Course Redesign Faculty Showcase Archives

Math 150B is a prerequisite for an extremely long list of courses, important both within the math major, and across several colleges, which served over 1300 students in 2015-2016, and had nearly 47% earn repeatable grades, with an average GPA of about 1.65. This course desperately needs not just a facelift, but an overhaul. Currently, the course offers a passive learning environment, focusing almost exclusively on procedural knowledge and leaving lesser-prepared students unrecognized and with little chance of remediation once they fall behind. This project aims to create an active learning environment using a flipped classroom model, and to reestablish the course as one that teaches both conceptual understanding as well as procedural fluency.

SI 409 is designed as an academic support program to help students get through Reporting 300, a historically difficult courses (for the past 10 years 22 percent of students either failed or dropped the course). SI 409 is a peer-led, non-remedial approach to increasing student performance and retention in Reporting 300. SI 409 is an informal seminar in which students brainstorm for story ideas, critique each other's writing and reporting, discuss and apply AP Style, review key concepts, develop organizational tools and prepare for a final examination. Ideally, students in SI 409 will learn how to integrate course content with their reasoning and study skills. More specifically, SI 409 should help Reporting 300 students explore and write about San Francisco and Oakland neighborhoods as journalists. They will work to learn about the areas' demographics, businesses, schools, politics, history, crime and city planning. Throughout the course, they will get an introduction to reporting and writing news for all media, including defining what is newsworthy. They should develop a mastery of the basic elements of newsgathering, interviewing and storytelling skills that conform to professional standards of clarity, accuracy and fairness. The goal of the redesign is to ensure students complete the class by being able to execute the student learning outcomes of news judgment, clear writing, accuracy, attribution, use of transitions, listening, interviewing and quotes, editing and rewriting, deadline writing, note-taking, research planning, and use of multiple sources. Additionally, it will provide students with other types of lessons that instructors see them lacking, such as time management and an ethical lens for journalistic practice.

In this project, I seek to improve student success and engage students more actively in the learning process. I will record screencasts of mini-lectures online for students to watch prior to class sessions, and will develop active-learning materials for students to work on in small groups during class sessions. I will also create a course reader for students that I will make freely available on the course webpage; the course reader will assist students in engaging in more focused ways with the course content. I will develop online assessments for students so that they are able to receive immediate feedback on their work.

My redesign efforts combine Active Learning strategies, free and open-source textbooks, workbooks, and homework systems, and a variety of other resources to create an interactive learning environment.

Our redesign will combine Active Learning strategies together with free technology resources in order to promote greater student success.

This is a core senior-level course in our curriculum that has a moderate DFW rate. This course redesign is to help reduce the number of students who fail to pass the course with a sufficient grade. The goal with this design of the course is to increase student engagement in class and reduce the learning and achievement gap among the course's diverse group of students. By implementing more of a "flipped" model, include the use of clickers and group games in-class, and implement supplemental conceptual videos, I ultimately hope to increase the learning and performance of students who take this course.

The primary goal of the redesign is to support the University’s Strategic plan in improving student persistence and increasing graduation rates. Due to the high demand and low performance of the Business Calculus course, we will leverage the use of the online environment to engage students in an alternate environment to learn, even perhaps those who shy away from mathematics. Making the course fully online and not dependent on a physical class space, will give access to a greater number of students in order to improve graduation rates. A fully online model will give students more choices to complement a variety of learning styles.

Calculus I is a STEM gateway course with a high D/F/W course at CSUMB. In this redesign, I sought to reduce D/F/W rates and improve student conceptual understanding through the use of active learning and formative assessment.

MATH 124 aims to provide calculus skills and abilities to students in the life sciences. There are two issues that needed immediate attention in the course. First, low enrollment: In the academic year 2015–2016, the original course format served 25–30% of students compared to 2014-2015; this represented just 21% of the population of freshmen students in biology, although MATH 124 is a requirement for students in biology and other life sciences majors. Second, repeatable grades: In the two past academic years the average percentage of repeatable grades was 57%. Thus, it was key to redesign MATH 124 to reach a more sustainable balance for the undergraduate biology program. We addressed these two issues by revising the content of the course and aligning it better with key learning outcomes required for students in the life sciences. Online material (lecture notes, online videos, and practice problems) were developed as resources, and class time was combined with a hands-on computational lab for training, practice, discussion, and scaffolding using team activities.

At CSUDH, Calculus I is an entry level mathematics course for many STEM majors. Despite its importance in STEM students’ path toward graduation, pass rates in the course have typically been low, with only 60.9% of students earning a C or better in the 2015-2016 academic year. Many students lack both content pre-requisite skills and 21st century learning skills (critical thinking, creative thinking, communicating, and collaborating) required for success in the course and in their future STEM courses. Our redesign will use standards based grading, active learning with technology and the use of Peer Led Team Learning Leaders (PLTL) to help students identify and remediate skill gaps, offer students multiple ways to interact with content, and give them opportunities to develop communication and collaboration skills.

The redesigned course will use online homework available through WebWork, together with Supplemental Instruction. The online homework will use existing problems in the WebWork library where appropriate problems exist, but we expect that we will need to write more conceptually oriented problems. We will work on constructing “Just-in-time” adaptive sequences of problems that address the gaps in student understanding. Some of these problems may be those used in our related redesign projects in precalculus and college algebra. Along the way we hope to gain a fuller picture of our students. We want to answer the question “Why didn’t they get that?” Often the reason is some deficit from years back in their education.

As a chemistry class, a major part of understanding the difficult lecture concepts is being able to perform experiments and analyze the data produced. The laboratory is the place where the theories discussed in lecture can come to life and allow students to be fully immersed in the scientific process. To fully improve student success in this chemistry class, the laboratory should not be ignored. The lecture and laboratory should be cohesive in the topics that are discussed and the technologies that are employed. Therefore, this redesign will be focused on blending virtual, pre-experimental preparation and wet-chemistry experiments performed in a laboratory setting.

Our overarching goal is to enhance the General Chemistry I (CHEM 111) laboratory experience for students as a result of improved preparation for lab, a deeper understanding of the experiments and their application of lecture content; thus strengthening numerous learning outcomes of the course and increasing its success rate. This goal will be accomplished by: (1) developing a new low-cost lab manual with current and new experiments adapted to fit the manual, (2) incorporating videos, simulations, and online submissions into the student pre-laboratory preparation, along with student presentations of pre-lab lectures.

Sociology course redesigned for fully online from a traditional in class course that uses lecture and exams. New academic technology will be incorporated to create better demonstration of concepts and improve student engagement in the course material.

Student success in this course is low due to: 1) lack of preparation in study skills, 2) low level math and computer skills, 3) relative unfamiliarity with the discipline of construction, terminology, materials, processes, etc., 4) the need to learn visualization in order to see 2D and 3D relationships. The combination of all these factors makes it imperative to create course specific supplemental instruction that allows the students to prepare at their own speed and come to a flipped classroom well prepared to ask questions and practice the freshly learned skills.

The primary goal for this course redesign is to create a new mechanism to achieve more comfortable and active learning opportunities for the diverse population of students. This will increase their comprehension of the material during the class time and ease their self-study time at home.

The General Chemistry (CHEM 200/202) course at SDSU is one of the most challenging freshmen courses on campus with a consistently large D, F, W rate (>20%). The class is in extremely high demand (>800 students/semester). There are a variety of reasons for the high D, F, W rate, ranging from seniors taking the course years after any prior chemistry course, to freshmen learning to adapt to the demands of a university course load, and the challenge of active engagement of students in 500 seat lectures halls. This redesign proposal aims to facilitate active learning in the classroom, as well as providing additional opportunities for peer instruction through the proven Supplemental Instruction (SI) model. 

This will be a redesign of History 100, the first of a series of History core classes  for majors at CSU, Sacramento. The aim is to transform a portion of the lectures into active learning  involving smaller learning groups. Different methods to be considered will be on-line assignments and discussion groups promoting student-student and student-professor engagement. I will be using some already accessible (free) tools as will as investigate free online learning tools. My goal will be to redesign the class to enable students more hands-on experience and engagement, more critical thinking opportunities, and a higher understanding of the relevance for historical research skills.

Improve the effectiveness of current active learning strategies and practices; develop augmented supplemental materials for self-study in Blackboard with instantaneous feedback to student; implement blended/hybrid classroom approach; develop remediation activities for underprepared students; and, early identification and intervention for students that are not adequately engaging in the course.

This course redesign will focus on a large lecture section of core course for communication studies majors and minors. Student response technology will be incorporated into the class in order to actively engage students in the course material and with one another. This technology will also be utilized as an early warning system for students at risk of not succeeding.

The redesign of the virtual labs for these courses is crucial in order to 1) decrease the bottleneck in these courses, and 2) increase student success in these lab courses. By adding the virtual labs component, we can incorporate more material with technology, thereby bringing more cutting-edge content into the courses. These courses provide the GE for science required for graduation.

I already use Active Learning Strategies and Collaborative Learning in the class. With this redesign, I will flip the classroom as well, leaving more time for Active Learning Strategies. Incentives for students to complete assignments ahead of class will include formative and summative assessments using iClickers that will allow both instant feedback and increased time for discussion and learning activities. I plan to experiment with the hybrid delivery format.

A barrier to success for struggling students is a lack of confidence that they are completing the exercises correctly which are similar in character to exercises in mathematics. We propose to create a generally applicable web-based application that will guide students through homework assignments for the course and a complete set of applicable exercises and assessments that can be solved on this platform.

Making short videos of some difficult topics and posting on the LMS so students are able to review at their convenience. Interactive Matlab simulation modules demonstrating key principles. In-class small group problem based learning activities. Online office hours via web conference tool.

MTH 107 is an elementary statistics course that has traditionally had a high DFW rate (in the 30-40% range), in part due to poor mathematical preparation for the student body required to take this course (International Business and Global Studies majors) and the nature of how statistics is often taught. In our increasingly data-driven world and with the rise of big data, statistics courses must take on a more computational emphasis that enables students to work with real world data. Our aim is to improve student outcomes in their quantitative skills while also empowering students to use statistical methods to solve real world problems. To accomplish this, we propose to focus on application-driven projects and analysis using both Excel and RStudio.

This project is a multi-campus project in which a remotely accessible mobile laboratory system developed at San Francisco State University will be used by engineering students at Cal Poly Pomona. The goal of the remote system is to offer students the opportunity to validate theoretical results in a challenging engineering course with a real-world mechanical system. The mobile laboratory imposes no costs for students. A significant goal of this project is to perform a controlled assessment of the student impact of this remote laboratory to validate subsequent steps such as scaling the remote lab to other CSU campuses. Student assessment will be performed by teaching two concurrent sections of the course (one using the mobile lab, and one not using it) and acquiring survey data.

In order to enhance student success not only in this course, but in subsequent college level general education math courses, students will be using an adaptive learning program to complete assignments outside the classroom. In class activities will focus on topics that all students are ready to learn.

Transform from instructor-centered lecturing to student-centered and inquiry based active learning. Motivate and facilitate students' higher level of thinking to cultivate students' critical thinking and quantitative problem solving skills. Encourage collaborative learning via in-class team-based problem solving and peer coaching. Provide opportunities for unique, actively engaged, and high quality learning experiences with the integration of innovative academic technologies. Aim at improving course passing rate, student grade, student learning quality, and student success after graduation.

I plan to reduce the DFW rate in the course and achieve better student learning and grade improvements by notably improving interactions in the course. Studies show that we retain more information and learn better by talking and interactions as opposed to just listening. Essentially the pedagogical focus will be a student-centered approach incorporating a flipped classroom model and a more active learning environment. Students complete self-paced student activities, such as watching lectures videos with accompanying student guide. In addition, students will be organized into small working group to discuss concepts and work on problem solving activities. The syllabus receive a updating to incorporate these redesign, shifting the focus from a standard text-heavy document common to most university classes to a document that is a modular representation of the course.

This course is a bottleneck course at CSU Chico. Three faculty and a student mentor collaborated to redesign curriculum for the class, flipping the instructional design and creating new opportunities for students to learn from each other. Increased student engagement with the content and additional in class activities have contributed to higher success rates, with increased GPA and lower DFW rates.

Current demands on resources in CSU San Marcos' Department of Chemistry and Biochemistry, as well as, planned growth limit the numbers of CHEM 105L sections which can be offered in a face-to-face format. This lab class also continues to be one of the bottleneck courses for the impacted pre-nursing and kinesiology programs on our campus. By switching to a hybrid virtual plus hands-on/take-home lab model for the lab sections we will be able to offer more sections and get students to graduation with less strain on instructional lab space resources. CHEM 105 lecture schedules will need to be coordinated with the revised CHEM 105L lab schedule so this redesign is for both the lecture and the lab components.

This redesign made use of the Adobe Captivate 7 (eLearning development software) to create 7-12 minute modules for student engagement prior to class. Students are able to access the modules through iOS mobile devices and personal computers. Each short module presented one topic only related to the necessary mathematical background knowledge needed to solve problems presented in the next class period. Each module contained interactive examples and quizzes with immediate feedback. Upon entering class, students are required to turn in a daily "Ticket-In-the-door" that reflects and summarizes the online module. Class time now is less about lecture and more about student led discussion. Students are no longer struggling with keeping up and writing notes but rather involved with solving one or two mathematical problems together. This leads to the important feature of this environment. The flipped learning environment allows the instructor to walk around the classroom, check for understanding and provide students, especially struggling students, with a personalized learning environment.

This is a high demand course as a core requirement for all business major students. However, this course also had low success rate due to various reasons including the lack of personal interaction due to the online course format. I plan on using Flipped Classroom to improve students engagement and to reduce the non-passing (C-/D/F/W) rate.

Short Course in Calculus is a “bottle-neck” math class for various natural science majors. This project is to redesign a traditional lecture class into a flipped classroom model. The primary goal is to improve passing rate and to reinforce our campus commitment that “every enrolled student will experience at least two High Impact Practices (HIPs) classes.”

This course is an Introduction to methods of the science of psychology. It is the first class in a 3-course methods and statistics sequence to earn a Bachelor of Arts degree in Psychology at CSU Sacramento. It has a high "fail" rate and a substantial achievement gap for under-represented minority students. This course challenges beginning Psychology students, who typically are interested in the discipline for the behavioral, cognitive, neuroscientific, or humanistic sub disciplines -- not for the methodology or the math/statistics. Consequently, this material is dramatically different and unfamiliar, and students struggle to achieve the learning outcomes and understand the course's alignment with the rest of the Psychology discipline.

This course is a high demand course that is the primary class offered to fulfill the GE-E1 Lifelong Understanding Category The Whole Person - Physical and Physiological Issues requirement. Currently, the number of sections offered cannot accommodate the number of students that need to enroll.  To accommodate such a high volume of students the most promising solution would be to design an online offering for this course.  The goal for this project is to solve the issue of facility space to accommodate the number of students that need to enroll in the course while maintaining the quality of instruction.

This course redesign is to adopt an online adaptive learning environment wherein students are tracked in real time in order to identify obstacles to learning, and provide remedial content. An adaptive learning environment in the form of online video tutorials, other study tools such as quizzes, and  supplemental instruction are developed.  The videos will be a blend of presentations of both conceptual concepts as well as problem solving calculations students need to be able to perform.

The General Chemistry (CHEM 200) course at SDSU is one of the most challenging freshmen courses on campus, with a consistently large D, F, W rate (>20%), while being a very high demand course (>800 students/semester). There are a variety of reasons for the high D, F, W rate, ranging from seniors taking the course years after any prior chemistry course, to freshmen learning to adapt to the demands of a university course load, and the challenge of active engagement of students in 500 seat lectures halls. This redesign proposal aims to facilitate active learning in the classroom, an improved Digital Homework, which focuses on student mastery of the subject matter as well as lab experiments, as well as, providing additional opportunities for peer instruction through the proven supplemental instruction model.

The General Chemistry (CHEM 200) course at SDSU is one of the most challenging freshmen courses on campus, with a consistently large D, F, W rate (>20%), while being a very high demand course (>800 students/semester). There are a variety of reasons for the high D, F, W rate, ranging from seniors taking the course years after any prior chemistry course, to freshmen learning to adapt to the demands of a university course load, and the challenge of active engagement of students in 500 seat lectures halls. This redesign proposal aims to facilitate active learning in the classroom, as well as providing additional opportunities for peer instruction through the proven supplemental instruction model.

A course redesign to a Team-based Learning (TBL) format with Peer-led Team Learning (PLTL) is proposed because of the promising results shown of a more than 10% increase in passing rate in our recent redesigned preparatory chemistry course. TBL requires student ownership of their own learning through active learning. The student's development of study stills and increased understanding of learned material will ultimately increase the student success rates for passing the course on the first attempt. Learning any skill takes more than a semester to develop. We believe it is important to continue developing student problem solving and study skills after their preparatory course.

