The majority of the students had to be retested, some more than once, before they mastered the skills and passed the clinical readiness exams.
Funded by an innovation grant, a set of videos were developed with quizzes that tested the students' ability to choose the correct procedures and catch errors. Students were allowed to view the videos at computer stations purchased with funds from the grant.
The videos consisted of the skills taught in the lab and included examples of the skills performed correctly and incorrectly, with possible corrections for errors. The IDS department at ACC also created an interface where students could watch the videos and decide whether or not the skills were performed correctly, and if they were corrected in the appropriate manner. This allowed the students to work on visually recognizing contaminations that may occur in the operating room. They are also able to use the videos of the correctly performed skills to remediate and prepare for skills check-off exams.
Prior to developing the videos:
92% of students required more than 1 attempt to master a skill
69% of students required 2 or more attempts to demonstrate mastery
43% of students required 3 or more attempts
Over 60% of students required more than 1 attempt to successfully complete the Clinical Readiness Exam
20% required 3 attempts to successfully complete the Clinical Readiness Exam
After the implementation of the videos:
13.02% of students required more than 1 attempt to master a skill
0.52% of students required 2 or more attempts to demonstrate mastery
31.25% of students required more than 1 attempt to successfully complete the Clinical Readiness Exam
12.50% required 3 attempts to complete the Clinical Readiness Exam
6.25% were unable to complete the Clinical Readiness Exam in the 3 attempts allotted
Prepare student to successfully master objectives in the redesigned biology courses.Project Overview:
The goal of the BIOL 1406/1407 Course Redesign was to create a student-centered learning environment using technology tools for learning both inside and outside the classroom. The purpose was to place less emphasis on presenting students with information, and more emphasis on encouraging students to work together to explore and find answers.
To achieve the goals, the Biology Course Redesign used technology to facilitate student preparation before class, and active, student-centered learning during class. The results were online, interactive materials providing guided practice and immediate feedback to the student, an online lab manual to better prepare students for labs was developed, and a pool of questions for assessments was created for standardized assessments across class sections.Outcomes:
Data collected from class grades in the Fall of 2009 after the redesign in Dr. Tavormina's classes indicates an increase in student success. Student success rates (grade of A,B, or C) increased from 6 students to 14 students (an increase of 133%).
The Health and Kinesiology Gymnasium and Exercise Guide was created to help students learn various exercise machines and fitness techniques.
The interactive website features instructions and videos outlining safety and etiquette rules in the gym, how to design an exercise program so that goals for sports or personal fitness are met, and tips for successfully maintaining a routine to ensure a continued healthy lifestyle.
Proper warmup, cardio, and strength training techniques are described in detail, as well as a section which links muscle groups to the proper exercise machine.