The program was held during a five week summer session. Twelve students met Monday through Thursday for Math 151 College Algebra/Functions, followed by one hour of tutoring. Students also met Monday through Wednesday for CPD115, Creating College Success in STEM. Every Thursday, students had the opportunity to partake in hands-on STEM workshops and programs, meet current and/or former STEM students, meet with different community professionals to explore the different careers in STEM, and learn about the different supportive programs, such as undergraduate internships.
We increased the acceptance rate at the Student Conference 2018 while increasing rigor by providing scaffolding and a revise/resubmit process with support structures. Acceptance rates rose significantly from 28.7% in 2017 to 70% in 2018 with added rigor as expressed by MCCCD faculty who had attended previous conferences. Additionally, for the first time, 9 out of 10 MCCCD colleges participated in the conferences.
Not all faculty have the time or nor want to teach in the calculus/physics learning community. So, how do we help faculty who teach stand alone calculus courses? Also, stand alone calculus courses do not have another instructor present to help emphasize concepts. So, Becky is teaching a stand alone calculus course in Fall 18 to see if she can cut down on some competencies, incorporate labs, and she will compare her course to other instructors who teach non-learning community calculus courses. Did Becky's class perform the same, worse or better on the common final? If worse, why?
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:
Looking at EMCCi data the following data have been discovered
The EMCC “Ask Me” Team was created to help students with aspects of the enrollment cycle during the first week of classes.The first iteration of the Ask Me Model entailed long trainings for employees in order to master the concepts of different student affairs departments. The “Ask Me” Coordinating Team chose to take a different approach to welcoming students in order to quickly and efficiently give them “just in time answers”. First, the long training sessions were eliminated and volunteers were asked to become Ask Me Guides, not subject matter experts.
Introductory Chemistry (CHM130) instructors have been using a pre/post test at the beginning and end of the semester in the hope of using the data to determine how conceptual understanding changes as a result of instruction. The original test was not personalized to the curriculum with several topics not even addressed and as a result it was insufficient for detecting student misconceptions. A new Concept Inventory (EMCCi) was developed, thanks to an EMCC learning grant, that was personalized to the CHM130 curriculum.
College Success Week, held during the fall, is designed to expose students to the many resources available to help them complete their educational goals. EMCC students* indicate they are either unaware or do not take advantage until it’s too late to maximize them as a resource. In an effort to expose students early, one of the activities offered during CSW was the College Success Pyramid Game. The game was designed to increase awareness of resources in a fun, engaging and meaningful way. It was structured similar to the $100,000 Pyramid Game.