First-Semester General Chemistry (CHE 110) was redesigned from a lecture-based course to a team-based learning (TBL) format with Peer-Led Team Learning (PLTL). This course is the first semester of a two-semester sequence college level chemistry course for STEM, Life Sciences and other related majors. Hundreds of students need this course as a pre-requisite to continue into other advanced courses in their majors, but the high failure rate makes this difficult and impacts their graduation time. Grades from Spring 2018 were compared with grades from Fall 2015. (Fall 2015 data from Dr. Hyunjin Ko.) This data does not show an improvement in DFW rates. However, the redesign will be revised and launched again in Spring 2019.

This project will attempt to create an online version of the course currently offered in the History Department at Sacramento State University. The conversion to online will entail using various technologies to ensure an active learning environment.

The repeatable grades rate of thermodynamics at CSUF has been consistently between 26% - 36% over the last two years, making it the class with the highest failure rate every year in the mechanical engineering department. This project will focus on creating instructional videos and therefore allocating more time for students to practice in the classroom. Results will be analyzed by comparison with another session of this class taught by the same instructor in the same semester but in a traditional way.

Learning to program occurs as the student makes small changes to her program and checks its outcome. Providing feedback during this process is critical. Did the change help the student towards a correct solution? Currently, an instructor sets a programming problem for the student to solve and then, most of the feedback is provided after the student turns in the work for grading. This limits the amount of feedback a student receives to at most once a week; and more importantly, there is no feedback during the hands on process of writing the computer program. The course redesign is to incorporate an online software tool for programming assignments that can provide students with feedback as they incrementally develop their answers.

CHEM100 is an introductory chemistry course that is meant for students who 1) take this course to fulfill a GE science course requirement, 2) do not pass a ACS placement exam that would enable them to enroll in our standard General Chemistry course (CHEM200), or 3) feel that that their high school chemistry course did not properly prepare them for CHEM200. This course consistently has relatively high DFW rates and thus is an excellent candidate for the proposed Course Redesign with Technology methods.

An introductory CAD course, a high number of students fail the course because of difficulties in understanding the 2D sketches and then visualizing components of a 3D part model created from the sketches. The course redesign will introduce new online exercises in order to improve student conceptualization and visualizations of the 3D parts, and then, the construction of the 3D model. The progressive difficulty of the exercises should gradually increase student expertise therefore improving their confidence in CAD. The proposed online exercise program will improve the teaching the principles, as well as, improve the work done in the laboratory sister course, MECH 100L.

The project is intended to improve the teaching and learning experiences in this high attrition course. The plan is to selectively deploy flipped classroom methods, add appropriate online material, develop video support, and gain perspectives about the needs and relevance of the course for the students.

Each of the faculty has different goals for her course revisions and different delivery methods. Ida Jones and Lynn Forsythe will focus on their fully online sections. Ida Jones will make improvements by creating more instructor- videos, finding and modifying quality supplemental materials from open source repositories. and from publisher’s products depending on cost, refining eportfolios for students to explore their metacognitive skills, and re-developing online learning communities to promote student engagement. Lynn Forsythe will create an online class and implement online supplemental instruction (SI) in this section. Deborah Kemp will create a flipped classroom learning experience, collaborating with Lynn on SI and Ida on prerecorded lectures delivered online. All three instructors will promote active learning and critical thinking skills.

Three legal environment faculty participated in course redesign. All three are interested in improving student learning, student comprehension, and pass rate. Each faculty member has different goals for her course revision and different delivery methods. The faculty will collaborate on some aspects of the redesign, such as the Knowledge Surveys.  Most of the course redesign activities will be individual activities. I will create a completely online class with instructional videos, online activities, and discussion boards. The only required activity that will occur face-to-face is the final exam. I will also implement Supplemental Instruction (SI). All three instructors will promote active learning and critical thinking skills.

There are three business law faculty doing course redesign. Each of the faculty has different goals for her course revisions and different delivery methods. Ida Jones and Lynn Forsythe will focus on their fully online sections. Ida Jones will make improvements by creating more instructor-designed videos, finding and modifying quality supplemental materials from open source repositories, refining eportfolios for students to explore their metacognitive skills, and re-developing online learning communities to promote student engagement. Lynn Forsythe will create an online class and implement supplemental instruction (SI) in this section. Deborah Kemp will create a flipped classroom learning experience, collaborating with Lynn on SI and Ida on prerecorded lectures delivered online. All three instructors will promote active learning and critical thinking skills.

The main objective of this course redesign is to 1) improve the students' performance in ENGR 323 through technologies and high impact practices, and 2) better prepare students for their career success in structural and earthquake engineering. Two pedagogical methods and practices will be implemented to address these in this course redesign: 1) collaborative assignment and projects for student groups both inside and outside classroom. 2) supplemental instruction/augmentation.

The high-level goals of our re-design are to: (i) promote development of a growth mindset and help students become organized, self-directed learners more capable of managing the current, heavy course workload; (ii) develop new, supplemental materials for students to self-check their understanding of material and self-check assigned work before submission; and (iii) integrate more and effective active learning strategies in class.

BIOL 10 is one of the largest courses at Fresno State and is experiencing bottleneck issues due to the limitation on seating in the laboratory portion of the course. A hybrid model of virtual and physical labs will alleviate those seating constraints as well as allow us to shift some of the Teaching Assistants into the large lection classes to facilitate the inclusion of active learning techniques.

The fully online sections of this course have a high rate of repeatable grades, in large part due to a student persistence issue. In an attempt to increase the number of students completing the entire course, the class is being converted from fully online to a hybrid. The hybrid sections of the course will meet one time per week for active learning activities.

The goal of this project is to create a hybrid version of a non-majors introductory biology course. By using a flipped model of classroom instruction we are hoping to increase student persistence and attitudes towards biology and reduce the number of students receiving repeatable grades.

This course is required for many BS degrees such as Business Administration and Industrial Technology, and it fulfills the requirement for GE and the majors of Mathematical Concepts and BS in Aviation. This is a course with high demand (930) and low success (27%), and almost all sections are taught by temporary faculty and the workshops are led by facilitators (students). The project will leverage adaptive learning technologies and online homework system to align student learning experiences and integrate active learning strategies, inside and outside class, throughout the main class (Math71), and the concurrent workshop (Math71W), including instructors, facilitators, and students. It will help students succeed at higher rates and to be involved in active communities of learners and achieve their degree at a faster rate while encouraging their degree interests.

Development and implementation of Learning Glass videos for students taking first semester organic chemistry. The new pedagogical methods introduced will include Learning Glass videos developed from the standpoint of expanding on the expected learning outcomes in introductory organic chemistry. The pedagogical methods will be implemented as supplemental instruction only and not in the main lecture session where time does not allow to demonstrate these videos. The plan is to increase the success rate in introductory organic chemistry by changing the way students approach the learning of the topic rather than using simply memorization to pass the exams. Because the traditional course lacks instructional support such as teaching in smaller groups and Learning Glass technology, the plan is to develop a unique learning environment in order to better understand organic chemistry using appropriate tools. The goal is to increase student engagement and performance which will subsequently guide them to successful completion.

I'm developing a fully online large introductory class using adaptive learning and virtual labs.

Conversion of lecture materials, readings, and shooting guides into short video-essays and training videos.

BIOL 10 is one of the largest courses at Fresno State and is experiencing bottleneck issues due to the limitation on seating in the laboratory portion of the course. A hybrid model of virtual and physical labs will alleviate those seating constraints as well as allow us to shift some of the Teaching Assistants into the large lection classes to facilitate the inclusion of active learning techniques.

Fundamentals of Operations Management is a required upper-division course for all majors in the Lucas College of Business (LCoB). Over 1,400 students are enrolled in these courses every year, with some in "mega-sections" with approximately 120 students. The waitlist for this course is usually 100-150 close to the start of a semester. Redesigning the course would facilitate active student learning and motivate students to apply operations management concepts to their future career. It would also enable "mega-sections" without sacrificing quality teaching. This project aims to incorporate various technologies, videos, discussion groups, and simulations to achieve the redesign goal.

Our redesign efforts will combine Active Learning strategies with free technology resources in order to promote greater student success.

CHEM 107 is a large enrollment General Chemistry course with a DFW rate of about 30% and significant gender and URM achievement gaps. The goal of the redesign is to move away from traditional lecture to more active learning in the classroom, as well as provide additional resources such as Supplemental Instruction, in order to improve student success across the board. To achieve this, some of the lecture content will be moved online.

Principles of Economics: Microeconomics (Econ 1B) is a CSU identified bottleneck course. This is in part due to the fact that the course is an introductory, prerequisite course for Economic and Business Administration majors and fulfills the GE Area D1 requirement. The course will be redesigned to a fully online format to meet student demand and the accessibility needs of a diverse student population that requires flexibility and on demand access to learning.

Organic Chemistry is a difficult course because of complex concepts and a great deal of material that must be mastered in order to progress to the next courses in the curriculum. It is essential for many STEM majors but historically there has been a high DFW rate. The goal of the redesign is to increase student engagement and success thus lowering the DFW rate by incorporating the use of Supplemental Instruction, clickers, and online resources, such as instructor created videos to teach the difficult concepts and complex material.

Precalculus is the number one math course on your campus for D/F/NC for both the total student population as well as Non-white Hispanic/Other student groups. Since it is a gateway course for science courses/majors such as chemistry and physics, it disqualifies many of these students from starting their desired program and eventually hinders them from completing these programs within 4 years. There are many of these students who require multiple attempts in precalculus before success is achieved. This rate of repeating students effects the available of the course for incoming freshman as it is in high demand. Finally, the pace of course is highly demanding. This contributes to the NC grade choice which means students plan to recycle to the next semester in hopes of improving their outcome

By the use of recorded video content and digital interactives, students will learn procedural and conceptual calculus knowledge. This will allow some class sessions to be problem-oriented, with students working individually and in small groups on challenging problems which will deepen their understanding of the content.

The course is a high demand, required GE course where the number of sections and available seats, combined with the ability to successfully complete the course at a grade point of 2.0 or better (DFW rate), all clash to create a bottleneck. The DFW rate and bottleneck issues are such that native students need to take the course while facing roadblocks around access and successful completion of the course. Creation of an online hybrid / blended course can help alleviate this bottleneck, while with proper design and support, can also increase successful completion rates. Proper design can include targeting more students from a diverse environment, introducing inclusive learning themes, enhanced large class student participation, integrated writing assignments, all the while targeting first-generation college students.

The goal of the course redesign is to better utilize technology to (1) increase retention and decrease attrition in the context of a fully online PHIL 110 course; (2) make PHIL 110 scalable so that more fully online sections can be offered each semester; and (3) address challenges faced by first-time college students taking a fully online PHIL 110 course.

Introductory Chemistry is a course to assist students who do not meet the prerequisites for enrollment in the first course in college general chemistry, CHEM120A. The course is designed to review basic chemistry, mathematics, critical thinking and problem solving skills that are required for success in CHEM 120A. The student population in CHEM 115 has a range of educational backgrounds in chemistry and mathematics that is very broad. The redesigned CHEM 115 is intended to address 1) the demand for the course; particularly for students who work to support themselves as they earn their degree. A hybrid version of the course is an option that could make the course available to more students; 2) the low success rate in CHEM 115. The hybrid online course will accommodate students’ varied preparation for chemistry by an emphasis on mastery, engagement and interactivity.

The high-level goals of this re-design are to: i) adjust course pace to promote students to develop a stable work routine throughout the semester, by reorganizing course topics and emphasis; ii) develop pre-assessments allowing students to self-check their understanding of assigned readings before coming to class; (iii) redesign and implement select lessons using an active learning strategy, POGIL.

PUB 301 is a required course in high demand for the major that has resulted in a bottleneck due to high DFW rates. The objective is to reduce the failing (repeatable) grade rates, as well as, to increase student engagement and success. The redesign of this course will include the use of several pedagogical approaches, team-based learning, flipped classroom,clicker and videos.

IST 274 is required lower-level core class for the B.S. in IST degree program experiencing high DWF rates and bottleneck problems. This project attempts to solve both problems though a complete redesign by flipping the classroom and providing an immersive student guided lab experience.

The goal of this project is to develop a number of instructional tools aimed at increasing student success in Economics (ECON) 315, reducing the failure rate in the course from a current 26% to 18%. The primary goal of this course redesign is to create it in an online, asynchronous format with hybrid features. The vast majority of the course will be delivered online (90%), but there will be required on-campus meetings (10%). I will develop many videos and other online activities that aim at enhancing students’ learning experience and improving their success rate in the course.

This website documents the redesign of SOC 368, Criminology, at CSU Dominguez Hills, a popular sociology course which has regular enrollment from students in multiple majors. Due to campus limitations in classroom availability, we must offer it online more often than not, and that situation has created a bottleneck situation for this course compared to other courses offered by the department. This ePortfolio details the specific issues faced by students in this course, and how technological and pedagogical redesign should alleviate or correct most of these issues, so the tools and insights used and discovered through this redesign can be shared to other faculty in the CSU system who may be facing similar problems in their courses.

The main goal of this project is to address the following issues: (1) gaps in student preparation and conceptual understanding, and (2) feedback on homework using various adaptive technologies such as online homework and supplemental materials.

CSC 134 is an upper-division course in Department of Computer Science, which is a pre-requisite course for other advanced courses. This course forms as an important foundation to better understand other major areas of computer science. The course typically has 30-45 students in each section and the D/F/W rate is usually high. Due to the large amount of course content to be delivered, the most used instruction model is traditional lecture, which has low student engagement. This project is initiated to explore strategies and techniques that improve student engagement and enhance student learning in database, such as online videos, flipped classroom on specific topics, and team-based learning. This will help student form a stronger foundation for future computer science study.

The course focuses on developing mechanical rigor and the underpinnings of critical thinking, both of which are important in developing knowledge for “transfer” into other courses and contexts; however, it suffers from the highest number DFW/fail rates on campus. All of the above issues–high demand and low access, challenging course material, and often exclusive subject matter–affect pass rates. Our traditional classroom structure is not effectively dealing with modern textual profusion (as characterized by online rhetoric and “virtual” social structures) and is increasingly unable to develop student agency and critical ability. The high failure rates in this course represent a lack of success in delivering desired outcomes as well as a missed opportunity in arguing for the indispensability of skill in rhetoric and analysis. Through the use of experiential pedagogies such as a video game developed solely for the ENG 110 course, we will seek to address issues of agency and inclusivity in the course.

I will create a repository of active-learning materials (LOCAL) that can be used by any Organic Chemistry instructor. Each activity will directly map to one or more SLO of the course, and the collection will be organized according to the relevant topic/textbook chapter. Each week, the instructor can select suitable activities from the repository to be implemented during a face-to-face lecture period. By working on problems in class, the instructor can model problem-solving approaches and the students will gain valuable hands-on learning. With embedded and supplemental growth mindset and study strategies lessons, students will not only be learning organic chemistry, but they will be learning how to learn.

PUB 301 should be redesigned to support an increase in student success with higher passing grades. This is a course with high demand and low success (25% or greater DFW in courses with enrollment of 100). Pub 301 is also a course that hinders student success because of accessibility of content and affordability of resources. Shifting the teaching approach and learning paradigm supports the redesign goals to reduce the number of failing (repeatable) grades in this required course through course redesign and increase interest in the public administration concentrations.

By incorporating technology into the student’s pre-laboratory activities through the use of simulations and virtual labs the students will have access to view and practice the techniques and skills they will be using in the laboratory before they even come to laboratory. This will not only allow students engage with material is a risk free environment where they could make mistakes without the potential hazards involved in a wet-chemistry type lab, but to also promote inquiry-based learning. By having the students engaged with the material before they come into class, it will give them a creative outlet to explore ideas and hypothesis while also allowing for them to be better prepared for laboratory. Together these two things could lead to increased student learning and better performance in the class which will raise their grades and lower the DFW rate. Also with redesigning and implementing a significantly cheaper laboratory manual, it will make the course more accessible to low income students by making it more affordable.

ECE 3070 is the core course for both Computer and Electrical Engineering students. This course is characterized by high enrollment and high repeat rates. In this course redesign, I am planning to make online supplementary video tutorials to help students to refresh the materials from the prerequisite courses. The supplementary video will be also created to cover some of the basic and important concept of the course. Students can watch the videos before coming to class. Then, I will discuss and teach the topics covered in that specific video in the class and expand the materials as needed. This pedagogical strategy will have the potential to make class time more engaging and increase the student learnings.

