Fall 2001 AISL Report

Mahr, N. * Comparison of two laboratory report graphs, Graph I the students' initial effort, and Graph III the students' third graph in lab. Students received handout on data graphing, and I gave them blackboard instruction and individual help before doing Graph III. Students who did not complete both graphs are excluded. This was 1 student in Raton and 3 students in Trinidad. * Collecting data for Graph III included these tasks: marking tubes, measuring stock solution and water in prescribed amounts in apothecary jar, zeroing spectrophotometer electronically, zeroing with water blank, recording absorbance, mathematically manipulating data to obtain concentration of each sample from stock concentration, understanding dependent/independent variables, understanding operating principles of spectrophotometry. Rubric: 4 pt. - Graph titled, both abscissa and ordinate labeled, units for both abscissa and ordinate in parentheses, independent variable on abscissa, dependent variable on ordinate, data points visible, data points accurately placed, intervals appropriately chosen, general appearance of graph on paper pleasing. (8 or 9 parameters adequate) 3 pt. - 7 of 9 parameters adequate 2 pt. - 6 of 9 parameters adequate 1 pt. - 5 of 9 parameters adequate Data indicates that all students stayed the same or increased their level of performance on the data graphing task assessed by this rubric. Raton students were considerably less proficient initially than Trinidad students. (X=1.67 to X=4.00 compared to X=2.75 to X=3.50) Handout on graphing and emphasis in lab on graphing skills with a demonstration and individual help proved valuable in mastery of this task. It is unknown which component was most helpful of the three. I did not divide the class into groups where only one component was presented for ethical reasons. * make the handout available before the first graphing experience next semester. * emphasize the quantitative nature of good biological experimentation. Going beyond the descriptive to quantitation was a new concept to most. * continue to offer labs in which organizational and executive abilities are required. Collecting data for Graph I included these tasks: cutting and weighing liver, keeping hydration of liver constant over period of experiment, measuring the hydrogen peroxide, recording results on data sheet, manipulating vessels to attain prescribed temperatures with ice and hot plates, cleaning area and glassware. N/A

Rankin, R. Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught. Some questions may have been poorly worded. Some concepts were mastered by all or almost all students and those concepts that gave students the most trouble were also identified. Some ambiguous questions were reworded. Additional lecture and lab time was spent on the SI system and on microscopic measurement techniques. A student worksheet was developed to help reduce confusion related to genetics problems. Overall student success was higher on the final exam than on previous exams. Instructor observations/evaluations of the laboratory activities were recorded in a Biology Laboratory Notebook. Instructor observations/evaluations of the laboratory activities were recorded in a Biology Laboratory Notebook. Observations include student difficulty/success with lab techniques and time management. Some activities (example - Cell Fractionization) are difficult for students to complete in a two-hour lab. Some laboratory techniques were readily mastered by the students and some techniques are more difficult and require more practice and individual instruction. Some lab activities work well with a two hour framework and others are difficult to complete in two hours. For the cell fractionization lab, the final high speed centrifugation used to collect mitochondria was tested at times of 30 minutes (from established lab protocols), 20 minutes, 15 minutes, and 10 minutes. The results indicated that a spin time of 15 minutes was sufficient for teaching purposes. For the cell fractionization lab, the final high-speed centrifugation used to collect mitochondria was tested at times of 30 minutes (from established lab protocols), 20 minutes, 15 minutes, and 10 minutes. The results indicated that a spin time of 15 minutes was sufficient for teaching purposes. This change cuts at least 15 minutes off the time required to complete the lab activity. This change allowed the students to spend more time on microscopic observations of the different cell fractions that were isolated. Last year, most of the two hour lab block was used to collect the cell fractions and very little time was available for microscopic observations/verifications of the cell fractions. This one change resulted in less student frustration and turned a difficult but rewarding lab activity into a better learning experience.

