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In order to compare the performance of those students who had placed directly into ENG101 (placers) with students who had completed ENG091 in order to get into ENG101 (completers), we completed an ENG101 common assignment and assessed an equal number of each group.  We used most of the EMCC Writing Rubric (Focus, Support, Organization, Language Use, and Mechanics--scale of 1 - 4.)  All nine residential ENG faculty took part in the assessment on January 7, 2013 -- we particiapted in norming and then scored papers.

Having taught MAT151 (College Algebra) in both Fall 2011 and Spring 2012, I noticed that a fair number of students were having difficulty understanding the concept of a function.  Many failed to recognize how a function's output value varies in a predictable way based on changes to its input value, and most had a hard time connecting the geometric, tabular, verbal and equation representations of a function. Developing this understanding is critical to student success in MAT151 and subsequent math classes.

In the past I have used a program call MyMathLab (or MathXL) to test students understanding of mathematical concepts.  One of the frustrations I always had was that students could use a "help me solve this" or "view an example" help tool to walk them through their assignments, but they never learned.  This resulted in very high homework scores, but not as good of scores on the exams.  For example, in Spring 2011, my students had a class average of 93.8% on the homework and 88% on the quizzes.  However, their midterm average was only 80.7% and the final exam average was o

One student outcome for this online Intercultural COM course is "Continue to move forward into and/or through the ethnorelative stages of intercultural communication competency." The assessment is a self-created profile survey based upon the Milton J. Bennett, Ph.D., Dev. Model of Intercultural Sensitivity. Ethnocentric levels (ascending order) are 1 Defense, 2 Denial, 3 Minimization.

Using SAAC’s EMCC General Education Abilities Matrix the residential librarians assessed 4 key Information Literacy competencies; Framing the Research Question, Accessing Sources, Evaluation of Information Resources and Create Original Work.

The librarians created a rubric  which defined each of the 4 Information Literacy competencies and rated each on a clearly defined 3 level scale. Data was collected from 13 courses for a total of  24 sections.  346 students took part in the study. 

A general survey on gender issues was given at the beginning of the semester and at the end of the semester. There were two questions for each gender issue: (1) how important is the issue and (2) how much work needs to be done on the issue. The issues focused on the feminist movement, reproductive rights, economic justice, gender and violence, men and masculinity, lgbtq rights, gender and language, gender and the media, gender and politics, social activism and social change. A 5 point Likert scale (not important to very important) was used.

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