The course has been taught as a traditional lecture course in a large lecture setting. For the redesign it will be transformed into a fully online course, injecting engagement, assessments, and assignments that fulfill higher learning course design models following Bloom's taxonomy. The goal is to provide online discussion periods (hence the "flipped" aspect) and update course texts and materials. I am also using a few new learning LMS embedded tools (like Socrative app, Zoom, google docs, online quizzes, news sites, and YouTube videos) to enhance resource diversity, connecting the course to current events and social issues.

Team Based Learning (TBL) trains students to take ownership of their own learning through active learning. Students’ personal development of study skills and active participation in the learning process will ultimately increase the student success resulting in an increased number of students passing general chemistry I (CHEM 110) on the first attempt. As students move through the chemistry sequence with TBL they will be trained to be active learners, team players, and critical thinkers.

The goal of this redesign is to incorporate active learning into the course through a modified flipped pedagogy. More time will be spent by students outside of class to be introduced to the concepts and class time will be spent actively applying those concepts with instructor and peer guidance. Students will also be exposed to assignments involving virtual laboratories outside of class  to see the physical realities of the concepts and problems that are being solved in the class. This is aligned with the ABET student learning outcomes of a) an ability to apply knowledge of mathematics, science, and engineering, b) an ability to analyze and interpret data (corresponding to virtual labs), and e) an ability to identify, formulate, and solve engineering problems.

As a chemistry class, a major part of understanding the difficult lecture concepts is being able to perform experiments and analyze the data produced. The laboratory is the place where the theories discussed in lecture can come to life and allow students to be fully immersed in the scientific process. To fully improve student success in this chemistry class, the laboratory should not be ignored. The lecture and laboratory should be cohesive in the topics that are discussed and the technologies that are employed. Therefore, this redesign will be focused on blending virtual, pre-experimental preparation and wet-chemistry experiments performed in a laboratory setting.

Our learning goal is to have students learn physics by engaging in authentic scientific practices. Physics is an experimental science. With separate lab and lecture, the challenge is to have students engaged in experimentation during lecture time. We will use online videos of physics experiments during lecture time to bridge the lab-lecture divide. Students will be engaged in authentic scientific inquiry during lecture time using the videos.

Humanities 140 World Mythology is a large lecture course delivered from a small department (Classics and Humanities) without a graduate program and, hence, without TA’s. The course must be taught within the parameters of what a single instructor can accomplish with only ISA’s to help correct small assignments. Reading assignments can only be reinforced by elementary Blackboard quizzes and activities. The course is also now delivered as a hybrid/blended course: one third of the weekly lecture time is delivered as podcast-videos. Course Redesign with Technology would allow me to improve the quality of Blackboard materials, improve the effectiveness of online/distance materials, and (as detailed below) improve students’ response to course material and demonstrate higher levels of mastery of the course’s SLOs. Most importantly, course redesign would allow me to create podcasting/video instruction that would be a self-standing element of the course that could be accessed and used by a coordinating instructor of writing in RWS.

Develop a technology-enhanced Abnormal Psychology course with digitized micro-instructional videos and materials (10-minute instructor/guest lectures, TED-like talks, and clinical case examples). The online and digitized materials allows in-class sessions to focus on active, cooperative, and flipped classroom learning activities. These materials better prepare students for classroom discussions and activities.  

This course has been a traditional mainstay of history departments. It is a requirement for lower division history majors and minors and also for lower division non-majors to fulfill a GE in comparative systems. In the past, barriers have been the wide variation in both student skill level and interest. My goal is to address both of these problems by flipping the class, transforming a course which was the epitome of exclusivity into an inclusive learning laboratory. In the process, I will minimize in-class lectures and incorporate team-based and active learning. This will allow me to move away from providing a narrative, and instead help students gain necessary skills and historical perspective so that they are empowered to critically evaluate dominant and competing narratives of Western Civilization and to become co-constructors of historical narratives.

This project aims at re-directing valuable class time from traditional lecturing to student-centered and inquiry based active learning. The goal is to cultivate students' higher level of thinking, which contributes to the development of their analytical, critical thinking, and problem solving skills. With the use of academic technologies, such as Mediasite, Ed Puzzle, Learning Glass, and etc., students will be guided through pre-class preparation activities that set them ready for in-class problem discussion and problem solving. The pre-class preparation interact with the immediate in-class feedbacks ensure students are actively engaged and take responsibility in their learning process.

The course is a prerequisite for many upper-division courses and currently has a high failure rate of about 23% across sections. The course redesign is intended to increase student success by incorporating video tutorials and adaptive assessment to facilitate learning and reduce lecture time in class and create more time for active learning and problem-solving sessions. A course project will be used to give students a comprehensive experience in using statistics in scientific research. Supplemental instruction and tutoring services will be offered to provide an extra learning opportunity and practice for students.

Nursing Students are required to obtain a minimum number hours of clinical practice per the board of registered nursing. Nursing instructors are monitoring and evaluating 10 students during any clinical day. If students participated in online e-learning and hybrid learning, (i.e. flipping the clinical) in addition to virtual clinical /simulation then the quality of instruction would improve. Eventually, if  this flipped clinical model is to be proven useful, the number of students per clinical site, as well as the number of students admitted to the program could increase due to the use of simulation and additional online education.

Supplemental instruction, digital homework and adaptive learning were implemented - for the second year- in the first quarter (of a 3 quarter series) of general biology course. The SI model adopted was the UKMC model, digital homework and adaptive learning were mandatory part of the course and we utilized the package provided by the publisher of the textbook used in the course. Both SI and digital homework benefited the students. Students with higher incoming GPA who attended the majority of SI sessions achieved the higher grades than students who had lower GPAs and did not attend a significant number of SI sessions.

This course introduces various material property testing methods. Through this course students are expected to learn and understand the techniques and effort involved in the mechanical testing of engineering materials; verify various principles and theories of mechanics of materials and their limitations; and gain experience in the acquisition, reduction and analysis of experimental engineering data. 

The course is an introductory course in Speech, Language, and Hearing Sciences and provides an overview of the anatomy and physiology of the speech mechanism, including how the respiratory system, vocal folds, and orofacial structures interact to produce speech. The course redesign will ideally provide students with foundational problem-solving and critical thinking skills to apply scientific knowledge to determine how breakdowns in the speech mechanism will lead to predictable speech difficulties. The redesign is focused on using leveraging technologies and pedagogical strategies to increase student engagement and greater class time for applied, real-world case studies and problems through the use of clickers, flipping the classroom, and supplemental instruction.

The course is an upper division GE and an approved course that meets SF State Studies American Ethnic and Racial Minorities (AERM) requirement. The redesign can address three bottleneck issues: 1) low accommodation capacity to meet high student demand; 2) lack of quality auditory and visual instructional strategies; and 3) relatively low student success rate.

This redesigned course will offer students the opportunity to complete one domain of knowledge and one of the four SF State Studies requirements (Social Justice), both of which are in high demand and present bottlenecks for students. Together with AU 301 and a social science class currently being designed, this course will allow a large number of transfer students arriving at SF State to complete all of their Upper Division GE and SF State Studies requirements, often in a semester in which it is difficult for some students to find courses in their major.  Moving some lessons online (including lectures, slides, assignments, readings, videos, and films) will allow instructors to devote in-class meetings to active learning as well as to encourage integrative reflection on the subject of life in the San Francisco Bay Area from multidisciplinary perspectives. Additional newly-built online units will feature interviews and engagement with artists, scholars, and leaders in the Bay Area. We will also develop well-designed, self-guided community learning opportunities to help students connect with their local environment. The redesign team will work with SF State’s Affordable Instructional Materials program to look for lower cost instructional materials. We will use iLearn for course materials and written assignments.

Thermodynamics I is typically the first course students take in the 300 level courses. It is a bottleneck class with over 20% of students receiving repeatable grades (W, D or F). In this project, the following technological and pedagogical activities are pursued: Integrating a set of video tutorials covering topics that students found difficult; the use of practical examples and industrial type problems relevant to Chemical Engineering; and, employing Clicker self-assessment questions in the classroom. In addition, several discussion topics developed to implement active group learning in the classroom.

The cadaver lab at CSUS may or may not be discontinued in the near future. In order to prepare for the possibility that the cadaver lab may be discontinued, I propose to implement a number of virtual labs in Spring 2016 to test feasibility, effectiveness, student attitudes, and student success with virtual anatomy/cadaver labs. It is hoped that virtual labs that incorporate drawing exercises may also improve student success in the course.

The course is a required course for marketing major students. The main challenge is to learn and integrate theories across different fields including marketing, psychology and sociology. This project will convert this course into a hybrid one by providing lecture videos online, adaptive learning activities in class and online, and "flipping" the classroom to enhance student engagement with a complex array of concepts. 

We want to maximize the number of students we are able to accommodate each semester, while ensuring active learning and skill building for students. We will be introducing the GIS wetland mapping project technology for the students to learn, which is a real world tool. The course will be flipped using videos and online assignments in order to allow more in class time for discussion and small group work to enhance student success.

The goal of this project is to increase student engagement by avoiding the traditional lecture format. In order to accomplish this, we will flip the classroom to include lecture, reading, and video outside of class. Ensuring the students perform this pre-work, "ticket in the door" assignments and scoring will be included. In-class activities will be group-based problem solving and sharing. Homework assignments will be somewhat shorter to account for the out-of-class time and the fact that they will be doing in-class activities other than just the homework.

As delivered through our LMS Blackboard, videos, online homework, and adaptive learning are employed to address high repeatable grade rates in this course. Videos will provide brief tutorials relative to student learning outcomes. Through adaptive learning, students will be assigned tasks depending upon their level of preparedness.

Adapt the following instructional strategies: 1) <em>Flipping the Classroom using Project-based Learning; </em><em>2) Strengthening Student Achievement in Mathematics Using Supplemental Instruction Materials; and, 3) <em>Peer Led Pair Programming in Closed Laboratory (PLPPCL).</em></em>  In addition, the faculty will create a workbook as laboratory learning material for PLPPCL to enhance the introductory computer science curriculum. PLPPCL is a new strategy and utilizes collaborative learning strategies to retain under-prepared students in the undergraduate computer science program. By flipping the classroom, providing supplemental instruction materials, and organizing team learning (pair-programming), we expect students will master various programming skills and improve their abilities for computational problem solving, as well as, be well prepared to succeed in other computer science courses related to programming. Through the application of flipped classroom, supplemental instruction, and project-based learning strategies as well as peer led pair programming labs and class discussions, this course redesign will emphasize the development of the logic programming skills, object-oriented techniques, and analytical abilities necessary to specify, design, and develop computer-based solutions to complex problems.

This project will redesign the course to enhance student mastery and improve pass rates. Failure to master this course undermines a student's preparedness and often sours their interest in the rewarding branch of Engineering.

Redesign of the biology majors genetics course was stimulated by Fresno State’s launch of the DISCOVERe (tablet computer-based instruction) initiative. The incorporation of mobile technology, in the hands of the instructor and students, provides opportunities to: engage students in new ways; provide more authentic experiences in the discipline (Hunter et al. 2007, Jones et al. 2010); improve their quantitative analysis and information literacy skills. Critically, both students and the instructor benefited as a result of the redesign: student grades improved; percent of repeatable grades decreased; marginal improvement occurred on a validated genetics assessment; course management efficiency dramatically improved with the integration of course management and student polling software.

The focus is to increase accessibility to ME 105 in order to help students finish their degree in a timely manner. Currently one of the sections is an evening offering which ends at 8:45 pm. This late offering interferes with (i) the student's work schedule; most of them work in order to supplement their college costs or (ii) their ability to take other classes offered during daytime hours of the following day especially if they have a long commute to and from campus. The goal of this project is to create a virtual lab environment that adopts “two tracks of online and in-person labs alternating every week.”

To increase student engagement and success through the use of high touch tech in an English writing course.

With this course redesign proposal, we hope to improve students’ ability to analyze and design circuits. As part of this project, we will (1) develop videos that go over more challenging homework assignments and (2) develop pre-lecture homework assignments.

Organic chemistry can be an extremely challenging course for many students but especially non-science majors. The redesign of this course is focused on providing students with various opportunities to enhance their learning through in-class activities, online tutorials, supplemental instruction sessions, and traditional lecture format. This would hopefully enable students of all learning styles to understand, apply, and eventually pass the class and alleviate the need to repeat the course.

POLS 1000 is a lower-division GE course that fulfills the CSU's American Institutions requirement. Every undergraduate student is required to complete this requirement, and most will take this particular course offered by the Department of Political Science. Class size ranges from about 40 students to as many as 200 students. My course redesign is mean for a large lecture course of between 125 and 200 students. Typically, large-lecture courses revolve around the "sage-on-a-stage" format; attendance can be low, and student engagement both in class and outside of class is often minimal or sporadic.  My course redesign will be based on two major elements: (1) integration of course material with Moodle primarily through greater use of online assessments and ungraded online assignments (essays, forum discussions, and practice tests); and (2) an in-class polling program (REEF Polling). 

The purpose of this redesign project is to enhance student learning through the addition of vSim patient scenarios into the Adult Care Management I course. The course will use a flipped design to allow students to review key concepts and lower level learning outcomes in readings and recorded videos prior to class. Additional technologies including Clickers, case studies, Prep U, and Camtasia recorded lectures will be used to enhance student engagement and achievement of higher level learning outcomes.

This is an upper division undergraduate required course. This course traditionally caps 35 students per section during each term, where approximately 6 of the students receive grades of C or below or withdraw, and the DFW rate is usually higher than 10%. This project is to adopt the pedagogical strategies for course redesign: <em>Flipped Classroom</em> and <em>Adaptive Learning</em>. By flipping the classroom, providing supplemental instruction, and organizing team-based learning, we expect that students will achieve fundamental programming skills and improve problem solving abilities, which is essential for them to succeed in their future career.

It is currently not clear how effective the traditional 50-minute lecture format is with regard to student success. New pedagogical techniques will include the adoption of iClicker technology to have real-time measurements of student understanding, video-recorded lectures so students can review in an alternate format than textbook.

This is a GE course fulfilling the science with a lab requirement. The class is offered every semester, yet always has a waitlist, causing some students to be delayed in graduation. The redesign will incorporate technology and active learning strategies for better student engagement resulting in higher student success rates.

I plan to utilize Supplemental Instruction as well as a flipped classroom approach as part of the redesign of the course. The focus will be to create videos that will be accessible at all times to assist in learning the concepts that are in alignment with the SLO's. The daily and long term assessments will determine how well the concepts are being learned.

We propose to "flip" the course by enforcing pre-class textbook reading, replacing traditional lectures with reading quiz, brief lectures, spending most of the class time guiding the students to actively doing worksheets, as well as providing supplementary materials including instructor-made videos, so that we can expect more student engagement inside and outside of class, and improve the student understanding and performance. 

I redesigned a traditional upper-division, required writing course into a student-centered, "flipped" hybrid model that includes a series of twelve, sequenced, teaching videos and a Quality Matters certified online learning environment. Preliminary steps included launching a YouTube channel with Closed Captioning for an integrated weekly guest speaker series, developing a digital study guide that eliminated one required textbook, and integrating publisher developed adaptive learning series (McGraw Hill's Connect).

JPAN 1C fulfills the Foreign Language Graduation Requirement and this course would benefit for highly motivated students and those with some background. The course will be redesign through "flipping" (online video-lectures, online assessments, and online activities) and the development of interactive learning activities while focusing on communication activities in class.

The course is a bridge course intended for students who need additional preparation before attending chemistry courses counted toward their major. A course redesign is needed to strengthen this remedial science instruction with two objectives in mind: 1) for more students to successfully complete CHEM 101 which has a overall pass rate less than 70% and 2) for more CHEM 101 students to successfully complete subsequent chemistry courses (CHEM 105 or CHEM 150) with high quality grades. The course redesign uses a flipped format freeing time for in-class group based learning activities to facilitate student participation, develop problem solving skills and improve the overall retention of course content.

To encourage more student engagement in class with more challenging and relevant examples and applications, we propose to "flip" the course and provide basic lecture content in online videos. The videos will have embedded questions and post video, skill building exercises. We will develop clicker questions to foster conceptual understanding and in-class work-sheets for group activities that step students through more complex examples and/or challenging applications.  

CM1S is a mandatory entry course for Construction Management major students and Civil Engineering students who minor in Construction Management. Learning experience in this course will largely determine if the students will understand Construction Management as a field of STEM study as well as a potential career path. Failure to pass this course will prevent students from proceeding further in this major (or minor). HIstorically we observe high D/F/W rates in this course attributed to various factors including heavy course loads and lack of classroom interaction and engagement. To redesign this course, I leverage instructional technology including Educational Gaming, ePortfolio and Digital Badging to foster three major changes including Course Structure, Course Delivery and Course Assessment. I also attempt to adopt innovative pedagogies including flipped classroom, project based learning, experiential learning and service learning to enhance academic-industry and academic-community connection, and eventually to improve student engagement and learning outcomes.

