Check for Understanding

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.

This assessment assesses the CLO of "Students will pick the most appropriate tool/technique to solving a problem" as well as the ILO of written communication. 

Anatomy & Physiology is the foundational subject ; students learn about human body systems' structure and function. Structure and function complement each other if the structure changes it will affect the function and vise versa. The deeper understanding of the subject will help students understand the change and make connections among body systems; this is central to understand and treat the diseases. Case studies assignments help students link content knowledge to clinical application.

In Fall 20, math courses transitioned to a Live Online format versus traditional online. Faculty spent the summer frantically learning technologies and strategies through workshops, brainstorming sessions, and social media. Math faculty also trained one another on Zoom/Webex, NearPod, and Whiteboard.fi with a common goal -  to learn and implement new tools in the virtual environment to keep students engaged; increasing student success and persistence.

The Life Sciences Division created a divsion level assessment. Though some biology courses were not able to complete the assessment due to the COVID19 response, results show an increase in score from lower level biology courses to higher level courses. 

Peer Lead Focus and Learning Review

Monitoring student engagement and learning during class & providing feedback is tough due to lack of time. One way to do this is Peer lead learning review; it monitors engagement and provides feedback.

The class was divided into six groups of four students; one student acted as a peer leader. The peer leaders were rotated after 3 weeks, allowing each group member to act as a peer leader.

The integration of Kahoot in CHM130 instruction will be investigated.  In this work, Kahoot will be developed to serve students in CHM130 in compound naming topic.  Students performance will be compared in naming compounds in this semester with students' performance in the last two years.  The study hypothesis stated that students in CHM130 who practice naming compound in Kahoot will score better than students who didn't practice naming of compounds in Kahoot.

The purpose of this qualitative study was to evaluate an environment to determine whether or not it encourages interaction among tutors and faculty. Prior to the intervention in Spring 2020, tutor and faculty interaction was low during pre-semester meet-and-greet sessions; the sessions were conducted in a panel format with tutors comprising the audience. The Spring 2020 session, however, was held in a small-group format, and informal feedback was positive. Formal tutor survey results showed that the small groups enabled more flow of conversation as well as deeper connection.

See attachment.

Students struggle with mastering concepts in microbiology. Journaling is a method that is documented to help students learn science courses. We implemented journaling recently and wanted to see if there is any significant impact after 3 semesters of collecting data.

Spoiler alert - nope, at least with the way we are implementing journaling currently. We are regrouping and will restructure the directions to hopefully guide students to be more successful in their journaling. 

Angela McClure and I worked on this as part of our calc I/phy I learning community.  She and I plan to re-evaluate this in the Spring and I will also try this in the other learning community.  I will be reaching out to some of my calculus colleagues to see if they are interested in trying this with some of our exams that are more "skill" based an not conceptual.  Angela mentioned possibly looking into doing something like this with vectors in PHY121.  Is this worth the time and effort with doing this?  Are students willing to take advantage of this opportunity?

The FA office provides workshops for employees as well as students because Financial Aid and Scholarship processes are complex. This is especially true with Title IV FA federal regulations. EMCC FA staff are responsible for these regulations/processes and assisting students. Non-FA employees who work with students often request general financial aid and scholarship workshops so they can better service students in relation to how their roles affect the student's FA. As money is critical to EMCC students they may make decisions about their education based on the financial aid impact.