danaleeling

ESS 101w serves four course level student learning outcomes: 1.0 Physical fitness Explain physical fitness and wellness, as well as their importance to overall health, disease prevention, and athletic performance and value regular physical activity and its contribution to a healthful lifestyle. 2.0 Physical activities Identify fitness components and perform the physical tests to determine strengths and weaknesses necessary to perform a variety of physical activities. 3.0 Exercise regimes Design and demonstrate exercise regimes appropriate to improve health, physical fitness, and athletic performance. 4.0 Values and effects Demonstrate the values and effect of walking skills needed to gain wellness, physical fitness and to maintain healthy lifestyle.  The four course level outcomes serve two general education program level outcomes: Gen Ed 5.1  Determine healthy lifestyles by describing the value of physical activity to a healthful lifestyle and participating in regular physical activ

SC/SS 115 Ethnobotany proposes to serve three program learning outcomes through two course level outcomes. The course serves learning outcomes in general education and the Micronesian studies program. Fall 2020 the course moved online due to a global pandemic. This necessitated a complete redesign of the course from a field oriented, hands-on, experiential course to a remotely delivered course. Students in the course were on the islands of Pohnpei, Chuuk, and Yap. Content was delivered through ethnobotany videos produced for the course. 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

SC 130 Physical Science fall 2020 was the first term for the course to be taught as a hybrid online and residential course. Content that would normally have been delivered on a Monday, Wednesday, and Friday "lecture discussion" schedule was online. The three hour laboratories on Thursdays were done residentially. In keeping with national, state, and college guidelines, laboratory sections were limited to ten students each.  The course consisted of two sections of ten students each at course start. Five students were withdrawn from the course.¹ At the end of the term eight students were in section one and seven students were in section two. 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). This report assesses learning under the course level learning outcomes which in turn support program and institutional learning

In August 2020, eighteen students enrolled in a hybrid online and residential physical science course completed an unproctored pre-assessment of mathematics skills consisting of the follow four questions. Coordinate identification multiple choice 1. Which of the points above is at the coordinate (3,1)? Fill in the blank slope calculation for a line with coordinates displayed 2. For the graph seen above, what is the slope of the line? A fill in the blank question. 3. For the line on the graph shown in the question above, what is the y-intercept for that line?  Also a fill in the blank question.  Matching data in a table to the correct line on a graph, multiple choice 4. Which line on the graph matches the data in the time versus distance table? All eighteen students had completed and passed either MS 100 College Algebra or MS 101 Algebra and Trigonometry, with six of the eighteen completing MS 101 Algebra and Trigonometry. The math presented above is considered pre-requisite skills to M

MS 150 Statistics is an introductory statistics course with a focus on statistical operations and methods. The course is guided by the 2007 Guidelines for Assessment and Instruction in Statistics Education (GAISE) , the spring 2016 draft GAISE update, and the ongoing effort at the college to incorporate authentic assessment  in courses. A history of the evolution open data open data exploration exercises and associated presentations as authentic assessment in the course was covered in a May 2017 report . The course went online in the summer 2020 with a slightly modified curriculum to fit both the summer calendar and the online nature of the course. Learning gained during the summer run was used to inform the fall 2020 term.  A list of 34 learning support statistics videos  developed for the summer 2020 session was expanded to 64 videos in support of the fall 2020 run of the course. The additional videos were developed to address specific gaps identified summer 2020 along with new nee

In the residential version of MS 150 Statistics the course wraps up with open data explorations. In this the course is guided by the 2007 Guidelines for Assessment and Instruction in Statistics Education (GAISE) , the spring 2016 draft GAISE update, and the ongoing effort at the college to incorporate authentic assessment  in courses. A history of the evolution open data open data exploration exercises and associated presentations as authentic assessment in the course was covered in a May 2017 report . The students worked in pairs to produce a presentation in Google Sheets which the pair then presented to the class in the classroom. With the class moving online in the fall of 2020, the course shifted to individually worked on data and presentations submitted only as Google Sheets assignments. The students did not present their work to anyone, they only submitted the presentation. Except for the last presentation. For the last presentation I asked the students to present the presentati

The hybrid fall 2020 term wrapped up with four residential laboratories. This term holidays on Monday and Wednesday pushed the introduction of Ohm's law and the relationship of power to voltage and current to the front 30 minutes of the residential lab session. Belsin and Pendura work on verifying Ohms law. Hart, MJ, use the other set up in the laboratory to verify Ohms law. MJ plots data in Desmos on his tablet. The number of batteries is increased to push up the voltage and current for a fixed resistance set on the resistance box. The equipment is downright ancient but I like the physically moving needles. They are less of a digital black box that a modern multimeter would be. There is something almost visceral about seeing the needle move, watching the needle waver ever so slightly as the current varies. Data at one point was being reflected on the board. Loyida, Rhea, and Semihma add a battery to their circuit. By this point in the term the single female student in the 8:00 sec