We introduce four concepts on the first day of class: Momentum, Energy, Forces, and Motion, starting very simple and increase complexity for the first 6 weeks, adding trigonometry in week 7, repeating the process for rotational mechanics for the last three weeks. Providing ~ 100 videos online leaves class time open for demos, discussions and peer instruction. I continue to learn from my students as we engage in considerable reflection about what we are doing and how we feel about it.

A flipped classroom redesign for a Modern Physics upperdivision course. Classroom face-to-face time is used for virtual labs, problem solving, and creative reflective activities. At the end of the semester students create videos to reflect on their learning and on how materials relate to their knowledgebase and experiences. Several computer games are used to engage students as well as a trivia game.

POLS 281 is a required course for all Political Science majors at CSULA. It is also a course that has proven particularly difficult course to pass for many students. In teaching this course, I have found that many students general are not intrinsically interested in learning the quantitative side fo the field. Indeed, they might have chosen the major in order to avoid working with numbers in the first place and believe that they do not have the requisite skills to pass the course. More to the point, there is a lot of fear surrounding this course. Moreover, there it is difficult generating buy-in as students do not intrinsically understand how numbers are an essential part of the discipline. This redesign is meant to help students a) overcome this fear, b) adapt to the individual learning styles of each student, and c) learn how to be critical consumers of quantitative data.

In an effort to reduce repeatable grades in general chemistry, a hybrid classroom is being implemented. Core concepts are ported to online media, and the saved classroom time is used for additional active learning techniques: group activites, discussions, and problem solving. In the second semester of the redesign, supplemental instruction is implemented to a limited degree. Overall, the redesign lowered DFW rates and increased students GPA on average. Additionally, supplemental instruction seemed to correlate with increased performance.

The purpose of the redesign is to reduce the number of students who earn repeatable grades by flipping the course, incorporating clickers, and using material that is more relevant for students.

The purposes of this redesign are to increase the consistency and quality of instruction for the course, to increase the exposure of our nearly 3000 Psychology majors to the tenure-track faculty in the department, and to decrease the bottleneck and make the class easier for students to access early in their career at CSUN. In this redesign, Drs. Malmberg and Fahmie are developing a set of fully-online modules that integrate cutting-edge technology with evidence-based pedagogy. We expect the redesigned course to directly impact the success of students enrolled in the course, decrease their time to graduation, and enhance their ability to attain their goals while at CSUN and after graduation.

This course provides biochemistry fundamentals to non-biochemistry students in the biology and chemistry departments. It currently does not have an associated lab. This class is impacted and has been over-enrolled every year for the past 3 years. We will use virtual labs created by Labster Inc to provide students with virtual exposure to key concepts in biochemistry including enzyme kinetics, metabolism, bioenergetics, regulation, and protein/nucleic acid structure-function. Here we examine the effects of these virtual labs on student achievement and satisfaction in the hopes that the DFW rates will decrease, student satisfaction with the course will increase, and student self-efficacy and intrinsic motivation to learn the material is enhanced.

GEOS 101 is populated by non-STEM major students seeking to fulfill their GE Area B requirement. With sections that range in size from 65-200 students, the large number of students and lecture hall environment has made it challenging to adopt active learning strategies in the course. The goal of this work is to improve student learning and engagement through using small group active learning strategies. Tools to assist this work include student assistants to facilitate small groups, flipped classroom strategies to gain in-class time for active learning, and iClickers to improve formative assessment.

Because this course is the last core course students take in the thermal-fluids sequence of courses and because of its multidisciplinary nature it is typically the most difficult part of thermal/fluids sequence. This project will create various supplemental materials including modular video tutorials, recorded in-class lectures, self-assessment quizzes on Blackboard, and the curation of videos that demonstrate heat transfer concepts. The course will be redesigned to use the flipped classroom strategy for the students to work together after viewing the lecture videos. The purpose is to increase student engagement and improve student success in order to pass with at least a C.

This is a redesign of HIST 173, the second half of the GE U.S. History Survey at CSU, Long Beach. The aim is to transform my large lecture class by switching the focus from lecturing - the "sage on the stage" approach - to active learning involving small group work or "learning communities." Methods to be explored include online discussion groups and related assignments designed to be more "relevant" to students' lives outside the classroom. I will also continue to investigate free online learning materials. My hope is that the redesign will enable students to develop a more engaged, critical, and affective understanding of the historical past.

Project Abstract: to design a course that engages students, that helps them become more self-directed and more active learners; to help students learn basic college skills such as note-taking, document reading and assessment, map making and information analysis.

This course is required for all Health Sciences (HSCI) majors to take at California State University, Northridge. Due to the tremendous growth in the HSCI Department's population of students, the Department has had difficulties in recent years offering enough sections for students needing to take the course, finding a sufficient number of instructors to teach the number of sections required to meet the need of students attempting to enroll in the course, and attempting to locate classrooms for needed sections of the course. Redesigning the course to a Hybrid design will hopefully allow for the opportunity to increase the number of seats available in a section, add more sections of the course without the need for additional classroom space, and make recruitment of instructors for multiple sections easier without increasing the burden on the recruited instructors.

Computer Science 40 is currently our gateway course to computer science, and computational thinking. Unfortunately, it has also been one with a historically low student success. In Fall ’16 we are moving CSci 40 into the DISCOVERe tablet program to make the technology needed to learn to code more readily available to all students. This project facilitates the changes needed to the course to take full advantage from knowing students will have devices for coding in every class. Developing class coding activities and quizzes, along with peer reviewed coding activities will greatly enhance student engagement and enable improved learning outcomes. Data will be collected from this offering, and used to guide further enhancements.

Contemporary Topics in Economics is a lower division general education course that is required for the Environmental Science Major. The course is taken by students of all majors at all stages of their college career. My goal for the course is to increase student achievement, engagement and persistence by making the course more personal and interactive for students.

This course was redesigned using Canvas.  The goals of the redesign were to address the bottleneck issues, improve the pass rate in the course, draw new majors to Anthropology, and retain declared students.  Student readiness issues, primarily time management and self motivation, were addressed by using the calendar feature in Canvas to help students ‘see’ due dates and upcoming assignments.  In addition, a mobile app that allows the instructor to send text reminders to students was embedded into the course.    To help motivate students the course redesign includes online videos and interactive assignments. Students have reported not completing assignments that require them to leave Moodle and create an account or complete work on an outside platform such as Blogger. During the redesign these assignments were built directly into the Canvas course so that students do not need to leave the learning environment in order to access them. Students are able to download the Canvas app on to the phones and/or other mobile devices and access course materials from anywhere.  Additionally, they can participate in class discussions and easily upload course assignments using this app.

I will incorporate both supplemental instruction and an adaptive learning program to our second-semester general chemistry course.

Geotechnical Engineering Design is an upper division technical area course designated as ‘Design Course’ offered to the undergraduate students in Civil Engineering at California State University, Fresno. The course has suddenly seen a jump in failure rate after tablet computers were inducted in the classroom instructions. It was felt that main reasons behind high DFW grades were i) Students motivation to get a free tablet computer without being accountable for their learning; and ii) Disengagement with the classroom instructional materials. While ‘free tablet’ motivation issue is already being addressed by making systemic policy changes at the university level; the disengagement issue can be addressed on the instructional level. Therefore, the aim of course redesign is to increase student engagement level and use the technology (tablet computers) more efficiently. It is planned to include short instructional videos in a partially flipped classroom setup.

This course is one of four required lower-division biology courses for all of our biology and biotechnology majors, and the second in a two-semester sequence that covers core biological concepts (Biology 210 and 211). Biology 211 is also taken by many other science majors including biochemistry and chemistry. This course, along with Biology 210, is a severe bottleneck because of an exponential growth of majors with limited facilities for lab courses, and conceptual roadblocks leading to high repeatable grades. We would like to use this redesign opportunity to introduce more interactive lecture lessons and draw upon the vast number of newer techniques now available to increase student engagement and reduce the DFW rate. In addition, sections of this course are also being taught by an increasing number of lecturer faculty so another goal will be to create a formal Course Guide for lecturers, accompanied by a library of teaching modules (i.e., videos, interactive activities, quizzes, etc.).

A course redesign to a Team-based Learning (TBL) format with supplement instruction (SI). is proposed because it requires student ownership of his/her own learning through active learning. Students’ personal development of study stills and reinforcement of learned material will ultimately increase the student success rates for passing the course on the first attempt. Additionally, students will develop skills that will help them succeed in other college level STEM and Life Science courses.

Redesign a business management human resources course from a traditional large lecture classroom delivery to a fully online course.

We seek the increase student engagement and time-on-task, using several proposed modalities: (1) Supplemental Instruction; (2) i&gt;Clicker in-class technology for attendance / engagement / quizzes; (3) Mediasite Recorded Lectures; and (4) Increased on-line homework. Post-proposal, we also introduced the following: (a) Learning Glass videos of solved problems; additionally (i) we have collected a wide selection of NO-COST open textbooks and online video resources, and have started migrating the course to a very low-, or no-cost format.

This is the first required course for Computer Science majors. It is also a required course for some other majors. Right now about a third of the class receives a repeatable grade. I want to reduce that percentage. Most students come with no experience. The concepts are foreign to them and many have trouble grasping the basic concepts. This is a big issue, and we need to find a way to improve their understanding. I will address these problems with a multi-prong approach. I will use an interactive textbook, a flipped classroom, Supplemental Instruction, and in-class activities with clicker questions. Students will do the reading and complete online quizzes before class begins.

The purpose of this redesign is to increase student engagement and course outcomes in an introductory genetics class. This will be achieved through flipping the classroom, active learning, and the introduction of new instructional videos and tournament play.

Methods of Applied Mathematics I is a required course in various STEM majors, and forms part of a triple bottleneck in Physics. This CRT project aims to consolidate an active learning approach to teach Methods of Applied Mathematis I (MATH 342A). The course has a flipped structure that combines online Learning Glass lectures with in-class Team-Based Learning. The Aligned Activities document integrates the learning goals, activities, and resources for each class. Students use this document to prepare for the class using archived online lectures, lecture notes, the textbook, basic exercises, and online homework. In class, students work in more challenging problems as a team. Each team is permanent thteams to produce a consensus version of the homework and solve additional problems as a group.

Our goal is to improve (i) student comprehension of concepts from calculus, and (ii) student's skill with application of these concepts to various types of problems. The technology-enhanced method we propose is the incorporation of 3D manipulatives which illustrate these ideas. Many fundamental ideas in calculus involve idealized curves, surfaces, and solids which are unfamiliar to beginning calculus students, and an inability to visualize these objects can hamper student success. Providing a kinesthetic learning avenue for nonvisual learners will help develop intuition and, later on, technical precision.

Implement the proven practice of supplemental instruction.

PreCalculus Mathematics is a course that serves as a barrier to degree completion for a large number of students who need to take Calculus as a major requirement. Students are placed into PreCalculus based on results of the Calculus Readiness Test (CRT). While it does qualify for GE credit, the course is not a major requirement for any majors on campus. This course redesign implemented elements of a flipped classroom in order to provide more time during lecture hours to focus on small group work with the use of Learning Assistants (LAs) to facilitate learning.

Engineering doesn’t come easily to everyone. Many concepts in Mechanics of Solids such as Mohr’s circle and moment of inertia among others have been confusing to students. In order for students to grasp these important concepts, instructors, in traditional way of teaching, had to spend a great amount of time to explain these concepts and practice through exercises repeatedly which took away valuable time to introduce other necessary concepts/components. Besides, it is observed that students often miss the global picture and connections between various concepts due to the large amount of topics in the course. In an attempt to resolve these problems, highly interactive and concept-rich mobile knowledge apps and synergistic “in-person” controllable remote laboratory will be used to engage students and stimulate active learning. In addition, a common concept map idea which combined the principles of mind maps, concept maps and heuristics will be adopted as a main flow to design and connect different mobile knowledge apps and the illustrated concepts to help students relate various concepts. Furthermore, a mobile remote shake table (earthquake simulator) laboratory which allows the students to remotely participate and conduct hands-on experiments through smart portable devices such as smartphones and tablets will be developed to help students relate theories to real-life engineering problems and increase the students’ persistence by engaging students and stimulating active learning.

My goal is to create a course that excites students about molecular biology, encourages them to deeply learn the content, builds on their ability to collaborate with their classmates, stimulates more critical thinking in the classroom, inspire life-long learning, and decrease my non-passing rate to 15% or lower. Team-Based Learning (TBL) is the pedagogical approach that can foster this multifaceted development, especially in students who are from disadvantaged environments and at high-risk for not completing their college education. I have piloted BIO 220 in Spring 2016 as TBL but found the need to make significant adjustments to the course to improve its impact. This CRT project allowed me the resources to 1) modify the structure of my TBL course, 2) improve the effectiveness of my team exercises, and 3) research the vast collection of science educational videos on the internet to identify those that are suitable to supplement my course material. At the conclusion of my redesigned BIO 220 course in Spring 2017, I had successfully lowered my non-passing rate to 8%.

My goal is to create a course that excites students about molecular biology, encourages them to deeply learn the content, builds on their ability to collaborate with their classmates, stimulates more critical thinking in the classroom, inspire life-long learning, and decrease my non-passing rate to 15% or lower. Team-Based Learning (TBL) is the pedagogical approach that can foster this multifaceted development, especially in students who are from disadvantaged environments and at high-risk for not completing their college education. I have piloted BIO 220 in Spring 2016 as TBL but found the need to make significant adjustments to the course to improve its impact. This CRT project allowed me the resources to 1) modify the structure of my TBL course, 2) improve the effectiveness of my team exercises, and 3) research the vast collection of science educational videos on the internet to identify those that are suitable to supplement my course material. At the conclusion of my redesigned BIO 220 course in Spring 2017, I had successfully lowered my non-passing rate to 8%.

My project aims to create the infrastructure and content needed for a library of interactive online resources for musicianship students. Students will complete progressive online exercises designed to strengthen aural skills, particularly in the area of dictation (or "transcription"). Online activities will provide feedback and will mimic and supplement the in-class instructor-student dynamic by encouraging guided, regular practice. Exercises and activities can be completed for practice or credit and will provide instructors with assessment and data collection tools for tracking student progress and success.

Many first and second year (lower division) CSU students, in particular first generation and underrepresented minority students, tend to be less prepared in math and in physical science, which particularly hinders student success in science, technology, engineering and math (STEM).  Organic Chemistry provides a fundamental understanding of structural, physical and chemical properties of molecules.  It bridges entry level general chemistry with higher division biochemistry and various biology courses.  In the past ten and a half years (21 semesters, from Fall 2005 to Fall 2015), with a total of 1758 students taking the 1st semester of organic chemistry (CHEM 270), the average DFW rate is 34%. The course redesign aims to increase student engagement and retention, via the following three pedagogical approaches: Supplemental Instruction (SI), Classroom Response Systems (Clickers) and Online Resources. 

Physics 204C is the last of three courses in the calculus-based introductory physics sequence taken by many STEM majors. It introduces many of the fundamental concepts in physics and, more broadly, in the application of scientific principles. This course has a high DFW rate consistently (10-15%).

In order to further enhance student engagement in class and promote active learning strategies, we will introduce a new tool, Perusall, to improve student preparation for class sessions. Research has consistently shown that interactive engagement strategies enhance learning gains and improve students attitudes in physics courses. Perusall is a web-based service which integrates with the course textbook, monitors student reading, groups students to discuss readings, and automatically evaluates student responses to prompts. The introduction of Perusall will improve student preparation for interactive class time.

In this redesigned course each of 7 student Groups selected as their focus 3 of the 46 hip-hop/rap songs from the musical Hamilton, all of which are grounded in historical documents. Students analyzed and interpreted their selected songs, reworking the material to be reflective of their own lives/POV in a flipped classroom environment throughout the quarter. The course was framed by the question: How can art help us understand American government?

Principles of Marketing is a required lower-division course in the College of Business. For most students, it is a box they would like to "check" off their pre-requisite list. Redesigning the Principles of Marketing course would help enhance student learning and promote greater student engagement. With the redesigned course, students will be more motivated to learn and internalize marketing concepts which would help them in their careers later on. The redesigned course will also help decrease the backlog of students trying to successfully complete this course. This course needs to be redesigned to improve active learning in both online and blended courses. By incorporating various technologies, assignments, interactive quizzes, e-lectures, Marketing games, videos, discussion groups, practice assignments, and other technologies, bottlenecking would decrease, as students would have more time on task to complete and master their assignments. The Quality Matters Rubric (QMR) would be used to align course content with the Student Learning Objectives. Applying QMR in the redesign of the course would facilitate greater class interaction and Mastery Learning outcomes, which would decrease the bottleneck issues. The Principles of Marketing is a bottleneck course because it is required for all majors in the Lucas College of Business (LCoB). In addition, all students university-wide (one of the other 7 colleges on campus) including Open University take this course. Fifteen percent of the students enrolled in this course do not receive a passing grade (this includes the C or better passing grade for marketing majors. These students therefore, must repeat the course, thus creating a bottleneck.

