The Life Sciences Assessment 2.0 (LSA 2.0) was developed to establish a sustainable and standardized system for consistently capturing meaningful Program Learning Outcome (PLO) data across course sections and semesters, directly supporting a 2025–2026 Wildly Important Goal to use Tableau for data analysis and evidence-based decision-making to improve student success.
College students with disabilities can experience anxiety and discomfort when communicating with instructors about their approved accommodations. This may be due to fears of stigma and negative reactions, communication challenges, or a sense of burdening faculty. These student concerns can lead to underutilization of accommodations, despite their potential to enhance academic success.
WorkWise Academy is a four-part professional development series designed specifically for part-time and federal work-study staff to bridge the gap between their current roles and future career goals. This cross-collaborative effort included Career and Transfer Center, Center for Workforce and Experiential Learning and Counseling representatives. During the Fall 2025 student affairs pilot cohort, the program focused on fostering an environment that supports individual growth and professional potential.
The Career Skills Challenge, hosted by the Career and Transfer Center during the 25-26 academic year, is a low-budget, high-impact workshop series designed to teach NACE competencies through gamification. The program engaged 56 students in scenarios ranging from survival councils to office simulations. The assessment shows a 100% peer-recommendation rate and high skill-connection scores, proving that innovative storytelling and campus partnerships can be equally vital to student engagement than high-cost programming.
Traditional grading practices often fail to measure learning in the way instructors intend, as they can be influenced by subjectivity and implicit bias. These systems frequently turn grades into a form of negotiation, creating an adversarial relationship between students and instructors rather than a collaborative one. As a result, traditional grading can heighten student stress and anxiety while discouraging creativity, critical thinking, and cooperative learning.
Prelicensure nursing students often have limited hands-on exposure to pediatric learning, which leads to gaps in confidence and clinical skill application. This initiative aims to increase students’ psychological safety while caring for pediatric patients by improving communication, assessment skills, atraumatic care, and medication safety. A needs assessment using faculty and student feedback identified deficits in growth and development, communication, atraumatic interventions, medication math, and overall student confidence.
Grad‑App‑Alooza (Transfer and Job Fair) is an annual event organized by Estrella Mountain Community College’s (EMCC) Career and Transfer Center (CTC), in coordination with Workforce and Experiential Learning (CWEL). The event is designed to support students as they transition to the next phase of their academic or professional journey by connecting them with representatives from over 50 universities, employers, and campus departments.
This assessment analyzed student mastery of three Program Learning Outcomes (PLOs) across the sequential accounting courses (ACC111, ACC112, and ACC212) in the Associate of Business Administration (ABUS) program. Following new course designs and textbook adoption in Fall 2023, faculty embedded PLO assessments in Canvas to track learning progression.
This CATS reports from a STEM student engagement survey designed and deployed by the STEM Center of Excellence to understand connections between students’ beliefs about STEM education and their engagement with STEM Center programming. A sample of 57 students from a wide range of disciplines and identity backgrounds participated in the survey.
Work Ready Wednesday launched in Fall 2024 hosting sessions weekly to prepare students for the workforce by building a toolkit of essential professional skills, exploring trending topics in the workforce and connecting to industry leaders. Over the 2024–2025 academic year, the program hosted 25 sessions with 368 students and 60 staff or faculty attending. A 54.76% increase in attendance from fall to spring reflected the impact of campus collaboration, consistent scheduling, engaging guest speakers, faculty support, and targeted marketing.
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.
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.