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Showing posts from May, 2015

Assessing Learning in Ethnobotany

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SC/SS 115 Ethnobotany proposes to serve four program learning outcomes through three course level outcomes. The course serves learning outcomes in general education, the Micronesian studies program, and the Agriculture and Natural Resources program.

PLO SC/SS 115 CLO GE 3.4 Define and explain scientific concepts, principles, and theories of a field of science. 1. Identify local plants, their reproductive strategies, and morphology. GE 4.2 Demonstrate knowledge of the cultural issues of a person’s own culture and other cultures.

MSP 2 Demonstrate proficiency in the geographical, historical, and cultural literacy of the Micronesian region. 2. Communicate and describe the cultural use of local plants for healing, as food, as raw materials, and in traditional social contexts. ANR 2 Demonstrate basic competencies in the management of land resources and food production. 3. Demonstrate basic field work competencies related to management of culturally useful plant resources and foods.
CLO 1

I…

Assessing learning in physical science

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SC 130 Physical Science proposes to serve two institutional learning outcomes (ILO) through four general education program learning outcomes (GE PLO) addressed by four course level student learning outcomes (CLO). Not listed are proposed specific student learning outcomes that in turn serve the course level learning outcomes.  This report assesses learning under the proposed course level learning outcomes which in turn supports program and institutional learning outcomes.

ILO 8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

GE PLO SC 130 CLO 3.5 Perform experiments that use scientific methods as part of the inquiry process. 1. Explore physical science systems through experimentally based laboratories using scientific methodologies 3…

Assessing learning in introductory statistics

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MS 150 Introduction to Statistics has utilized an outline based in part on the 2007 Guidelines for Assessment and Instruction in Statistics Education (GAISE) and on the ongoing effort at the college to incorporate authentic assessment in courses. The three course level student learning outcomes currently guiding MS 150 Introduction to Statistics are:

Perform basic statistical calculations for a single variable up to and including graphical analysis, confidence intervals, hypothesis testing against an expected value, and testing two samples for a difference of means.Perform basic statistical calculations for paired correlated variables.Engage in data exploration and analysis using appropriate statistical techniques including numeric calculations, graphical approaches, and tests.
The first two outcomes involve basic calculation capabilities of the students and are assessed via an item analysis of the final examination. 67 students in three sections took the final examination.

The first c…

Site swap notation

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Laboratory fifteen in physical science seeks to expand the students thinking about mathematical models beyond algebraic models.
Marlynn Fredrick already knew how to juggle as the sequence of photos demonstrates
I open the class with a question and answer on what mathematics is introduced in schools and when. I start from counting in kindergarten and ask the class to tell me when addition, subtraction, multiplication, division, fractions, decimals, variables, and so forth are introduced.


I asked the class, "As some point did you ever wonder, ever ask, what was usefulness of the mathematics? Did a teacher ever tell you, 'You need to learn this so you can do algebra?' Or whatever the next topic in the math stack might be?"


I then share the worst kept secret in mathematics education. The secret that one never has to solve a quadratic equation in life, with the exceptions of some engineers and scientists. The average human life on the planet never has to solve a quadratic…

Cultural ceremony centered on Piper methysticum

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The SC/SS 115 Ethnobotany class wrapped up spring term 2015 with a visit to a village chief, Soumas en kousapw Dien, Oaulik en Dien, to engage in participatory learning about the Pohnpeian sakau ceremony and the origins of the nohpwei in sakauen enilapw.


Welianter Samuel, village chief Dien, hosted the class this term in his nahs.


The ceremony was planned and designed by Sabodan. Sabodan asked about the class composition and then implemented his vision for the ceremony. Nahnmwarki would be a Yapese man, Nahnken a Chuukese man, Nahnalek a Kosraean woman, and Nahnkeniei a Chuukese woman. All oarir would be Pohnpeians.


Esmirelda was first off of the bus at about 3:47 P.M.


Once Piper methysticum, sakau (Polynesian kava, Hawaiian 'awa), enters the nahs, a hush is to fall over the gathering. As Sabodan noted, sakauen enilapw was the ceremony in which nohpwei was originated. This ritual was a pre-contact ritual and honored the great spirit. The ceremony was religious in nature and just a…