IME 314 at Cal Poly Pomona covers a wide range of concepts from variability to probability, discrete and continuous probability distributions, statistical analysis and summarizing datasets, parameter estimation, confidence interval, test of hypothesis, analysis of variance and finally an introduction to regression analysis. By adopting and adapting the flipped classroom technique, I will improve the coherence of the subjects discussed in this class.

Roughly four years ago, our department restructured an upper division statistics course in psychology by removing the laboratory component of the course in order to address the issue of a course bottleneck. While removal of the laboratory component helped increase course availability, it resulted in a decreased opportunity for students to grasp important conceptual foundations of statistical theory. The overall repeatable grade rate is high with roughly 20% of students in this category. The goal of this course redesign is to flip the course and incorporate laboratory-like active learning exercises back into the course structure.

The second semester of our general chemistry sequence for majors has traditionally had a large DFW rate. In an attempt to add active learning in the classroom, a majority of the lecture material will be placed online in a number of learning modules designed to enhance overall content retention and improve student attitudes.

The goal for the course redesigned for future teachers in physical science is to better align the current course lecture and lab with the curriculum using academic technolgy to increase student success by incorporating learning assistants, clickers, online videos, and active learning strategies. In addition, the use of online strategies that require less time to complete and free material should improve student retention and completion of the required course.

This course is the first course in the intermediate financial accounting sequence (ACCT3211, ACCT3212 and ACCT 3213). The main objective of this course is to develop an in-depth understanding of basic financial statements and external financial reporting for a for-profit entity. Topics include: conceptual framework for financial reporting and standard setting, accounting process, financial statements, and accounting for revenue recognition, cash, receivables and inventories. I plan to implement Supplemental Instruction in the class in Winter 2017. I attended CSU Course Redesign Summer Institute, and will participate online discussion and one day workshop in January, 2017. During Fall of 2016, I will start to find SI Leader Candidate for ACCT3211 and make recommendation. I will also carefully re-design my course to fit the implementation of Supplemental Instruction.

This project proposes to add more eLearning and technology components to the course, such as instructor-created videos, partially-flipped instruction, adaptive learning, online homework and i&gt;Clickers to help students better prepare for the course, devote more class time to problem solving and class discussions activities, in order to improve student success

Redesign the course to implement additional resources in class and online along with redesigned assignments to assist students in mastering difficult concepts in basic networking technologies and network management. Developing various group activities to solve technology problems in class in order to improve student engagement will be the foundation for the course redesign. By having students work together, I hope to improve student success in understanding the concepts and achieving a better passing rate.

The redesign was focused on developing video examples of critical concepts of the course because of abstract and complex concepts that is most effectively clarified by using example problems. Because of the fast pace of the quarter system solving several example problems during in class time is prohibitive. Introducing video examples provided an opportunity for the students to have additional resources at their disposal to learn the difficult concepts of the course, which are encouraged and required by the instructor. The videos are posted so that students are able to watch them outside of class.

Physics 204B is the second course in the calculus-based introductory physics sequence taken by almost all STEM majors. It introduces many of the fundamental concepts electricity and magnetism and, more broadly, in the application of scientific principles. The Physics 204 series is also often the first series of courses taken outside of mathematics which applies trigonometry and calculus intensively and has a consistently high DFW rate (30% on average). We propose to introduce Perusall, an online learning tool designed to turn personal readings into engaging collective activities to both help students create an active learning community outside of the classroom and also to help the instructor easily identify difficulties by generating "student confusion reports".

This is an introductory statistics class which covers the traditional introductory topics and uses StatCrunch as the statistical software package. Project Abstract: This project entails creating virtual labs for the online portion of Math 105.

My course redesign builds on the Team Based Learning model I already use in my classroom to use small groups to help students decode complicated text. In my redesigned course my intial proposal was to create Youtube videos giving tutorials for students on how to decode primary source documents.  In my redesign, I moved to an online textbook and learning tool Globalyceum which includes primary source problems for students to work on. I also moved to multiple lower stakes assignments away from a midterm and final worth 50% of the total grade. 

This course is a required course for Mechanical Engineering majors and a prerequisite to other upper division courses. Most of the students entering this course have had traditional mathematics and physics courses, but this is their first exposure to computer science and programming. Programming is very parallel to learning a new language and many students find a traditional lecture format inadequate to convey the necessary information to meet the learning objectives. Incorporating interactive activities in which the students receive guidance from peers, Supplemental Instructor’s (SI’s), and the course instructor will hopefully strengthen their confidence and improve their performance. 

To transform a core undergraduate courses (IE 416) in Industrial Engineering’s (IE) Bachelors degree program, and one core graduate course (EMT 549) in the Engineering Management Master’s degree Program to hybrid classes. To this end, online modules as well as online homework will be developed to completely transform the course to the hybrid mode. Additionally, supplementary materials for each online video e.g. scripts, handouts or PowerPoints will be designed and prepared.

This project redesigns the existing face-to-face lab section so that it will be a virtual lab section. Some relevant existing content will be converted to virtual content, whereas new content will be added to enhance students' active learning without classroom meetings. This redesign addresses bottleneck issues, including the reduction of DFW rates as well as the reduction in the number of students on the wait list.

In truth, I chose to redesign my course because I was the only one in my department at the time that was already using a great deal of technology. I find that I can provide my students more directed learning with my online site. A dedicated student will find more materials to aid in their understanding of the subject field. I added more outside materials items (additional readings, music and video clips) for student perusal. The redesign strategy is important for students learning. Online learning makes students more active learners, but they will get out as much as they put into the class. Students like the flexibility of taking classes at all hours, any day of the week. It has been especially helpful for students with impacted schedules, busy extra-curricular or work schedules that don't fit an ordinary class schedule.

There are a limited number of Programmable Logic Controllers (PLC) and robots available in our lab, hindering the ability of individual students to utilize them and truly understanding how to program. Hence, this redesign will implement the use of emulation tools that will mimic PLC operation and robotic programming. The robot emulation tools are intended for robotics programmers who want to design their code and simulate the movements before uploading it and testing it on a physical robot. Moving to emulation we can scale the course to any size, will be able to properly evaluate student knowledge, and most of all, would dramatically improve the depth of knowledge.

Many students are underprepared when enrolling in statistics and independent learning. The goal of the redesign is to improve the student learning experience by creating instructional videos that will guide them and make this experience more similar to a face to face class. Instructional materials will be developed to help students stay on track and learn the material. Students should have a clear understanding of what the learning objectives are and how to accomplish them. The course will be redesigned around modules for enhanced learning.

The focus of the redesign is to reduce the D/F/W rate by improving students' attitudes about Organic Chemistry and exploring learning theory to improve their persistence. Lessons on having a growth mindset will be incorporated, as well as explicit instructions for achieving an A, B or C grade. Incentives will be given for students to form groups (Organic Learning Communities, OLC) outside of class, and structured activities will be provided for the OLCs on a weekly basis.

This course has a very high rate of failure. From 260 students who took this course in the year 2014-15 19 percent, or 49 students, failed to receive a passing grade. One of the reasons for the high rate of failure in this course is that it is being taught by traditional methods, which mainly use verbal teaching style. More than 90 percent of the course content is being taught either by spoken words or by written words. This is while most of the students are visual learners. They like to see pictures, diagrams, videos, and animations. Besides, students prefer to see practical applications rather than abstract theory. The traditional methods of teaching this course do not address the needs of the majority of students who are visual learners. The redesigned course will help the majority of students who are visual learners. It will help the students who learn by seeing pictures or videos, as well as those who learn by relating the theory with real world applications.

Spanish Reading is a course that fulfills the Foreign Language Graduation Requirement at CSUS. The current course would benefit from redesign strategies that will allow students to focus on the learning of vocabulary and grammatical rules through online video-lectures while leaving synchronous and asynchronous online time for practicing reading skills within a cultural context. Of all of the language courses, this is the one that could be offered totally online because students do not need to develop conversational strategies in Spanish, as it is the case with SPAN 1B, an elementary Spanish course that also fulfills the Foreign Language Graduation Requirement.

With the increase in the number of students to 100 per class, it would be next to impossible to apply the same mentorship in class for solution developments, oral presentations, written report preparations, etc. A possible solution is to use the technology to allow better observation and participation in all aspects as they prepare their projects.

This course is in high demand for our undergraduate major and minor students as it is one of our core pre-requisites and has few course offerings. In addition, upper division courses rely heavily on students understanding of the material presented. Offering this course using a flipped lesson plan design will support student success and improve their learning and application skills, thus enhancing critical thinking skills and retention of course material.

This project is about removing two major bottlenecks (space and time constraints) for an upper division major requirement. Moving the course fully online will remove both physical and temporal barriers that are limiting the class to about 40 students a year, which becomes the upward limit of number of graduates in the major.

The goal was to redesign the course to take place in a computer lab for lecture and design customized Virtual Lab videos using the Learning Glass. The Virtual Lab videos are to demonstrate how to use MATLAB software. The combination of lecture time to practice Scientific Computing labs and having access to the demonstrations will allow students to complete lab assignments successfully at home.

This is an undergraduate course for novice nursing students. Students should leave the course with skills that provide the foundation for the entirety of their nursing career, focusing on how to effectively and succinctly interview and examine their future patients. For those with innate skills, this can be accomplished with the traditional teaching styles. For many others, however, there are not enough opportunities to refine those skills given the high student to faculty ratio. To redesign this course, a couple of major changes were made: 1) a Digital Clinical Experience was added to the course, giving students additional opportunities to interview and examine patients in a virtual lab, and receive immediate feedback on their performance; and 2) a flipped classroom model, providing additional opportunities for students to engage with the content, with the hope of improving their interview and exam skills.

An undergraduate Social Psychology course with 122 students was redesigned to be a "partially flipped" course. About 40% of the time traditionally devoted to lecturing was replaced with online video tutorials and in class active learning activities. Overall, there was a modest increase in repeatable final grades when comparing students in the redesigned course to students in the original course. However, a substantial number of students in the redesigned course did not consistently watch the online video tutorials. Recommendations are given to improve student engagement in online assignments. 

This class is required by Psychology majors and students must complete the class with a "C-" or better. However, many Psychology students do not expect to take a statistical class, and may feel under-prepared for the mathematical component. By adopting a flipped model of instruction, students can be aware of the concepts prior to class, spend the time in-class practicing the application, and then utilize supplemental instructional material outside class to clarify any points that are muddy. This should lead to deeper learning and retention which will impact success in this class as well as in the next class in the methods sequence.

This proposal is centered on student success, accessibility, and job-readiness. It also functions as a "proof of concept" for Kinesiology. The specific proposed course is the MOST popular Kinesiology elective course, and needed for the new "Strength and Conditioning" Concentration. We typically offer 6 sections a semester, plus Intersession and Summer. Sections are always full, with full waiting lists. The redesign will enhance student job-readiness, reduce textbook, commute time and costs, and other costs, as well as provide continued access to lecture material. Students struggle in the course now because 1) they can't get enrolled and 2) the material is currently in a format that entails mostly pure lecture, with little activity or integration. The new approach will allow students to learn the material on their own (video green screen/video produced lectures), at the speed they desire, saving class time for activity integration and networking/rapport building with classmates and the faculty.

The ancient and medieval world is a wildly fascinating place, filled with all the complexity of human existence and expression that we possess today. Introductory and general education humanities courses, however, can be challenging for non- humanities majors, who often view history, geography, and culture as a static body of facts instead of a rich tapestry of creative human endeavor. Students struggle to critically and creatively engage with the course's wide-ranging content, resulting in high DFW numbers. This redesign proposes to use open access web based applications and social media tools to create a class that privileges student-centered, project-based, and active learning.

This course is one of the core requirements for all business majors. The repeatable grades rate for the course has been about 25 - 30% for many of the years it has been offered, which has created a gap in student achievement. The redesign will implement Supplemental Instruction in order to improve student performance and success rate. With the implementation of Supplemental Instruction, students will be able to understand what is important to learn in a fast paced learning environment.

RWS 305W is an impacted, high-demand, required upper division writing course. The online option for this course clearly contributes to student success and timely graduation with its convenience and flexibility, both in terms of scheduling and of learning styles. Therefore, adding more online sections will provide a strategic option in filling this critical need for students. I will use assigned time to address this demand for more online sections by gathering data, refining and redesigning the online curriculum, and, after implementing the new curriculum in Spring, make a plan to convey best practices to more RWS faculty in order to ultimately add more online sections to better meet the high demand in the future and help more students graduate on time.

A course redesign to a Team-based Learning (TBL) format with supplement instruction (SI), has been implemented to require student ownership of his/her own learning through active learning. Students’ personal development of study stills and reinforcement of learned material will ultimately increase the student success rates for passing the course on the first attempt. Additionally, students will develop skills that will help them succeed in other college levels of STEM and Life Science courses.

This proposed redesign will rely on technology to enrich the development of class-based learning groups. The expected outcome is to alleviate performance problems and to motivate students to continue working even when they’re struggling personally or academically, leading to more student engagement, student accountability, and overall improved student success.

This course has a historically high D/F/W rate and is required for the Psychology major at CSUSM. A lack of sufficient science background and needed conceptual information presents a significant obstacle for many. This course requires students to learn very complex biological (brain) mechanisms, so there is a learning curve for many Psychology students previously unfamiliar with this material. Added technology and Supplemental Instruction will provide enriched learning experiences for students, improving outcomes for all Psychology majors.

This typically is the first course students take at the 300 level for the major. It is a bottleneck class with over 20% of CHE 302 students receiving repeatable grades (W, D or F). In this project, the following technological and pedagogical activities are pursued:<br />1. A set of video tutorials covering topics that students found difficult, are created and uploaded to internet, allowing students to review the course supplemental material anytime, anywhere. Practical examples and industrial type problems relevant to Chemical Engineering will be used to illustrate the fundamental concepts.<br />2. Clicker self-assessment questions are used to evaluate the students’ grasp of material in classroom.<br />3. Several discussion topics are developed to implement active group learning in the classroom.

Learning microscopic traffic simulation for a Virtual Lab redesign. In addition, supplemental materials will be developed for student engagement and peer instruction. This course redesign aims to design a virtual lab particularly to support CE223L lab teaching. The goal is to build a virtual, visualized, simulation and game-based lab which can provide enough opportunities for students to practice major theories taught by the lecture course. The basic idea adopts the “campus-as-a-living-lab” idea suggested by the CSU Chancellor's Office to first design a multimodal transportation simulation environment and then have students experience fundamental theories in transportation engineering through playing this simulation/game.

The goal was to redesign the history survey course to improve student competencies and reduce DFW occurrences. This course has a fairly high repeatable grades rate for a general education course. Students need strategies that will help them learn and overcome issues that keep them from succeeding. The course was changed from a lecture format to a "flipped" format where students will do more classroom activities than I previously used. Students formed groups to debate significant issues in American history, such as the writing of the U.S. Constitution. Allowing students to debate important issues helped them understand those issues in more depth than they would if I simply lectured to them about those issues.

NURS 411 is a required course in the prelicensure nursing program at California State University, Fullerton. This course includes management of the adult with complex health alterations. The course enrolls approximately 75-80 students annually. After completing the NURS 411 course students are then placed in a capstone course where they must connect all concepts and use critical thinking and time management learned from this course. The NURS 411 course assists in improving critical thinking skills which are necessary not only in the course but in the capstone course and prepares them for the national licensing examination following graduation.

We propose to design a more inclusive instructional approach for the calculus sequence, specifically targeting Calculus 2. Using cutting-edge technology, we will incorporate a pedagogical method that allows tactile senses for learners who better grasp concepts in physical form, rather than as 2D representations.

This course redesign project was meant to be a complete overhaul of the course, from rethinking the course learning objectives, to offering students different ways of learning, as well as, assignments that helped them identify which course material they still needed to master. Interactive Softchalk lessons and adaptive quizzes in Articulate were incorporated into this communication research methods class. Students had the opportunity to review course material based on their quiz score and retake the quiz. The results indicated better student performance in the redesigned course. 

