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.
For many years now, physics/chemistry faculty require students to journal after each class period (note: there are other faculty on campus who have been journaling for years, as well). In Fall 2017, a few non-phy/chem faculty incorporated journaling in their classrooms for the first time. In Spring 2018, during week of accountability, approximately 15 instructors met and discussed best practices in journaling.
EMCC's Honors Department designed the first Exposition Fair to allow all students to showcase their work in different formats including roundtables for students to discuss their work in progress, poster displays, oral presentations and interactive displays. David Weaver was our keynote speaker and responses from participant surveys evaluating the Exposition Fair were overwhelmingly positive! Almost two-thirds of survey participants (N=90) reported that they did not know about the Makerspace and strongly agreed that they liked the interactive nature of the fair as well as the var
Contributor: Vickie Weeks
Many might agree that hiring new faculty is one of the most important faculty responsibilities. As hiring manager for the 2016/2017 Biology Faculty search, I used my past experience and best practices from the FCRRC to plan and implement specific strategies to focus on teaching to hire the best candidate for the position: removal of PhD in desired qualifications, post the position longer than minimum requirement, separate the micro teach from the interview, conduct an assessment of the process.
Several years ago, Holly Dison, math faculty, found a calculus concept pre-post test to give in our MAT22X courses. This pre-post exam was copyrighted by another college, but approval was given to use it in our classes as long as we did not share the results with anyone. The exam consisted of 22 multiple choice questions. Each question is designed to see if students understand the CONCEPT; the problems are not procedural. Each multiple choice option is designed to be common misconceptions.
Is there really a need to kill another tree if CANVAS provides a medium for quizzes? In a quasi-experimental design, introductory stats students across two semesters (SP and FA ‘16) with two different instructors self-reported the number of hours spent studying for a common cumulative quiz. One group used e-quizzes, the second used paper quizzes. Results are as follows:
During the Spring 2017 semester, our Counseling Division held a retreat with all our residential and adjunct faculty. At our retreat, we provided a catered lunch and shared best practices from our CPD 150 courses. We discussed our OER Canvas curriculum for our CPD 150 classes. We have five modules in Canvas for our CPD 150 courses: College Resources, Time and Planning, Personal Development, Study Skills, and College and Careers. We divided our division faculty into five groups, and assigned each group a module from Canvas. Each group evaluated their modul
Since Fall 2014 , the calculus instructors have been working on creating common questions to have on the final exam for calculus I. Faculty (both full and part time) meet to discuss pedagogy, common questions and creation of a pre-post test. The common questions are the first half of our final exam with the 2nd half written by each individual faculty member. Each semester, the questions are looked over and kept or modified. The purpose of the common questions is to make sure all calculus faculty are covering "core" topics in MAT22X.