Self

For both students and instructors, major writing research projects are problematic:  they're especially difficult for students who lack strong writing skills, and they difficult for instructors in the time it takes to grade the projects.  After several semesters grading a major APA-style career research 5-7 page paper for CPD 150, I was disappointed in student scores (especially in grammar), and I never looked forward to the amount of time I knew it would take me to grade all of the papers.  It was time to "build a better mousetrap"!

The Feminist Club's focus for Women's History Month has been Intersectionality and Feminism. Club members tabled outside with posters on intersectionality in order to educate employees and students on its importance.  95% of those who attended the table did not know about intersectionality. After club members discussed the topic with attendees and shared their informational posters, attendees were encouraged to create a poster on intersectionality. The posters were placed on a clothesline for sharing.

A prior CATS (Accounting Chapter 6 Re-Teach, March of 2016) measured what was learned in inventory valuation from one semester to another, after a teaching intervention (candy example) was included.  Although the grade/scores improved from the formative assessment, the first quiz, the class average for the second quiz was only 11 out of 20 or 55%, which is a failing grade.  Since this second quiz was not for a grade, but rather just a summative evaluation for research purposes, I decided to use the same quiz, but as a graded item for Fall of 2016 and Spring of 2017.

Students enrolled in Culinary courses measure ingredients by weight and volume on a daily basis while producing a variety of recipes/baking formulas.  Challenges occur with differentiating between weight and volume measurement / fl oz, and the ability to identify the appropriate measuring vessel (gal, qt, pint, cup, TBSP, TSP). I sought collaboration from other Culinary instructors at local high schools and colleges in relation to instructional methods on volume.

Osmosis and the movement of water is a common theme in biology courses.  Students first learn the concept in General Biology (Bio181/Bio156), then students have to apply it to human physiology in Anatomy and Physiology (Bio 201/202).  Students have a difficult time understanding this concept as evidenced by only 39% correctly answering a question about osmosis in the kidney on the unit exam.