Horton, B. I chose to use an assigned discussion paper as my assessment tool. The paper topic was a choice between fire ecology, Multiple-Use issues or a comparison of grazed and ungrazed sites. Assessment was based on a writing rubric. Students had good background knowledge of subject area. Requirements were fulfilled and papers were of good quality. Students need to be more mindful of spelling and grammar. Students' knowledge and discussions were based mostly on second hand knowledge. I would like to get them out in the field to see, first hand, some of the phenomena discussed in their papers. I would like to take more field trips in the future. The one field trip that we did take allowed for class discussion fodder for the rest of the semester. More time on the Internet reviewing current happenings in the field of range management would also be beneficial. N/A

Carter, Dr. K. Laboratories were analyzed to see how well course objectives were being met. All students correctly completed all laboratories that were assigned. Two objectives were not met completely. The objective for Basic Data Structures was only about 80% complete, because arrays and pointers were not covered. The objective for Recursion was 0% complete, because this topic was not covered in class. * The course was changed this semester so that it was a lab-based course. This took more time than was anticipated and a few topics were not covered. * Students did have more hands-on activities and were more enthusiastic about learning computer science than in previous years. They also spent more time experimenting on their own than previous classes. * Handouts will be created for some of the labs. A few could be done more quickly if some hints are given; others were difficult to understand and need some explanations. * The best possible change would be to increase class time by one hour per week, but that is highly impractical. Therefore, some of the labs will be assigned to be done outside of class. * The approach of including labs has overall been very successful and will be continued. N/A

McGlothlin, D. This was the first time the course was delivered with web-based technology enhancement. It was important to determine if the technology was an effective tool for student learning. I created a student survey of 25 questions dealing with the technology enhancement of the course using Blackboard. Completing the survey was assigned extra credit points and was strictly on a volunteer basis. It was administered online during the last week of class. Results of the survey are anonymous for the twenty-one students who responded. The percentage of students responding favorably was compared to the percentage of students responding unfavorably. 1- Overall, students are satisfied with the course. 2- Students are MORE satisfied with the traditional classroom room course. 3- Frustrations using technology were the basis of student dissatisfaction. 1. continue the practice of setting up a Supplemental Instruction lab for students that deals only with the technology aspects of the course. This lab should be available on the Trinidad AND Valley campus, as well as Walsenburg if I have students enrolled from there. This could be a lab that any student using Blackboard could attend. 2. I plan to work with the Learning/Writing Center to ensure that their staff is competent in the use of Blackboard and can effectively help those students needing hands-on training. 3. Demonstrating the Blackboard course itself via computer screen projection was effective for most students. I will continue to emphasize this practice in future sessions. N/A

Massarotti, A. Material covered in HEO 105 followed the set and stated objectives for the course in the course description. Ways that the objectives were assessed follow. For each assessment area, points were assigned and then the points were converted to percents. To compare the data, assessment was completed for each class location (Trinidad and Alamosa) and then one combined assessment was done. The objective were assessed in the following ways: Chapter Tests-Multiple choice and short answer Comprehensive Final Exam-Multiple choice Chapter Project-Papers: Students write a one-page paper on a topic of their choice that relates to the chapter we are studying. Final Grades-Total points converted to percent * Combined Sites- For chapter tests, the lowest average was on chapter 12 (Lymph System) with a combined % of 80 (84%-trinidad and 56%-alamosa) the next lowest test average was for chapter 16 (Urinary System) with combined % of 76 (88%-trinidad and 72%-alamosa) * Separate Locations- Overall the Alamosa chapter test averages were lower. Two students in Trinidad helped the average considerably in all areas. * The project papers seemed good and helped the students' overall averages. * Overall attendance for both sites was good with a few exceptions, the attendance points also helped the students' averages. * The class average for the final grades was a high B with an 88%. * The last three chapters should each have separate chapter tests. Because time was running out I combined the last three chapters as part of the comprehensive final. I need to revise my syllabus to allow for more time to cover the last three chapters. This especially needs to occur especially the last chapter, chapter 20. * Attendance- Extra points were given towards their overall points for days before Thanksgiving break and the last week of class. * I need to better connect the students in Alamosa with the students in Trinidad to help the two class locations be more like one class with the students working on projects together or discussions. (Blackboard [in 'changes made'] may help this) * Combined Sites- Chapter tests with over 100% were mostly due to students also receiving points for extra credit questions. * Separate Locations- Possibly my teaching method needs to be revised to further reach out to assist the at distance students. * Overall the grades were better than what I had anticipated. I do need to revise and/or change some things. * I will revise the syllabus so I will try to have more time at the end of the semester to cover the last chapter more in depth. * I will be evaluating material in my lecture notes for chapters 12, 16, as well as chapters 18, 19, and 20. * I have continued showing videos that correspond with the chapters we are studying. * In Fall 2002, HEO 105 will be added to the TSJC Blackboard Courses which will enhance the course with more technology, discussion boards, internet sites, online testing. * I am currently attending training sessions to put HEO 105 in the Blackboard Course selections. The chapter project paper is one new thing I did this semester. Most of the students said they enjoyed being given an opportunity to explore and write about topics of their choice.