The course is a year-long general, organic and biochemistry lecture and laboratory course sequence. As an initial step towards redesigning the 6A/6B sequence to better meet the learning objectives for the current target students, we propose to redesign CHEM 6B using backwards design principles. Thus, we will review and update the learning objectives then review the textbook and associated online homework technologies to select the best package to support those learning objectives. Significantly, we will also customize the laboratory exercises towards meeting those learning objectives, insure that the timing of the laboratory exercises are well-integrated with the timing of the concepts presented in lecture, and develop an in-house published lab manual that can be easily updated and is provided at a much lower cost. In the process of course redesign we will also review other emerging technologies, such as virtual labs, for their appropriateness for meeting student learning objectives.

This course will incorporate clickers and online homework to increase participation, attendance, and reading.

This is a high-demand General Education with a high DFW rate that needs to be redesigned to address three specific issues: 1) insufficient content comprehension, 2) insufficient content application and skill development opportunities, 3) confusion about course delivery, design and deadlines. The creation of digital supplemental instruction materials will address comprehension. Improving the accessibility of these instructional materials will also aid comprehension. Employing supplemental support/instruction for additional practice and feedback will support development of speech skills

To increase student engagement and success using “high-touch tech.” The goal is to utilize digital tools outside of class to keep students connected to the writing process throughout the week. This hybrid format will also enable the use of more class time for active writing, revision, and oral feedback from the instructor. Keeping students engaged will help retain students and pass this fundamental first year course with confidence in their writing ability that will transfer to the other courses throughout their academic career.

Psyc 101 is a "Student Readiness and Curricular" bottleneck course because of its high repeatability rate. It is the 2nd in a 3-course Methods and Statistics sequence that students are required to pass in order to graduate with a BA in Psychology. Psyc 101 is also the first inferential statistics course in the 3-course sequence. First-time students compete with repeating students for a limited number of seats, which leads to increasingly greater bottleneck issues. Redesigning this course using a flipped classroom model will reallocate passive learning to the time spent outside of the classroom, where students read assigned sections of the textbook and do simple skill-building problem sets. This will create more time in class for active learning, via the team-based learning (TBL) structure, where students work in teams to think about and solve increasingly more complex applications of the material they read. Ji Son, the Lead for the Inferential Statistics Course Redesign, and many others have demonstrated an increase in student success in flipped classrooms. My expectation is that this TBL course redesign will lead to a similar reduction in repeatability rate among our students who also leave the semester with a deeper understanding of the topic.

CE 147 (Transportation Engineering) is a 4 unit required course in the Civil Engineering curriculum. It is an introductory course for some students and the only course in the area of Transportation Engineering for students who do not pursue an elective in the Transportation area. The course serves as a pre-requisite to other Transportation elective courses and serves students to prepare for their Fundamentals of Engineering (FE) exam which the first step towards eventual Professional Engineering (PE) certification. Lectures and labs are conducted every week. Each lab activity is two to three weeks in duration. Depending on students’ interests in pursuing other Transportation electives, students will take this course either in their junior or senior level semesters. In this course redesign, the lab section of the course will be redesigned using two separate models of virtual labs. First, a number of pre-lab learning modules will be developed which will be used to introduce students to background knowledge and information on the concepts used in the upcoming labs. Second, students will be provided information and guidelines on how to effectively conduct field data collection for upcoming lab exercises to help them better prepare for the challenges associated with field data collection.

The purpose of redesigning the course with adopting simulator is, closing the gaps between high-level language construction and low level assembly programming by using a visualization model. Also adopting these simulators produces a fun and interesting environment to motivate students to want to learn the course subjects.

We plan to develop web based tools and materials that can be incorporated into learning modules that intergrade self-guided field observation/data collection (e.g. sun angle, solar radiation, weather elements, plant associations, rock structures, etc.), with scientific data accessible via the web (e.g. from NASA, USGS, etc.) to help students to connect the concepts they are learning from textbooks to the real world they live in. We are exploring tools and software for this project.

This course redesign project aims to integrate the virtual lab into the existing GE lecture course for the remaining quarter years until we start the semester system in Fall 2018. This course fulfills GE Sub-area B1. Lab exercises, including computer based labs and field based labs, will be part of the course with the lectures.

Hydraulics Laboratory is a required course for all civil engineering students at Sacramento State that examines six hydraulic phenomena via six experiments. Because of time and equipment constraints, each student’s hands-on experience is limited, likely contributing to the 6% repeating grade rate for the course (in AY 2014-15). The course redesign will add virtual “pre-labs” based on computational simulations of the physical phenomena covered in the course. These “pre-labs” will allow every student to perform extensive manipulations of the conditions affecting the hydraulic phenomena under study and are expected to increase student engagement and learning.

The course is writing intensive (WI), and thus is in high demand. The course has long wait lists for every section, every semester, as students must meet their WI requirement in order to graduate. Offering it online during Intersessions (Winter/Summer) and during the regular semester will increase availability not only to wait-listed students but to those who could not enroll because of scheduling conflicts. In addition, we believe that a redesign will improve student writing quality. Hence, the redesign will incorporate peer grading and opportunities for feedback and revision of writing.

This is a flipped, self-paced, peer-tutoring approach to an introductory course in symbolic logic. All lecture material is delivered online. Class meetings occur on a traditional schedule, with the entire meeting devoted to tutoring and testing. The course is divided into 12 learning modules and students must achieve mastery of a module before proceeding to the next one. Evidence of mastery is a B or better on a module test. To receive a B or higher in the class students must spend a specified number of hours tutoring other students. The course grade is a strict function of the last module test passed.

The objective of this proposal is to redesign the SAS programing course including two arms: (1) Develop a hybrid model of instruction in which core SAS programming skills lectures is provided online. (2) Emphasize program debugging and problem solving skills. The hybrid format allows an increased enrollment that is limited to a computer lab’s seat capacity and allows students to learn the computing skills with a pace they are comfortable.

At CSUDH, many students are not getting through key Mathematics courses that are required for most STEM majors. Pass rates in MAT 153 (Pre-Calculus) are low (79.2% of all students, calendar years 2009-2013). In addition, only 74.3% of CSUDH freshmen STEM majors persist into their second year. Redesigning this critical gateway course will support the advancement and retention of both freshmen and non-freshmen STEM students. To address these needs, faculty began to redesign the MAT153 (Pre-Calculus) course in Fall 2014 using classroom strategies including active learning, standards based grading, problem solving, frequent assessment and digital tools and resources for students.

At CSUDH, many students are not getting through key Mathematics courses that are required for most STEM majors. Pass rates in MAT 153 (Pre-Calculus) are low (79.2% of all students, calendar years 2009-2013). In addition, only 74.3% of CSUDH freshmen STEM majors persist into their second year. Redesigning this critical gateway course will support the advancement and retention of both freshmen and non-freshmen STEM students. To address these needs, faculty began to redesign the MAT153 (Pre-Calculus) course in Fall 2014 using classroom strategies including active learning, standards based grading, problem solving, frequent assessment and digital tools and resources for students.

Redesign project will integrate Google Apps for Education platform into the course to allow for online collaboration, which will foster more individual and group writing, instructor and peer-engaged feedback and revision. Online interface will add "extra-classroom" opportunities that can make collaboration more accessible and revision more substantial.

In this project, I seek to improve student success and engage students more actively in the learning process. I will record screencasts of mini-lectures online for students to watch prior to class sessions, and will develop active-learning materials for students to work on in small groups during class sessions.

Hundreds of engineering students enroll in Linear Analysis 1 each quarter, as it is a required class for their majors. This support class has been streamlined to incorporate what is typically two quarters’ worth of material (Linear Algebra and Ordinary Differential Equations) into one quarter. The density and quantity of material in Linear Analysis 1, while crucial to each student’s success in his or her respective major, make the course difficult for both the professor and the students. The fast pace does not allow students to absorb concepts deeply and instructors have insufficient time to cover the depth and breadth of topics. This course redesign will restructure the students’ learning environment in multiple ways, using technology to provide frequent and immediate feedback, more available resources, and more time in class for active, engaged learning assignments.

A majority of the students who take this course took their prerequisite financial accounting course in community colleges. The level of coverage on topics varies significantly across community colleges. Therefore some students are not well prepared for the course. On average we have 50-60 students in each section. The topics that needs to be covered in this course are comprehensive and extensive. Therefore it is hard to engage any other types of pedagogy methods except lectures. To redesign the course, I will make three changes in the class: 1. use recorded lecture to prepare students for their in class sessions. 2. Use tutoring services to give students additional help. 3. Use the in class time to engage students in active learning .

As a department, we have observed that there is a high failure rate across multiple sections of History 130 and History 131. Many of our entering students lack the skills necessary for college work. Writing, notetaking, critical reading, and analytical skills are generally weak. The US history survey requires students to read difficult material, synthesize a vast amount of information, and complete writing assignments for which they are poorly prepared. In addition, many of our students have to overcome obstacles common to first generation college students including financial pressures and a lack of family support for their academic endeavors.

My US History survey course centers on collaborative learning through the creation of small Learning Communities of four or five students. Throughout the semester, students will complete small collaborative assignments alongside a larger, semester-long group project. I have also revised my course content to focus on the particular theme of Freedom in American history. Throughout the semester, students will regularly reflect on the changing meaning of freedom (or what it means to be free) in American society. This course is also a tablet-based course, which means much of the student's work will be administered through various apps that allow them to collaborate in realtime with their group members.

Two of the biggest barriers to success that our students bring to the classroom are a lack of creative critical thinking skills and poor writing habits. By adopting Proven Course Redesign strategies in the large lecture class we can better address these two critical deficiencies by employing in-class projects (facilitated by the professor and peer mentors) that integrate content learned at home into a variety of exercises that promote critical thinking and writing. Rather than spending an hour and fifteen minutes delivering content and hoping the students can put it to some use, we can instead work closely with our students, fostering a sense of community and engagement, honing their ability to write about and analyze the content they have already consumed, and making them much better thinkers and writers. They will also benefit from the experience of working with peers to solve problems. These are all real-world skills that will benefit them in whatever career or academic path they choose.

This project is to adopt some pedagogical strategies to redesign CSC 138, Computer Networks and Internet, which is a core course in computer science. The purpose is to enhance the teaching of this course pedagogically, with emphasis on the network hands-on experience. The redesign motivation, rationales and plan are provided in details below.

ME126 Heat transfer is a required course in the Department of Mechanical Engineering based on two difficulty prerequisite courses of Thermodynamics (ENGR124) and Fluid Mechanics (ENGR132). Students are often challenged by current course materials and ill preparation from prerequisites and thus they either earn poor grades or fail the course. The goal of the course redesign is to improve student learning and their performance to reduce the failure rate. Through various pedagogical tools, efforts are made to provide active learning opportunity and practices are conducted to increase student engagement with course materials. A resulting student learning performance will be evaluated.

History 15A is a course for history majors and non-majors with an annual enrollment of 1,000 students per academic year. For many of these students it is the only history course they will take in their undergraduate education. In the past the course was team taught with political science instructors and now for the first time it is being offered as a sole history course. We are redesigning this course to improve learning outcomes, engage more students, and provide a true introduction to the essentials of U.S. History.

This project will attempt to increase student engagement in face-to-face classroom work through a combination of initiatives. It also involves working with faculty colleagues within the department to encourage adoption of best practices.

History 15A is a course for history majors and non-majors with an annual enrollment of 1,000 students per academic year. For many of these students it is the only history course they will take in their undergraduate education. In the past the course was team taught with political science instructors and now for the first time it is being offered as a sole history course. We are redesigning this course to improve learning outcomes, engage more students, and provide a true introduction to the essentials of U.S. History.

POLS 150 is a required General Education (GE) course for all students to graduate, and has proven to be a difficult course to pass for many students. In teaching this course, I have found that many students general are not intrinsically interested in the subject. The biggest challenge is getting them to accept the idea that government matters to them and belongs to them. Indeed, what goes on in Washington seems relatively abstract to them and I want to find ways for them to relate to what goes on there. I have, in the past, made efforts and tried to create assignments, that help them understand that this material is important not just for the exams, but also to increase their cultural and civic literacy. However, I do not feel that I have been as successful as I would like in these endeavors. A program that more actively engages students in contemporary discussions of the political could help them overcome their disinterest in government, which should help them relate better to the vocabulary of the course, and therefore increase their success rates.

This course is redesigned because vast majority of students who take this course are lost at very early stage. This can be attributed to their inadequate math skills and lack of understanding with respect to basic physics fundamentals mentioned earlier. The rapid pace of the quarter system is another issue for a slow learner. The redesign fully exploited the web technology. The web technology tremendously increases the information availability to a plethora of devices such as laptops, tablets and smartphones. Several smart device applications such as mutlisim touch and partisim can considerably enhance student’s understanding of circuit dynamics.

One of the prerequisites for the dynamics course is statics (ENGR30). In the statics course students have been introduced to diagrams known as free-body diagrams. These diagrams show the magnitude and direction of external reactions acting on an object. In dynamics, these free-body diagrams coupled with another set of diagrams known as kinetic diagrams are ubiquitous in analyzing an object that is in motion. The goal of this project is to provide a medium through which the student will be able to visualize the motion of objects and practice generating the appropriate diagrams.

The aim of this project is to develop online course materials that can be used in either a flipped classroom or a fully online offering of BMED 213. Online and summer sections would help to ease the scheduling problems and enrollment bottlenecks that arise in this course that is taken by nearly 1000 students per year. The challenge is to ensure a level of student engagement and assignment completion rates equal to our traditional lecture-based sections. I hope to achieve this through a judicious mix of online videos and some aspects of a choose-your-own-adventure exploration of topics.

Redesign MIS 123 Computer Literacy online learning method from a student-pulled online learning approach to a hybrid-blended online learning approach. The purpose of the project is to implement some teaching policies and learning rules for stimulating students learning process and increasing the passing rate for the course.

Student engagement in community through civic engagement, service learning, and adopting the practice of deliberative democracy has been an important theme of my U.S. history course in the 12 years that I have been teaching it.  But I can do even more to further engage my students in this civic learning in three ways: First, I plan to conduct research and benefit from the ongoing conversation about civic engagement in the digital age (by the Pew Research Center, for example).  Second, I will redesign the course through a “blended” (or hybrid) community of inquiry approach that allows students to take full advantage of the digital history in their pursuit to become more engaged, active citizens. Third, I will identify and encourage the students to employ various online engagement tools, such as those available at the Center of Civic Digital Engagement, and other online tools for engagement as recommended by the Deliberative Democracy Consortium.

The current College Algebra course will be redesigned for Life Science majors. We focused our redesign on the following aspects of the course: Introduction of biology applications and focus on mathematical concepts relevant to life sciences majors; assessment of incoming algebra skills and strengthening of algebra skills through active learning in the workshop component; proper mathematics studying skills to improve retention of skills and concepts to increase student success in subsequent courses; use of videos enhanced with Zaption for flipping the classroom.

The current College Algebra course was redesigned for Life Science majors. We focused our redesign on the following aspects of the course: Introduction of biology applications and focus on mathematical concepts relevant to life sciences majors; assessment of incoming algebra skills and strengthening of algebra skills through active learning in the workshop component; proper mathematics studying skills to improve retention of skills and concepts to increase student success in subsequent courses; use of videos enhanced with Zaption for flipping the classroom.

The current College Algebra course will be redesigned for Life Science majors. We will focus our redesign on the following aspects of the course: Introduction of biology applications and focus on mathematical concepts relevant to life sciences majors; assessment of incoming algebra skills and strengthening of algebra skills through active learning in the workshop component; proper mathematics studying skills to improve retention of skills and concepts to increase student success in subsequent courses; use of videos enhanced with Zaption for flipping the classroom.

We will be developing a series of accessible video lectures through Camtasia and Youtube, and archiving a selection of no-cost web-based supplementary resources for student use. We will work to build an accessible and attractive website for the course, through our current LMS (Moodle). We will also work to develop a series of high-impact assignments, through which to assess and evaluate student knowledge.

1. Utilization of a free open source textbook. 2. Implementation of on-line homework assignments. 3. Better utilization of our current student adjunct directed sessions (S.A.I.L, Student Assistance in Learning).  4. Better utilization of our current class "Discussion Sections", through the implementation of a POGIL (Process-oriented guided-inquiry learning) type environment.

This application is one of three applications submitted by three professors (Wayne Tikkanen, Krishna Foster, and Xin Wen) committed to working collaboratively on adapting Proven Practices to the General Chemistry sequence at Cal State LA. This cohort is half of the full-time, tenured professors who regularly teach General Chemistry at Cal State LA. The collaborative nature of this project will make it easier to institutionalize and sustain the instructional strategies. Because the strategies will be developed by a group rather than by a single individual, non-participating faculty cannot characterize the proposed changes as something impossible to institutionalize.

This project seeks to implement proven redesign strategies in order to increase student success in a California Title V course. Seeking to increase student investment and interaction, the course redesign will adopt and create group and writing assignments more responsive to student needs. Course modifications are the result of close collaboration with colleauges throughout the CSU system.

