Program review is a mission-critical strategic planning process and is one critical element of accreditation. In past years, some departments chose not to complete a program review, while others only did the bare minimum. Some did stellar work. Part of the completion problem was length, along with question redundency, and a lack of accountability for its completion. This year the program review process was redesigned to foster collaboration and accountability between writers and reviewers (Deans/VPs) and to reinforce the application of strategic data for the program. Questions were add
Many people struggle balancing the multiple committments and priorities they have in their professional and personal lives. I developed this workshop as a framework to help individuals, no matter their background or goals, consider who they want to be in life (their roles/core values), create a four or six month strategic plan to determine big goals aligned with those roles/core values, and how to make progress towards those goals on a weekly and even daily basis. After running the workshop in September, I noticed that most participants were able to articulate what the four steps were, bu
46 students took an exam with 50% multiple choice and 50% written. A t test showed no significant different between the grades from the 2 question types. Linear regression analysis showed an R squared value of .6. A student getting -8 on the MC, was likely to get close to a -8 on the written. This suggests to me that test preparation is more important than the type of question asked, but written portions will encourage additional development of writing skills.
Intrusive advising services were provided to 33 sections of developmental courses reaching a total of 767 students. Persistence outcomes were the variable of interest to determine impact of this practice. Findings suggest that intrusive advising support higher levels of Fall to Spring student persistence, in particular during priority registration.
Students do poorly on exam 1. Students participated in a study activity during one class period one week before exam 1. The activity emphasized novel presentation of material (puzzle), repetition, additional study time, interaction with other students and the instructor. The material studied accounted for about 50% of the first exam. Averages of the exam 1 did not differ from averages of 7 previous classes, but grades of A and B almost doubled in the activity group.
Students in microbiology struggle with osmosis - the movement of water in and out of cells according to solute content of the environment. This is covered in the pre-req course (BIO 156 or 181). Bio fac have articulated these concepts across the courses. Unfortunately for the last couple of years students were directed to skip the pre-req since HS bio counts. Usually osmosis is taught by introducing terms first then numbers (the conceptual piece) to describe the relative differences in solute concentrations internal and external to cells.
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 .
Recording attendance at campus events continues to be a campus-wide challenge as paper sign-ins are not an efficient way to sign students in to events and programs. Employees spend a great deal of time manually integrating the student data into other on-line systems. Students’ handwriting can also be unreadable at times resulting in inaccurate data to track students longitudinally and be able to measure the impact of campus events on student persistence, retention, and completion.
The “I Will Graduate” team noticed challenges with the Student Success Fair passport because some students were not completing all four zones and earning their prize. Mirroring the principles of guided pathways, the committee decided to create a passport that progressed through a pathway of zones rather than letting the students pick and choose which zone they wanted to visit. Students began in the CTL by watching an orientation video, and then progressed through the zone in this order: (1) Learn, (2) Engage, (3) Connect, (4) Graduate.