Providing a hands-on, active learning experience for online classes is difficult. BIO 201, Human Anatomy & Physiology, students prepare a Histology Atlas using tissue images supplied by the instructor. It was a passive learning process.
I searched and introduced Virtual Microscope, an Open Access technology. It allowed an active learning experience similar to using a microscope during in-person lab settings. The students could:
BIO 201, Human Anatomy & Physiology (A&P I), is a gateway course. Students learn about body structure (Anatomy) and function (Physiology) for the first time, covering enormous information. The human body is dynamic; when confronted with changes in its internal or external environments, the body systems collaborate (they don’t work in isolation) to keep its internal environment within stable working limits to maintain life.
Objective: To ensure students are on track for completion in their certificate or degree pathway program, students meet with their advisor, either virtually or in person, to do the following:
Assignment Requirements:
In AY19/20 Jeff Miller created a Life Sciences Assessment tool that uses 24 questions to measure understanding of general biology concepts along with critical thinking, reading comprehension and data analysis skills in a biological context. The tool was used in multiple BIO course sections primarily taught by FT faculty and a CATS by Shannon Manuelito (Aug.
The ECN faculty were interested in assessing our students' writing skills as we assign reserach papers to them each semester using the standard writing rubric. Students' essays were collected at the end of the fall 2020 semester for analysis in spring 2021. This began with an inter-rater reliability study to normalize our responses, followed by assessing for baseline data.
The Student Experience Research Team (SERT) formed in Fall 2020 under the Title V Grant to explore student equity achievement gaps at EMCC. The SERT has been conducting a mixed-method study on the student experience at EMCC to better understand how we can improve student learning and outcomes at the college. During the Fall 2021 Student Success Conference hosted by the Maricopa Center for Learning and Innovation, the SERT presented initial research findings from the Spring 2021 collected data.
As evidenced in multiple CATS written about journaling in STEM, faculty from chemistry, physics, calculus, and biology utilize journals to improve students' deeper level of learning. Critical thinking skills and written communication skills (EMCC ILOs) are important in STEM. I want to ensure my students leave my own course ready and prepared for the other STEM courses. Also, these journals are used to asses physics' classroom learning outcomes. Please see attached documents for sample survey results and journal entries.
Using discussion protocols in a live online learning format promotes independent student collaboration and engagement in group discussions through quality instruction and student support. In conjunction with the use of Google documents and live online breakout rooms (Zoom, Webex, or Google Meets), protocols drive independent student discussion and collaboration using a set of guidelines that include student roles and responsibilities. Discussion protocols also allow for fostering student-to-student relationships and for providing immediate real-time feedback by faculty.
Hypothesis: Learning modality change is related to a decline in student success as measured by scores for BIO205 prerequisite gene expression knowledge.