The project intends to extend develoment of a previously created software tool to help the students understand the contents of EEE 142. In the mentioned tool, students can take advantage of a graphical user interface for creating different components of an electric power networks in order to design and analyze systems in steady-state, particularly for “Power Flow” studies. The previously released tool has been very well received by the students, and through their comments, students have provided valuable feedback for improving the tool.

This projects goal is to build an in-house online homework set that works though our learning managment system, Blackboard, for CHEM 3020. By using a free option for online homework we hope to have more students do the homeowork, and perform better in the course.

Digital design fundamentals is a freshman/sophomore level course required to all Electrical, Computer, and Mechatronics engineering students. The Electrical and Computer Engineering department enrolls 160-200 students every year in the course. For many years, the DFW rate for this course has ranged from 26-46%. I believe the success rate of this course can be improved through the planned redesign of the course which will in turn improve the retention rate in the engineering discipline. Redesigning the course will focus on three major aspects: 1) include Hardware Description Language programming assignments to re-inforce understating of main topics. 2) Use a tablet to record all lectures and make them available to students after class. 3) Use online assessment tool to assess students’ understanding of main topics before proceeding to the next one.

Continuing to improve our Redesign for Calculus I, we introduce pre-testing in the first week of class. This test is administered online through WebAssign, the homework software system used in the redesigned class. Results of the test are thus immediately available, and we provide data to the advising centers College of Natural Science and Mathematics Academic Advising Center and the College of Engineering Student Success Center. The Centers use our information together with information from other core courses to identify students who show signs of struggling and provide advising and support for them early in the semester.

Continuing to improve our Redesign for Calculus I and Calculus II we introduce pre-testing in the first week of class. This test is administered online through WebAssign, the homework software system used in the redesigned class. Results of the test are thus immediately available, and we provide data to the advising centers College of Natural Science and Mathematics Academic Advising Center and the College of Engineering Student Success Center. The Centers use our information together with information from other core courses to identify students who show signs of struggling and provide advising and support for them early in the semester.

Redesign the existing face-to-face lecture class to use flipped-classroom and active learning techniques. Students watch videos at home to be introduced to new concepts, and then explore them in class by working problems and engaging in activities designed to reinforce these concepts. Online quizzes are used to allow students to practice working problems as much as each student needs. Activities include the simulation of electronic circuits to better understand their performance.

This course redesign implemented a supplemental instruction (SI) model with an enhanced curriculum that includes assignments for students to develop learning skills, such as metacognition. There were three sections in Spring 2016, each with a different SI model. Building off of an existing NSF grant, we are used two Peer Assisted Learning (PAL) facilitators. We also had an inexperienced tutor from the Math Learning Skills department. In two sections, the SI lab is required. In one of these required SI lab sections, the SI was led by two PAL facilitators, while in the other section the SI was led by one MLSK tutor. In the third section, the SI was optional and no facilitators assigned - students had access to drop-in tutoring labs and time dedicated to MLSK lab in their course schedule.

To increase the number of students who succeed in elementary Japanese, this lower-division general education (GE) course was redesigned to maximize in-class activities on developing speaking skills. Writing skills were enhanced via written homework. The redesigned course also required online exercises and quizzes that focused on developing receptive skills (script and word identification, listening, reading, and grammatical competence). These online assignments were supplemental to in-class instruction, thereby increasing instruction hours and students’ Japanese language proficiency.

This course is redesigned because vast majority of students who take this course are lost at very early stage. This can be attributed to their inadequate math skills and lack of understanding with respect to basic physics fundamentals mentioned earlier. The rapid pace of the quarter system is another issue for a slow learner. The redesign fully exploited the web technology. The web technology tremendously increases the information availability to a plethora of devices such as laptops, tablets and smartphones. Several smart device applications such as mutlisim touch and partisim can considerably enhance student’s understanding of circuit dynamics.

Historical and recent data demonstrates that students perform poorly in this fundamental required engineering course. Quizzes and examinations demonstrate poor comprehension of statics concepts and / or poor understanding of overall problem-solving strategies taught during lecture. It is believed that additional contact time in the form of Supplemental Instruction (SI) will improve student comprehension and overall performance in the course.

This portfolio shows the steps taken through the Promising Course Redesign grant to redesign the freshman English 10-11 incorporating technology. We are using myefolio and possibly educreations to guide students through the stages of the reading and writing process with emphasis on strategies that improve reading, writing, and research.

This ePortfolio represents a course redesign for Freshman English Composition with the implementation of Mobile Application Technology. Mobile Application pedagogy goes beyond the Flipped Classroom pedagogy in that student engagement and instructor feedback is performed in a real time" environment. This course is contextualized in a cycle of 15-20 minute lecture followed by a 15-20 minute application and the cycle repeats for the duration of the class. "

This portfolio will trace my process of reconceiving and redesigning the first-year "stretch" class, including re-organization of materials in SacCT; flipped classroom design; choosing appropriate techonolgy to further engage first year students and to foster interaction with content; one another, and with me; understanding screen capture software; and preparing Camtasia videos from concept to publication.

The course covers a variety of topics related to signal and systems analysis. Our experience from the last three offerings of the course is that the students have a hard time understanding the theoretical concepts as the course offers no means of physical understanding of those concepts. Implementation of the course topics in practice requires some degree of creativity for which we found additional technologies useful. To understand signals and systems and their role in engineering, students will use their programming skills to implement their knowledge from the course in simulation (MATLAB) and engineering design (Arduino). Students will be responsible for hands-on assignments that involve signals and systems analysis. The redesign will substantially help the students to experience engineering design and analysis, and go beyond the limits of classic theoretical discussions.

This course is a junior level course which is a required course for Civil Engineering students. Furthermore, Mechanical and Computer Science engineering students also take this course to fulfil their requirements of a statistics class. In the past, student performance in the course has been weak due to the difficulties in understanding the subject matter and developing an understanding of correct applications of statistical methods under various circumstances in engineering context. Students come into the class with the misconception that this would be another math class. However, the challenge is to understand how to relate the theory to specific examples. Additionally, delivering all material in-class is a challenge given the course is only 2 units. The objective of this course redesign is to develop in-class activities that will help students grasp the knowledge of statistics through specific examples. Furthermore, online material (e.g. lecture and problem solving videos, interactive activities, learning modules) will be developed to supplement in-class instruction. 

The relationship between metabolism and physical activity is difficult for many Exercise Physiology students to grasp. This is especially true when students are expected to apply basic scientific concepts to the body in motion. Therefore, the purpose of this course redesign is to provide the technology needed for students to measure physiological variables during exercise and how this information can be applied to understanding the relationship between metabolism and physical activity.

Mexican American Studies (MAS) regularly offers MAS 10A/B Mexican American contributions to U.S. History and Government to serve San Jose State University’s (SJSU) ethnic Mexican population and others interested in examining U.S. history and government with an emphasis on the ethnic Mexican experience. The course is designed to be taken sequentially over two semesters to cover the broad scope of the nation’s emergence and political development from the ethnic Mexican perspective beginning prior to the arrival of the Spanish up to the present day. In addition to supporting the ethnic Mexican community generally, MAS expects this course to attract students to the MAS minor and soon to be established MAS major. As an entry level offering, MAS intends for the course to provide skill development for ethnic Mexican students who arrive on campus with various levels of preparation. The proposed course redesign focuses effort in four critical areas. First, MAS 10A/B has been redesigned as a flipped, or blended, course to expand the pedagogical platform to deliver greater amount of content in several curricular areas and provide more consistent support to develop reading, writing, communication, and research skills. Second, introduction of a flipped model will support additional efforts to convert MAS 10A/B from a traditional lecture course to a student-centered learning space incorporating active learning approaches. Third, the redesign of MAS 10A/B takes advantage of a modular format to organize content, concepts, and historical debates with a focus on skill building in reading comprehension, lecture capture, written communication, research, note-taking and effective study habits. Fourth, cultural citizenship is a critical conceptual tool in the Mexican American Studies canon and has been incorporated into the redesigned classroom to realign the course curriculum to highlight ethnic Mexican political agency in specific conjunctures of the American experience.

FIN 101 (Business Finance) has been identified as a system-wide high-demand low-success course in the CSU. I have re-designed the course in three ways. First, I partially “flipped” the classroom where students come to class prepared by completing pre-class exercises, which allows me to focus on more important conceptmulis during class time. Second, I use the publisher McGraw-Hill's online learning system "Connect" to give students multiple opportunities to improve their understanding of key concepts. Third, with the help of a teaching assistant, we provide more on-demand help with student’s questions, such as real-time online discussion board, and more in-class individual consultation.

I adopted the proven flipped classroom practice and experimented a partially flipped classroom in FIN101 Business Finance class in Spring 2016. Flipped classroom is one of the new high impact practices that can help increase student engagement and improve academic success. In my partially flipped classroom, students first study class material on their own before coming to class. They are asked to complete a before-class homework that helps them read the text and understand the main concepts. Students then come to the 1st class when the instructor will explain and elaborate in details the key learning points . After the 1st class, students review the class material and practice assigned problems using adaptive learning tools and online homework with algorithm that allows them unlimited attempts and repetition to practice. When students come to the 2nd class, they take a class quiz that reinforces the major learning points with reviews and discussions of the quiz problems right afterwards. They then break into small groups and have the in-class homework time when they have the opportunity to ask and get help on individualized questions. Students also have an after-class homework that consists of calculation work problems of the entire learning module, due before the module review class where they have another chance to review all related topics and understand how they work together before taking the module exam. Instructor and student teaching assistants are available both in-person and online throughout the process.

BIO121 (Molecular Cell Biology), an upper division course required for almost all biology majors, has suffered from a failure rate of 30-40% since its inception. This content dense, fast-paced course builds on foundational concepts, so students who fall behind early tend to stay behind. I plan to use online learning modules as pre-assignments to introduce foundational concepts (with text, figures and videos) in advance of lecture. Each module will include an online quiz with synthesis level questions to encourage active thinking about the module content, as well as to provide the students with immediate feedback. Online discussion boards associated with each module will be used to facilitate peer instruction.

Mechanics is the foundation of all engineering programs. Statics, dynamics and strength of materials are the three essential courses of engineering mechanics. In the last two years, with the help of CSU course redesign program, we have done significant amount of work in redesigning statics and dynamics courses. Strength of material is the next course in this sequence. We have approximately 550 students taking this course every year. The current failure rate in this class is 35%. However, another 35% of the students receive “C” grade in this class, meaning about 70% of all our students receive “C” grade or lower. Redesigning this course will complete the engineering mechanics sequence and help improve our overall student success.

Fluid Mechanics I (ME 311) is the last course in the engineering mechanics sequence (statics, dynamics, fluids) which is required by both mechanical and civil engineering majors. Like statics and dynamics, ME 311 is characterized by high enrollment and high repeat rates - since Fall 2007, approximately one-third of ME 311 students have received repeatable grades (W, D or F), with another third receiving C’s. This project resulted in the creation of various supplemental materials including modular video tutorials, recorded in-class lectures, and the curation of videos that demonstrate fluid mechanics concepts. McGraw-Hill's Connect platform was used to provide an environment where students could perform self-assessment and remediation while reading the textbook.

This course redesign is based on several years of redesign to improve student success, reduce the percentage of students who do not pass with a grade of C or higher, and to improve the quality of education that takes place in the course.

Two of the biggest barriers to success that our students bring to the classroom are a lack of creative critical thinking skills and poor writing habits. By adopting Proven Course Redesign strategies in the large lecture class we can better address these two critical deficiencies by employing in-class projects (facilitated by the professor and peer mentors) that integrate content learned at home into a variety of exercises that promote critical thinking and writing. Rather than spending an hour and fifteen minutes delivering content and hoping the students can put it to some use, we can instead work closely with our students, fostering a sense of community and engagement, honing their ability to write about and analyze the content they have already consumed, and making them much better thinkers and writers. They will also benefit from the experience of working with peers to solve problems. These are all real-world skills that will benefit them in whatever career or academic path they choose.

EE 321 is a high demand electronics course for non-electrical engineering majors that historically has had poor student performance. A winter 2016 section of the class will be offered in the “flipped” teaching style thereby creating opportunity for increased student engagement during class. In class time will be used for individual problem solving, as well as, group problem solving and hands-on activities. Class preparation includes watching 10 to 15 minute concept videos and completing low-stake on-line self-quizzes.

This course begins with an examination of the components, concepts, and processes of human communication and language. The course surveys issues related to first language acquisition and how language development is impacted by neurology, cognition, culture, socialization, linguistics, and psycholinguistics. Students are expected to engage in discussions, complete assignments, projects, online activities, and summative and formative assessments.

SPAN 1A is a prerequisite for SPAN 1B – the course that fulfills the Foreign Language Graduation Requirement. The current SPAN 1A (and also SPAN 1B) would benefit from redesign strategies that will allow students to focus on the learning of vocabulary and grammatical rules as well as pronunciation and speaking strategies through online video-lectures while leaving more class time for practicing conversational skills within a cultural context.

General Chemistry is a bottleneck course that is a requirement for nearly all STEM majors. Improving student success is a two pronged effort: the first to agree upon what is the target for student proficiencies, skills and attitudes for student success, and; second to decrease the number of students receiving non-passing grades. Flipping provides resources for students to use in solving the single concept problems, JITT provides a low stakes assessment of those skills and the results set the agenda for class to direct review on needed areas and problem solving strategies for more complex problems. As a secondary benefit, the on-line quiz software also includes an e-textbook at a substantial savings over the hard copy. Use of knowledge surveys and a “why are you taking this course” essay help the instructor with student prior knowledge and to develop more relevant examples.

This application is one of three applications submitted by three professors (Wayne Tikkanen, Krishna Foster, and Xin Wen) committed to working collaboratively on adapting Proven Practices to the General Chemistry sequence at Cal State LA. This cohort is half of the full-time, tenured professors who regularly teach General Chemistry at Cal State LA. The collaborative nature of this project will make it easier to institutionalize and sustain the instructional strategies. Because the strategies will be developed by a group rather than by a single individual, non-participating faculty cannot characterize the proposed changes as something impossible to institutionalize.

This course focuses on equipping students with the basic computing skills students will need throughout their engineering disciplines. The emphasis is on translating open-ended problems into algorithm development and implementation to solve basic numerical problems. Topics include introduction to basic engineering problems and their conceptualization through mathematical models, and introduction to algorithm development and implementation into a computer program. (Laboratory 6 hours)

All four faculty who teach the course (Cynthia Selby, Scott Lewis, Adelaide Kreamer, and Brian Oppy) were involved in developing this proposal, and all will adopt the redesigned model. The participating faculty will build a collective set of course resources (mini-videos, learning exercises, and other materials to be developed in the course of the redesign). These resources will be shared on a departmental folder on the university server so that all teaching faculty can access them. The department has agreed to a set of student learning objectives (SLOs) that are consistent with the American Psychological Association. Those will be revisited and revised at the start of this project.

This project will redesign Math 280 Strategies of Proof, one of the required core courses in the mathematics major, to implement a flipped classroom model. The project involves creating video lectures on the course material that students will view outside of class while class time will be dedicated to working on homework assignments in groups.

his project seeks to improve the level of student performance through implementing elements of flipped classroom techniques. Through the production and dissemination of online tutorials, students will engage in training tutorials and course content prior to attending lab and lecture/discussion sessions thereby improving their basis for understanding material delivered during face-to-face meetings. Course concepts will be introduced to the students through various media, then reinforced in the classroom and lab environment. Current barriers to student success include difficulty in translating theoretical concepts discussed in class to physical layout and measurement exercises in lab. Further student readiness barriers include a lack of understanding of the underlying concepts of geometry and trigonometry pertinent to surveying and layout activities. Curricular and Pedagogical barriers to student success are mostly related to the necessary allocation of lecture and lab time to explaining the setup and use of the surveying equipment. Use of the equipment is absolutely critical to the success of the students in this course. Lecture and discussion sessions result in a physical layout exercise in the field during the weekly lab sessions. Lab activities simply cannot be performed without the appropriate equipment. Given the equipment-intensive nature of the lab, a significant amount of lab (and sometimes lecture) time is devoted to teaching students how to set-up and use the equipment. This often results in a scenario in which students spend much of the lab session focused on the “how” of setting up and using the equipment rather than focusing the “why” and developing an understanding of the practical application of the theories and principles discussed in lecture. This course redesign seeks to provide training and tutorial videos to the students in an online format. To ensure student participation and in order to provide instantaneous feedback, students will complete an online quiz after viewing the videos and prior to the related class. In-class time that would have otherwise been spent explaining the topics of the video will instead be used to hold a student-led review and/or discussion of the pertinent concepts of the video tutorial.

