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Focused Inquiry

FIN Proposal form

Process:

  • Please email this form to Denise Erickson, Carol Rhodes, and Anniqua Rana.
  • One of them will email you confirming the proposal and with any follow-up questions.
  • Each participant will receive a stipend of $250 after presenting the information at a CIETL sponsored Conversations with Colleagues event.

Spring 2014  

FIN-Pedagogy in Math (CIETL Project)-Michael Hoffman

Fall 2012-Spring 2013

Spring 2014 Presentation on Project 

Lezlee Ware and Jessica Kaven Email:warel@smccd.edu & kavenj@smccd.edu

Topic: Demonstrating the connection within Social Science Learning Outcomes in relationship to Program Review.

Issue: Creating an assessment plan for Social Science Majors.

Question: How can we authentically assess student learning in the Social Sciences.

Concern: Can a portfolio be an adequate tool for measuring learning outcomes?

Addressed Problem: How to authentically assess Program Learning Outcomes, GE Learning Outcomes and Institutional Learning Outcomes within the Social Sciences?      

Tentative outline of planned activities, meetings and/or topics.

1.   Getting the most out of Learning Outcomes (how to make it fun)

2.   Connecting all levels of Learning Outcomes

3.   Define assessment

4.   Examine portfolios

5.   Identify potential assignments that include student perception and evaluation

6.   Identify assessment cycle

7.   Develop reliable and valid rubrics

8.   Build an e-portfolio for your program

Potential outcomes of this FIN?

How to turn what you are already doing into a “global” assessment.

Fall 2010-Spring 2012

Math/ESL Inquiry Project

ESL/Math/CBOT Pathways 2012

Process

  1. Brainstorming and initial networking. Identified questions, methods of inquiry.
  2. Surveying. An initial survey of Level 4 day and evening ESL students was performed. The questions were elicited information concerning their math backgrounds, the Math placement test, concerns in taking Math and what kinds of support they might utilize.  65 students completed the survey. Results indicated differences between day and evening students, with day students having somewhat more information about Math classes.  Both day and night students were interested in taking a Math class supported by an ESL Instructor. A Focus Group was also convened and indicated similar student responses.
  3. Networking: Jeanne Gross, Jenny Castello, Rita Sabbadini, Michael Hoffman, Denise Hum and Amelito Enriquez have met to discuss the survey, focus group, and a report of literature re Math and language development as well as shared how they would approach word problems from their disciplines.
  4. Outreaching to students: After meeting together, we decided that the next step was to invite Michael Hoffman, Math Instructor, to present to levels 3 and 4 through the Grammar/Writing courses in both day and evening. Michael Hoffman developed a “Math and You” Presentation and brought a Spanish-speaking Math tutor. The presentation focused on the universality of Math and its usefulness, as well as how to succeed in Math classes. At the conclusion of the presentation, Michael invited the students to solve a Math problem and to share their logic. The ESL faculty prepared a pre and post survey. There were 96 students who participated in the presentation. There were significant differences between the pre and post survey in the areas of the importance of Math in their studies, the level of interest in Math courses and the awareness of support services in Math. Interest and awareness rose on all points following the presentation by 20 or more percentage points. 

If you are interested in participating please complete the following survey

RESOURCES

Handouts 

Word problems 1

Word problems 2

FIN Session I 

FIN Session II

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