The purpose of this CATS is to really dive into one concept and try to figure out what students don't understand about basic integration. Why is everything u-sub? After each WU, I will use the information to write another WU to go further into the issues students are having. The goal is to come up with a set of questions/problems that students have to do which "attack" a concept from multiple directions. If I can cover the concept in many different ways and variations, I hope to fill any and most gaps students may have in their understanding of basic integration.
Providing student feedback
EMCC has determined that communication is important and thus, included this skill on the EMCC General Education Abilities Matrix. CIS105 has a module in which PowerPoint is taught, primarily focusing on the technological side of creating a presentation and how to incoporate the different technological aspects of the program. Time was spent discussing not only the technology of presentations, but the delivery side as well incorporating the EMCC matric indicators. Based upon the results of the mid-term presentation data, instruction/feedback will continue on the importance of verbal commun
Great ideas can happen anytime, anywhere. To make it easy to keep track of ideas for course/ lesson planning improvement, I developed a “Course Edits Tracker” worksheet in Google Docs for each ot the courses I teach. This document can be accessed anywhere, anytime, online. The form includes a field to track why the change is needed or how the idea will improve the course/ activity/ lesson along with a field to enter student performance/ measure/ outcomes of the proposed edits/ enhancements.
Time from subject matter in class to attend the 2019 Spring Student Success Fair was worthwhile.
We increased the acceptance rate at the Student Conference 2018 while increasing rigor by providing scaffolding and a revise/resubmit process with support structures. Acceptance rates rose significantly from 28.7% in 2017 to 70% in 2018 with added rigor as expressed by MCCCD faculty who had attended previous conferences. Additionally, for the first time, 9 out of 10 MCCCD colleges participated in the conferences.
Applying course content to real world experience so students understand why they are learning an applicable skill. Although using desktop publishing programs such as Adobe InDesign is a critical skill expected in many graphic design occupations, few students understand what desktop publishing is or how important it is. I wanted my EMCC students to experience the "scratch and sniff" effects of producing and publishing print products. So, when I first taught Adobe InDesign in Fall 2016, I arranged for my students to create print products for the Career and Transfer Center.
When teaching Abnormal Psychology I have a number of student outcomes beyond course competencies: Critical thinking about mental health and mental illness, paradigm shifting, and reducing or eliminating mental health stigma. I use an extremely high contact and time intensive teaching style in this online class to attempt to achieve these outcomes.
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.
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
This semester I am provided a sample of a successful paper submitted by a 1st year student last semester to test the idea that identifying a peer who succeeded with similar challenges will provoke greater effort and ultimately greater success. For the full background on this CATS please see "Will Providing a Peer Sample Motivate Growth?"