excited about this.

Intrusive advising services were provided to 33 sections of developmental courses reaching a total of 767 students.  Persistence outcomes were the variable of interest to determine impact of this practice.  Findings suggest that intrusive advising support higher levels of Fall to Spring student persistence, in particular during priority registration.

Students do poorly on exam 1. Students participated in a study activity during one class period one week before exam 1. The activity emphasized novel presentation of material (puzzle), repetition, additional study time, interaction with other students and the instructor.  The material studied accounted for about 50% of the first exam. Averages of the exam 1 did not differ from averages of 7 previous classes, but grades of A and B almost doubled in the activity group.

In order to encourage my online students to read the comments I leave for them in Canvas, I developed the "Doube-Secret Extra Credit Opportunity" that rewards them for seeing instructions that I leave in a comment in Canvas. (Sadly, none of my students seemed to get the 'double-secret' reference; they mostly called it Super Secret or Secret -- sigh! I guess I'm officaly old if no one remembers Animal House anymore!) The results were amazing; it really got my students talking to me about what they liked and what they were interested in as it relates to the courses

Students in microbiology struggle with osmosis - the movement of water in and out of cells according to solute content of the environment. This is covered in the pre-req course (BIO 156 or 181). Bio fac have articulated these concepts across the courses. Unfortunately for the last couple of years students were directed to skip the pre-req since HS bio counts. Usually osmosis is taught by introducing terms first then numbers (the conceptual piece) to describe the relative differences in solute concentrations  internal and external to cells.

The purpose of this CATS is to document a qualitative review on my experience in the 2nd semester calculus/physics learning community (MAT231/PHY131).   Second semester physics covers charges, electric and magnetic fields, circuits, current (etc), and these concepts have been quite difficult for me to grasp and tie into calculus without Dwain’s help.  The attached narrative provides my previous experiences, current experience, and plan for the future .   

Gen Ed Abilities assessment participation is low I developed customized scoring templates for each section to simplify data entry, automate tabulation, &  streamline reporting by pre-populating term, instructor, course, section, and student ID.  Outcomes:

This semester I am provided a sample of a successful paper submitted by a 1st year student last semester to test the idea that identifying a peer who succeeded with similar challenges will provoke greater effort and ultimately greater success. For the full background on this CATS please see "Will Providing a Peer Sample Motivate Growth?"

In the Fall of 2016, I decided to convert some of the many writing assignments in my online and hybrid CRE101 course to video submissions rather than written submissions.  Unfortunately, at the time, the recording tool in Canvas was unpredictable and made it very difficult for many students to successfully submit their video submissions.  Submitting by attaching video files was also problematic due to the increased time it took for the students to upload the files and the time for me to download them to grade.  It was so problematic that many students either contacted me abou

Need:  Streamline 1st 4 weeks of Differential Equations.  Create clearer expectations, journal instructions, MATLAB directions, problem sets, and activities.  Alleviate student confusion.  

The Counseling Division wanted to determine the effectiveness of the CPD150 Career Unit which includes a Career Interest Assessment, Career Research, and Career Planning. In effort to measure the Career Units effectiveness on student learning we created a 5 item Pre/Post Assessment that is modeled after the Critical Inquiry Rubric. The Pre Assessment was administered in the beginning of the Fall 2017 semester with 741 responses and the Post Assessment was administered in November of 2017.

This CATS' purpose was to determine if part of an ACC230 exam resulted in a statistically significant difference between an onine course and a F2F course.  In Fall of 2017, I piloted an ACC230 online class.  I wondered if there would be a major grade/score difference on an Inventory Valuation problem using First-In-First-Out (FIFO) and Last-In-First-Out (LIFO) between the two, different, instructional modalities.  I picked this accounting topic because it was used in two prior CATS (candy example).  My hypothesis was that online students would score lower, because learni