Self

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.

Described is the use of a team-based healthcare case activity in BIO205 Microbiology to strengthen student diagnostic reasoning, communication, collaboration, and evidence-based decision-making. Working in randomly assigned groups, students were tasked with diagnosing a patient case while operating within a fixed budget and justifying each selected task or test to a simulated attending provider. The activity required students to interpret emerging evidence, revise their plans, and submit a final diagnosis supported by specific findings.

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 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 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 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.

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.

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%.

• Continue to review processes and look for ways to simplify/streamline whenever possible.
• When there are continual pain points, challenges, or overly complicated processes use that to identify a solution. Put your time toward finding/creating/requesting automation to improve the process. It will take additional time in the beginning to determine and implement a solution. Once the solution is implemented it will make up for the extra time it took to identify/make the changes.