Jennifer Snyder Grades were assigned in this class on the basis of 3 objective exams and one short paper. For my course assessment data analysis, I am comparing the results of the first exam to the results of the second exam. The mean score on exam #1 was 65.4% across both my Trinidad and Alamosa classes. This low average caught my attention, and I implemented a few changes before the next exam. For example, I handed out the study guides even further in advance (three weeks instead of two). Also, I began putting the PowerPoint presentations that accompanied my lectures onto "Blackboard" so that students could print out copies to bring with them to class. The average score on the second test was significantly higher at 77.4%. This indicates to me that the changes were effective. I would like to note, however, that despite the low average grades, several students scored high A's (including several 100%) on both of the tests. Elevated test scores continued through the final exam as well. Initially I was hesitant to put my PowerPoint lectures on the internet, because I felt (and still feel) that this makes it far easier for students to skip class. If they can get the notes without coming to class, there is far less incentive to attend. However, the combination of student demand and the low exam #1 scores convinced me to make my lectures available in advance. I did notice that attendance dropped slightly after this point. A few students stopped attending regularly, did extremely poorly on the second exam, and withdrew from the class. Overwhelming, though, student scores increased, as did class participation due to students arriving with questions at the beginning of lecture. Providing the study guides even further in advance seemed to help the students by giving them early notice of the key terms and concepts to remember. Perhaps this helped them to filter central concepts and case studies from those of secondary importance. I would like to note a complicating factor, however. Although I credit the use of "Blackboard" with much of my students' success, I also feel that the class was far more prepared for the second exam. Most of my students were aware that this was my first semester teaching, and as I am a young teacher (younger than many of my students,) I think that some students may have felt that my class would be an easy one. Most students failed to prepare adequately for the first exam (as evidenced by our lackluster review sessions). After having encountered difficult questions on the first test, I noticed far more students asking questions during lecture, taking better notes, and studying further in advance. Next semester, all of my PowerPoint lectures and study guides for the entire semester will be posted by the first day of class. That way, students can begin to study and prepare as early as they wish. See above.

Holdread prepost, capstone, questionairre, Pre/post tests indicate significant improvement but not to the level I had anticipated. Capstone projects demonstrated a high level of integration of course content. raw data I will ask students to do projects earlier in the semester so they and other students can derive greater benefit during the course. I will also use more essay questions. Students seem to do fairly well with multiple choice questions, but not with written answers. Essays tending not to sound like the students' voices. In order to give students more feedback I tried to use more frequent quizzes through online resources. I was not happy with the online quizzes. I think they were more busy-work than an actually help for the students.

Holdread prepost, capstone, questionairre, Pre/post tests indicate significant improvement but not to the level I had anticipated. Capstone projects demonstrated a high level of integration of course content. raw data I will ask students to do projects earlier in the semester so they and other students can derive greater benefit during the course. I will also use more essay questions. Students seem to do fairly well with multiple choice questions, but not with written answers. Essays tending not to sound like the students' voices. In order to give students more feedback I tied to use more frequent quizzes through online resources. I was not happy with the online quizzes. I think they were more busy-work than an actually help for the students.

W. Nick Hardaker questionairre, My concern is about "why" the students enjoy this course. I will make a greater effort at determining assessment. I will continue to use lecture as my primary method, but will experiment with various methods employing quizzes, papers, etc. None so far.

W. Nick Hardaker questionairre, My concern is about "why" the students enjoy this course - is it too easy, etc. I will make a greater effort at determining assessment. I will continue to use lecture as my primary method, but will experiment with methods of engaging students other than discussion, which can usurp much time from other students. None so far.

W. Nick Hardaker questionairre, My concern is about "why" the students enjoy this course - is it too easy, etc. I will make a greater effort at determining assessment. I will continue to use lecture as my primary method, but will experiment with methods of engaging students other than discussion, which can usurp much time from other students. None so far.

Harriet Vaugeois report

Harriet Vaugeois report