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MATH 121: College Geometry

Exam Wrappers, Collaboration, Adaptability

Reflection on Instructional Change:

I implemented several strategies to cultivate self-directed learning among students. One method involved the use of exam wrappers, which prompted student reflection following each examination. Additionally, I integrated the Critical Incident Questionnaire (CIQ) into the instructional process. Exam wrappers offered students valuable opportunities for self-assessment, enabling them to evaluate their work and learning process.

The incorporation of the CIQ during class sessions further supported students in reflecting on their learning preferences and habits. Simultaneously, it allowed me to tailor my teaching methods to better cater to their needs. Students derived considerable benefits from the exam wrappers, gaining insights into what was effective in their study approach and areas that required improvement. This process empowered them to make informed adjustments to their study habits and skills.

While I had previously conducted mid-semester checks with students, I expanded my approach by integrating weekly CIQ sessions. This proactive measure aimed to provide continuous support to students throughout the semester. By actively listening to students and incorporating their feedback on the classroom experience, I believed I could enhance my teaching methods and create a more conducive learning environment.

For the final exam review, I implemented a comprehensive Public Exam Review. In this format, students received a copy of the redacted exam. The approach involved a structured session where students collectively reviewed and discussed key concepts, challenging topics, and problem-solving strategies relevant to the final exam. The Public Exam Review aimed to create a collaborative learning environment, fostering active student participation and engagement. During this session, I provided clarifications on any uncertainties, addressed common misconceptions, and encouraged peer-to-peer knowledge sharing. By incorporating this dynamic and inclusive review method, my goal was to enhance overall preparation and understanding of the material, ensuring that students were well-equipped for success in their final exams.

Implementing strategies such as exam wrappers, the Critical Incident Questionnaire (CIQ), and the Public Exam Review significantly impacted both my teaching approach and student learning experiences. The use of exam wrappers empowered students to engage in reflective practices, enabling them to assess their learning processes and identify areas for improvement. This self-directed learning approach contributed to increased student autonomy and a deeper understanding of effective study habits. Integrating the CIQ into class sessions proved valuable in understanding students' learning preferences and tailoring my teaching methods accordingly. This approach not only fostered a student-centered learning environment but also enhanced their motivation by acknowledging their input in shaping the course structure. Expanding mid-semester checks to weekly CIQ sessions positively influenced student engagement and motivation throughout the semester, as students felt heard and valued in shaping their learning experiences. The implementation of the Public Exam Review transformed the final exam preparation process. Creating a collaborative learning environment through group discussions boosted student motivation and engagement. The inclusive review method encouraged active participation, peer knowledge sharing, and clarifications of uncertainties. This dynamic approach not only improved student preparation but also fostered a sense of community and shared responsibility for academic success.

I found great satisfaction in engaging with the faculty and learning from their diverse teaching implementations. The constructive feedback they generously provided proved invaluable, offering insightful guidance on areas for improvement and adjustments to be made in preparation for the upcoming semester. Their guidance not only enhanced my understanding of effective teaching methodologies but also fostered a collaborative learning environment. I appreciate the opportunity to apply these insights, contributing to my ongoing professional development in the field of education.

**Evidence of Instructional Change**
I incorporated service-learning in the course where students practiced communication and team-building skills and connected course content with real-world applications. Figure shows student presenting a geometry game at an outreach event for senior citizens.	Students collaborating on reviewing problems together.	I have the following workplace skills related learning objectives: Effective Communication: Demonstrate the ability to communicate clearly and concisely, both verbally and in writing. Collaboration and Teamwork: Work effectively as part of a team, contributing ideas, and supporting team goals. Problem Solving: Identify and analyze problems, develop creative solutions, and implement effective problem-solving strategies.

Changes in Course Syllabus and Schedules:

Post FLC - Syllabus and Schedule (This is the first time I have taught this course)

**Faculty Bio**
	Sayonita Ghosh Hajra is an associate professor at California State University, Sacramento. Her research interests are in Low Dimensional Topology, Applied Mathematics and Mathematics Education. She also focuses on equity and wellness in the classroom.

**Program Sponsors**
	This work was supported by: US Department of Education Developing Hispanic Serving Institutions Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution STEM Project STEM4Equity: P031C210012 National Science Foundation Hispanic Serving Institution Project STEMZone 1832335 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the US Department of Education or the National Science Foundation.