College Success Week events aim to connect students with members of the College Community to build connections vital to their success. Roary’s Amazing Race was developed this year as a way to re-envision how information about campus resources is provided to students more effectively for campus resource staff and more engaging for students. As students traveled the pathway to earning their free t-shirt, they were given information by each pit stop on upcoming campus events that may interest them (i.e. upcoming shows at the PAC).
As a math instructor at EMCC for 16 years, I have always believed students must practice. They have to do 20+ problems outside of class in order to be able to DO problems on exams/quizzes. From working with physics and chemsitry faculty over the years and seeing what they do with journals, I have been hesitant to try this. "Math is different. Math is skill based, and you don't get good at this unless you practice over and over again," I would think to myself. It took me 16 years to get to this "aha" moment, and I am so excited about this.
In order to encourage my online students to read the comments I leave for them in Canvas, I developed the "Doube-Secret Extra Credit Opportunity" that rewards them for seeing instructions that I leave in a comment in Canvas. (Sadly, none of my students seemed to get the 'double-secret' reference; they mostly called it Super Secret or Secret -- sigh! I guess I'm officaly old if no one remembers Animal House anymore!) The results were amazing; it really got my students talking to me about what they liked and what they were interested in as it relates to the courses
The purpose of this CATS is to document a qualitative review on my experience in the 2nd semester calculus/physics learning community (MAT231/PHY131). Second semester physics covers charges, electric and magnetic fields, circuits, current (etc), and these concepts have been quite difficult for me to grasp and tie into calculus without Dwain’s help. The attached narrative provides my previous experiences, current experience, and plan for the future .
In the Fall of 2016, I decided to convert some of the many writing assignments in my online and hybrid CRE101 course to video submissions rather than written submissions. Unfortunately, at the time, the recording tool in Canvas was unpredictable and made it very difficult for many students to successfully submit their video submissions. Submitting by attaching video files was also problematic due to the increased time it took for the students to upload the files and the time for me to download them to grade. It was so problematic that many students either contacted me about not being abl
Need: Streamline 1st 4 weeks of Differential Equations. Create clearer expectations, journal instructions, MATLAB directions, problem sets, and activities. Alleviate student confusion.
Writing lab reports is something all students, even strong writers, struggle with. It is a different style and format to all most other writing that they have experienced before.
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.
One of the biggest challenges for nursing students is to acclimate to the world of the nursing school exam. Gone are the days of one right answer, the nursing student must learn how to prioritize several correct answers to determine which is the "most" correct. During the Spring 2017, utilization of the Adaptive Quizzing/Learning Resources was highly encouraged but not attached to course points. In Fall of 2017, the Adaptive Learning activities were attached to 39 of the 600 total course points, leading to a 206% increase in student utilization.
A prerequisite to physics is MAT182. Students need to know law of sine/cosine, and vector concepts from trig to be successful in physics. In the past, I would spend a lot of time classify triangles (SSS, ASA, etc) to help students know which "law" to use, and this was done at the end of the semester. I did not spend time using law of sine/cosine with vector applications . Students typically scored a low B on law of sine/cosine problems. In F17, I taught the "laws" and incorporated vectors in week 4 to show students real life applications.