Ulibarri Overall, there were improvements this semester on most chapters. However, some concepts are difficult and one can't always expect an increase in the percent of correct answers on those problems. Those concepts on which more time was spent showed an overall increase. It helped to split Geometry and Trig into two separate chapters. The Probability chapter was a disaster. More time needs to be scheduled to devote to this chapter. More time needs to be scheduled for the Algebra chapter. Spend more time on the Probability and Algebra chapters. Improvements were noted for those concepts that were given more emphasis as a result of the previous assessment.

MacLaren, J. and Ulibarri, D. Line by line analysis. See attachment There was a definite improvement over the previous semester. However, some concepts are difficult and we don't always expect an increase in the percent of correct answers on those problems. * This semester 22 out of 32 students (69%) made it to the final exam (compared to 15 out of 31 students (48%) in Spring 2001). * The average score this semester was 83%, compared to 52% as the average score in Spring 2001. * Math Lab staff believe that the main reason for these increases is the mandatory placement. Extra handouts will be considered for the more difficult problems. Mandatory placement made a big difference.

Carter, Dr. K. Completion rate 0% completed 33% withdrew. 67% received incompletes All students in this class were athletes. The course was offered in the mathematics lab and the course is self-paced. The athletes in this class had many games and exhibitions until after the semester was half completed. It was easy for them to put off doing assignments and taking tests. We need deadline dates for completion of assignments and tests in the mathematics lab. I will recommend that deadline dates be established for all assignments and tests for all courses taught in the mathematics lab. None made as a result of prior assessment.

MacLaren, J. Each problem on the 02F final exam was matched to the course objectives as listed in the course syllabus. In addition, the scores assigned for each problem completed by the students on the 02f final exam were compared. The average and standard deviation of the scores were calculated. The ACT math scores for most of the calculus I students were collected. The amount of time the student used to complete the final exam was noted. * Each course objective was appropriately measured on the final exam except for objective 7 which states "do projects as selected during the semester'. This objective was assessed throughout the semester. * The average score on the final exam was 86%. The scores for the individual problems were above average. The amount of time used by the student to complete the final exam ranged from 1.5 to 3 hours. There may be several reasons for the above average scores in this challenging course. The average ACT math score for this group of students is 25, which indicates that the students have good mathematical skills. Also, some of the problems on the final exam had appeared on previous chapter tests and a comprehensive review was given to the students to study. In addition, the students did a lot of homework throughout the semester. The number of multitask application problems in homework assignments and test problems should be increased. N/A

Philbin, R. Force Concepts Inventory (created by Hestenes et al for AAPT members) data Arizona State's Physics 105 course posted scores for 116 students of 34(14)% pre-test, 63(18)% post-test. TSJC students did not see the test at the beginning of the semester; this probably would have raised their final score some. Need to address the low performance on g=constant type problems and more emphasis on Free Body Diagrams (FBD) and Newton's Third Law (N3L). Similar results were obtained from last year. Final Exam Short Answer Questions data Probably too much material is being covered, a perennial problem in this course. I've already omitted projectile motion and momentum. I guess I could omit universal gravitation and fluid flow. Cut out some "extra" topics. Review this in August. Difficult to tell if improvements due to pedagogical changes or student proficiency differences. Perhaps need to start database correlating ACCUP scores with test scores???

Philbin, R. Force Concepts Inventory (created by Hestenes et al for AAPT members) data These raw scores for this assessment compare favorably to published values: 63(18)% for the Arizona State Calculus-Based course, 139 students 77(15)% for Harvard University Calculus-Based course, 186 students Used the computer data collection devices more thoughtfully plus we did more numerical analysis which, I think, helped. AccelDefn, FBD, and N3L results better this year. Unclear as to what cause is; more time spent on FBDs probably helped. Final Exam Short Answer Questions data Too many subjects in too little time - perhaps make SI sessions mandatory. Spend more time working on sample problems. Plan to implement Blackboard course enhancement, especially for discussion and more quizzes. Improved some of the test questions (#1,2,4) and this helped. I put solutions to homework on the web-site and some took advantage of this; continue this practice.