Frank Dushame, EDP Systems Analyst, IT Client Services
Victor DeJesus, EDP Systems Analyst, IT Client Services
Inventory Process, Collection and Reporting
Our collaborative project was to design a mobile application that would allow for better inventory accuracy, organization and collection to be shared throughout the NECC community. This App would be useful for anyone involved in Asset Inventory Control and Retrieval. This App will standardize NECC assets organization which will provide for a much more efficient reporting and audit strategy than we have had in the past.
Duane Quinion, Assistant Professor, Respiratory Care
The Unintended Consequences of “Express Yourself”
It was the spring of 2011. I had the occasion to walk to the college parking lot with a colleague of mine. We had been involved with the College Success program at NECC in both similar and complementary roles during the academic year. From my experience in College Success and involvement with the Learning Community Committee, I became convinced that a key to college success and indeed life success lies in developing the ability to communicate effectively.
This project is a retrospective analysis of the unintended consequences of our venture to develop and deliver a course call “Express Yourself” for students who enter NECC with knowledge and or skill deficits in basic writing. I am delighted to present our findings as it turns out that efforts like our venture bring unanticipated benefit to not only the students but also to those who teach the course.
Karletty Medina, Coordinator, Supplemental Instruction (SI)
Lawrence Academic Resources & Tutoring Center (ARTC)
Researching Tutoring Services
NECC’s Academic Tutoring Centers are undergoing a process management. As a result, they are looking at different tutoring models used at other community colleges in the area. The team will be visiting a few colleges and, as part of my project, I’ll be looking at the colleges the team is unable to visit, but would like to learn more about. My project will concentrate on the tutoring model used at the following four community colleges: Springfield, Bunker Hill, Bristol and Mount Wachusett. Specifically, my project will look at how tutoring fits into Academic Support Services at each of these institutions. The information gathered in this project will be used when evaluating NECC’s tutoring services.
Tricia Butler, Administrative Assistant, Secretarial Support in Academic Affairs
Division Website for Faculty and Staff
There are a great many dates, procedures, forms, and information faculty and staff must be cognizant of in order to fulfill their responsibilities within a division. The focus of my Leadership Academy project was to create an information hub in the form of a division website for the Law, Education, and Social Professions’ faculty and staff to further assist them. A fall survey was sent to divisional faculty and staff to determine the specific goals for the website, information and links needed, and how the website should be organized. 81% of the faculty and staff replied with great detail on their hopes for this new website. From this feedback and with the assistance of several college staff a new division website was created and now exists on the College’s Faculty/Staff section. Future aspirations for this site include an opportunity for a discussion board/blog to further improve communication among faculty and staff. Click here to visit the Division of Law, Education and Social Professions website.
Gail Feigenbaum, Professor and Program Coordinator, Early Childhood Education
The Learning Accommodations Plan for Practicum/Clinical Placements
As the ECE Coordinator, I am responsible for assigning practicum placements in local early childhood programs. Students in practicum placements must meet specific program requirements and National Association for the Education of Young Children (NAEYC) Accreditation Standards. All practicum students are expected to plan curriculum and implement learning activities in the assigned placements.
Through collaborative efforts with Learning Accommodations we have identified specific guidelines The Learning Accommodations Plan for Practicum/Clinical Placements, to inform students, LAC staff, and ECE faculty of appropriate accommodations for practicum placement experiences.
Deirdre Budzyna, Professor, Early Childhood Education and Psychology
It’s Not How Smart You Are; It’s How You Are Smart: Using MI Theory to Impact Teaching
My project focuses on how knowing your students’ strengths and knowing your own strengths can impact teaching. Using Howard Gardner’s Theory of Multiple Intelligences as a guide I am working with three science professors to help them plan classroom instruction that best meets the needs of their students. Both students and instructors have taken an MI assessment and I have collated the data. Professors have been given charts that outline their students’ strongest intelligences. This information will help them teach in a differentiated way.
Paula Richards, ESL Instructor, Academic Preparation
Interventions to Accelerate ESL Students’ Success and Improve Retention
Our ESL students come to us with hopes of achieving their dreams in the United States. They bring with them diverse cultural and educational backgrounds. Some have previously demonstrated their academic skills when they earned college degrees in their native countries. Others learn about college expectations and develop their academic skills as they progress through one to as many as five levels of ESL before they even reach the “developmental” courses. How can we bring the attainment of our ESL students’ dreams closer to them?
Models that other colleges have developed to bring each ESL student closer to his/her goal of earning a certificate or degree from a U.S. college will be explored with the hopes of implementing a model that will contribute to the retention and success of NECC’s ESL students.
Liliana Brand, Assistant Professor, Mathematics
Taking the Best of the Math Emporium Model to Improve Face-to-Face, Hybrid, and Online Teaching
The Math Emporium Model is based on the premise that the best time to learn math is when the students want to do it, instead of having an instructor teaching it. This model lets the students customize the course by using instructional software, in a way that best fits their learning styles. The software includes video lectures, tutorials, homework problems, quizzes and tests. I have used the instructional software and the emporium techniques to teach and assess students in my face-to-face, hybrid, and online courses. As a result of the increased flexibility in the course, there is a greater email interaction between my students and I, the passing rates have improved, the students are more motivated to learn math, and they are more responsible about doing their homework.