CS122 is a freshment database class which includes a lecture session and a lab session. To engage students and to improve students' learning, the class is flipped. Students watch pre-recorded videos to get course content before they go to class. In the lecture session, students work in groups on lab projects and get support from the instructor and TAs. In the lab session, students work alone on the assignements first and take quizzes at the end. To prevent cheating, individualized questions are used in the quizzes.

As a department, we have observed that there is a high failure rate across multiple sections of History 130 and History 131. Many of our entering students lack the skills necessary for college work. Writing, notetaking, critical reading, and analytical skills are generally weak. The US history survey requires students to read difficult material, synthesize a vast amount of information, and complete writing assignments for which they are poorly prepared. In addition, many of our students have to overcome obstacles common to first generation college students including financial pressures and a lack of family support for their academic endeavors.

This redesigned writing course takes components normally delivered through class lectures and activities - introduction to writing concepts and modeling of writing concepts - and instead delivers the components through an online webbook. By having students study writing concepts and analyzing models outside of class, more class time can be spent practicing concepts and engaging in peer review.

The course will be redesigned to use I) a flipped format, II) a mastery learning progression approach and III) data based decision making to target instruction. Technologies used to facilitate these changes are I) lecture capture technology; II) computer based testing using data gathering and lock down browser technology, and III) learning analytics software, wireless classroom response systems (i.e. “clickers”), and video messaging.

Cartography is a discipline with a long history which has undergone significant changes with advances in technology. Students learn the core principles of cartography and visual communication, and must also keep up with a constantly evolving suite of software. The demand for this course is high, and this skill set enhances a variety of other disciplines. The purpose of this redesign is to take a very traditional, hands-on course and successfully convert it to a fully online format.

This project is an effort to redesign an introductory American history course in a way that focuses on skills and themes.  I hope that the video guides and the online quizzes, when combined with a more focused and limited use of the class textbook, and a greater emphasis on reading and discussing primary source documents in small groups, will help the students to engage more closely with the material, and lead them to become better historical thinkers.

The redesigned course will engage students in activities “Reacting the Past,” peer review of writing assignments and consensus-building analysis of historical sources. Team activities will give students first hand experience with two important themes of HST 202 – freedom and democracy. A “learning communities” approach with students working collaboratively in small teams will facilitate growth of academic and social skills. The learning communities are defined as “teams” rather than the traditional “groups” and will provide a place for freshman and sophomores to acquire or expand the fundamental academic and social skills necessary for success in college. Instituting this course redesign will increase student motivation, critical thinking skills and improve Student Learning Outcomes. Students will graduate with an understanding of the past that prepares them for meaningful participation in the future. Increased success rates in History 202 can play an important role in university retention and graduation rates.

This course redesign aims to update and refresh material in the Human A&amp;P series for non-majors.This class is a requirement for Nursing and other Health Science majors, and is in high-demand both for first time attendees and "re-takers." Due to the flux of instructional faculty through this series, material is sometimes not as current as it could be. This redesign is meant to update material both in content and delivery; online tutorials and in-class drawing exercises will be implemented to aid in student success.

Spanish courses are in high demand to meet the Foreign Language Graduation Requirement. In order to accomodate students' needs, we created an intensive one semester course that combines Spanish 1A (4 units; the prerequisite for Spanish 1B) and Spanish 1B (the graduation requirement). Using the redesign the course has the potential of serving 50 students in every section of Spanish 1A and 1B combined. 

To better teach and engage student learners, LaPorte will redesign the course using a flipped classroom format—with 60% of in-class time in traditional face-to-face meetings and up to 40% of class time online and/or in out-of-class meetings with the instructor. Face-to-face instruction is critical in allowing for the application of learned concepts under the instructor’s supervision and the development of collaborative problem solving and researching. Online work offers time for the deep thinking and reflection that is too restricted in a regular classroom format. Meeting with the instructor in person or remotely either individually and/or in small groups will help individual students better meet course and assignment objectives, get feedback on their work immediately and in the moment needed. This particular partial hybrid design will enhance metacognition through journaling and reflection, looped classroom instruction for deeper engagement and instruction, allow students the time and access to better and more frequently engage with the material in the course, and be in more frequent direct contact with the instructor.

The selected course redesign strategies have been chosen to improve student access, learning, and success in not only this course but also in subsequent required writing courses. Additionally, the redesign will increase section size to accommodate more students, thus meeting projected student demand within budgetary limits. To better teach and engage student learners, the redesign will undertake two projects: hybrid format and electronic portfolios. The class will be redesigned into a hybrid format—with some traditional face-to-face meetings and some online, asynchronous work. Face-to-face instruction is critical in allowing for the application of learned concepts under the instructor’s supervision and the development of collaborative problem solving and researching. Online work offers time for the deep thinking and reflection that is too restricted in a regular classroom format. This particular hybrid design will enhance metacognition through journaling and reflection, looped classroom instruction for deeper engagement and instruction, drafting of papers for idea development and writing process practice, and allow students the time and access to better and more frequently engage with the material in the course. Best practices in Composition Studies notes that writing assessment is best done through the evaluation of multiple texts written for a variety of genres. Additionally, metacognitive reflection on one’s processes and products is critical for true learning and knowledge/skill transfer. To accomplish these goals, the redesign will develop an electronic portfolio as the culminating project for this course.

In summer 2014, I flipped my Social Psychology class using Team-Based Learning model (TBL) as a guide in order to encourage students to read before the class and interact more with other students in class. TBL is a unique collaborative learning method in which students become active rather than passive learners, while a teacher becomes a guide rather than a performer on stage (Sweet and Michaelsen 2012). In this course redesign project, I transform the flipped Social Psychology class into a hybrid one, posting the lectures and videos online, while spending even more in-class time for team and class discussion. By adopting a hybrid structure, this class offers the benefits of both the traditional face-to-face class and online class.

Most business majors at Cal State LA take MGMT 473, an introductory class for Human Resource Management (HRM) either as an elective (Accounting, Finance and other majors) or a core course (HR students from Management). MGMT 473 is also serves as a pre-requisite courses for all HR Option courses. Thus it lays the foundation for other 400-level courses. This project serves as an initial attempt to introduce and measure the impact of hybrid and online course redesigns on student success. If successful we will not only be able to address the issue of low grades but also of accessibility. An online course will greatly help our students, most of whom have jobs and other responsibilities.

I propose to improve student engagement in American Institutions-US History courses by incorporating team-based learning to facilitate group work. I will also adopt new reading- and writing-reinforcement pedagogies. Finally, I will use the Reacting to the Past (RTTP) role-playing pedagogy to develop critical thinking, oral communication, written communication, and student engagement. For the RTTP component, I will use the game "Launching the Ship of State: The New York Ratifying Convention of 1788."

The redesign will change ME163 into a “Learn-by-doing” student centered activity with focus on student success through implementation of the “How to Become a World Class Engineering Student” approach which has shown to increase retention as well as first year overall GPA. Student will be better prepared for all "bottleneck" courses. Team-Based Learning will be implemented to assure that student learning occurs interactively.

Stat 350 is a core course for statistics, computer science, and other quantitatively orientated majors in Science, Technology, Engineering and Mathematics (STEM) disciplines.The demand for the class has grown rapidly in recent years, from a total of 41 students in the year of 2010 (offered only in the Fall) to a total of 175 students in 2015 (52 in Summer 2015 and 121 in Fall 2015). We develop a hybrid/flipped model of instruction during Fall 2015 to tackle three difficult areas in the course: available seats, DFW rates, and training in statistical computing for a large enrollment class.

The focus of the 2015-16 redesign is to build on the efforts that were initiated during the the 2013-14 redesign project. Due to turnover in the faculty involved in the original redesign, some elements from the original project have expanded (in particular the use of Supplemental Instruction sections), but others have not. A full-time Biology 101 Coordinator started in Fall 2015, and this project is supporting her efforts to support the current Biology 101 instructors, and to expand the redesign effort across all Biology 101 sections.

This e-portfolio shows the steps I took to redesign my English 10/11 course from May 2015 to May 2016 to comply with the Promising Course Design Grant. To incorporate more technology into my classes and to engage my first year students, I helped design a Myefolio guide and embedded the myefolio project into my fall semester English 10 Academic Literacies I and spring English 11 Academic Literacies II courses. When completed the Myefolio will include not only students best writing.

We are working with peer assisted mentoring programs to strengthen educational materials with the goal of increasing student understanding of the core concepts of Calculus II. The goal of the course redesign is to reduce DFW rates and convince students of the importance of peer study early in their college careers. 

This project through the CSU Chancellor's Office allows for a redesign of a course that meets California State's requirement of American Institutions. The course to be redesigned is SBS 245: Native American Societies. This course will be redesigned to foster student success in the course and in the state and campus GE Area of American Institutions.

This course, like its prerequisite MATH 122 (Calculus I), traditionally has a very low success rate; the two act as a severe bottleneck for the academic programs of students in STEM fields. MATH 123 is taught each semester in 10 or so small sections, and we do not have a departmental mandate to impose pedagogical changes within the classroom. We do have historical data that identify students as "at risk" based on past courses and exam scores. Based on initial success with the analogous MATH 122 redesign (http://contentbuilder.merlot.org/toolkit/html/index.php#snapshot=829571… This link will take you to an external website in a new tab.), we aim to increase student success through a coordinated combination of online homework sets, weekly remediation for the at-risk students, and milestone examinations.

Going online with this course increases access and opportunities for the current candidates in the program. This online course frees up time and space for the candidate that allows for them to have flexibility both in the program and in their personal lives. One less day on campus, commuting cost, parking etc.. The intense credential program with this heavy on campus course commitment also impacts recruitment and perhaps some individuals stay away from considering the program due to not being able to afford the time away from home and family obligations. Having at least one online option may serve as an invitation to these otherwise reluctant candidates.

Use of Supplemental Instruction for intermediate accounting to facilitate student learning of complex concepts and uses in business to increase student success.

Use of Supplemental Instruction for intermediate accounting to facilitate student learning of complex concepts and uses in business to increase student success.

As a gateway course for accounting-major students, this is the course that students start to see difficult topics within accounting, e.g., bonds, lease and investment. Using supplemental instruction could potentially help those students who are struggling receive peer support. It will also benefit those who are doing well so they can excel. Incorporating i>clicker, on the other hand, would create an avenue for students to respond to questions polled in the class. It could potentially keep students focused and on task.

ACCT 3213 This is the last course in a three-course sequence on intermediate financial accounting. The objectives of this course are to reinforce the fundamental knowledge developed in ACCT 3211 and ACCT 3212 and to continue to build the understanding on the theory and practice of financial reporting. During this course, we will cover topics such as income taxes, pensions and other post-retirement benefits, shareholders equity, share-based compensation, earning per share, accounting changes and error corrections, and the statement of cash flows (revisited). Homework and two exams are used to evaluate students’ understanding of the material. Special note: although the emphasis of this course is US GAAP, we are rapidly moving towards convergence with International Financial Reporting Standards (IFRS). Due to the importance many larger accounting firms place on IFRS and the intent by the AICPA to incorporate IFRS into the CPA exam, the material as well as exams will cover content on international accounting standards

Introductory Genetics is historically an impacted course with a high rate of students obtaining repeatable grades of F/D/W for the course. Some of the issues cited by students as barriers to better performance in the course included the abstractness of the concepts and lack of relevancy of the course content. To help address these challenges, students will be given the opportunity to analyze their own DNA results following genetic testing provided by a company called 23andMe. Key concepts covered in the class will be integrated with the exploration of genetic variations that students will find in their own DNA results (e.g. genes associated with pharmacological drug metabolism).

This course contributes to attainment of the bachelor's degree in psychology and has been offered since the inception of the psychology department enrolling approximately 500 students every semester. Currently the repeatable rate in this course is approximately 16%. It is believed that the main issue for the low success rate is lack of student engagement in the course content; therefore, the redesign will focus on increasing student engagement to ensure greater success in student learning by the use of proven online technology.

The Biology major switched over to requiring iPads in Fall 2013. iPads breakdown many past constraints. We can present material that is rich in color photographs, videos, interactive widgets, and even little games. In a lecture class, students can quickly upload images and be quizzed in real-time. Apps as well as widgets can be produced that make learning the material more visual and engaging. In addition, we are taking the opportunity to redesign so as (i) to make the information more up to date, (ii) to take full advantage of campus organisms, and (iii) to have the students learn via doing small projects ("inquiry-based learning").

The Biology major switched over to requiring iPads in Fall 2013. iPads break down many past constraints. We can present material that is rich in color photographs, videos, interactive widgets, and even little games. In a lecture class, students can quickly upload images and be quizzed in real-time. Apps as well as widgets can be produced that make learning the material more visual and engaging. In addition, we are taking the opportunity to redesign so as (i) to make the information more up to date, (ii) to take full advantage of campus organisms, and (iii) to have the students learn via doing small projects. Flipped is involved in the sense that we take a great deal of class time for active learning, and a great deal of information consumption is done via video and other media between classes; iPads are something like super clickers for example allowing students to submit drawings in the middle of a class activity; most importantly, we are able to capitalize on redundantly teaching through reading, visuals, hands-on-the-organisms, and projects.

The Biology major switched over to requiring iPads in Fall 2013. iPads breakdown many past constraints. We can present material that is rich in color photographs, videos, interactive widgets, and even little games. In a lecture class, students can quickly upload images and be quizzed in real-time. Apps as well as widgets can be produced that make learning the material more visual and engaging. In addition, we are taking the opportunity to redesign so as (i) to make the information more up to date, (ii) to take full advantage of campus organisms, and (iii) to have the students learn via doing small projects.

This project aims to redesign ES 112 from a small lecture (35 students per section) to a large lecture (120 students per section). One primary goal for this redesign is to reach more students with this particular course content in order to teach the indispensable historical and contemporary issues related to race/ethnicity and racism in the U.S. Ultimately, the goal is to teach such material because this intellectual content prepares students to be better citizens in the world, and it equips them for a new global marketplace in the twenty-first century.

This course serves as apre-requisites to many important senior-level ME core courses in the curriculum such as Mechanical Vibrations, Mechanical Measurements, Control Systems, and Acoustics and Noise Control. Failure of this course will impede students' educational path towards graduation. It is observed that students often have a hard time visualizing abstract concepts.This course is mathematically intense, and thus create additional challenges. The objective of this proposal is to enhance students’ learning through use of simulation software and technology to assist students in understanding and visualizing course concepts, and thus to shorten time to degree and increase graduation rate of Mechanical Engineering students.

This course serves as apre-requisites to many important senior-level ME core courses in the curriculum such as Mechanical Vibrations, Mechanical Measurements, Control Systems, and Acoustics and Noise Control. Failure of this course will impede students' educational path towards graduation. It is observed that students often have a hard time visualizing abstract concepts.This course is mathematically intense, and thus create additional challenges. The objective of this proposal is to enhance students’ learning through use of simulation software and technology to assist students in understanding and visualizing course concepts, and thus to shorten time to degree and increase graduation rate of Mechanical Engineering students.

This course redesign will refocus the course so that it emphasizes activities that will help students develop their critical thinking, analytical, critical thinking, and communication skills. Course redesign will emphasize the use of primary sources, students' development of necessary understanding of historical context, and ability to construct and defend a convincing argument, based on analysis of primary sources.

GSP 216: Introduction to Remote Sensing is a core course in the geospatial science curriculum at Humboldt State University. There has been an increasing demand for geospatial science courses and capacity is currently limited by the availability of lab space on campus. The goal of this project is to create online content and virtual labs for a fully online, asynchronous version of GSP 216. This project is part of an ultimate goal of creating a fully online suite of geospatial courses at Humboldt State University. A significant amount of the online course material will be open content. This will allow students in the face-to-face course to access the online material as well as students not enrolled in the course. This will benefit all students as they will have constant access to online lessons, activities and learning exercises.

Five video tutorials focused on core concepts and theories in Psychology were added to the redesigned course. There was a modest gain in final grades when comparing students in the redesigned course and the original course. However, less than 5% of students in the redesigned course consistently watched the video tuturials, so the modest gain in success is unlikely due to the video tutorials. The redesigned course was substantially smaller than the original course, which may have attributed to increased student success.

Chem 1110 is a challenging course and is required for a wide range of science majors including Chemistry, Biology, and many students pursuing a health related field. Unfortunately, the D/F/W rate averages around 30 – 40 % in this course. Supplemental instruction was introduced during the spring of 2014, but more intervention is needed to address academic deficiencies that some students have, which are preventing them from being successful.

This course will be redesigned for online delivery using the Moodle learning management system 2.8, Blackboard Collaborate, Softchalk, and other online tools. We will incorporate reporting features that integrates multiple workflows for educators to map grades,Project based learning, QOLT standards, tracking student progress, and outcomes for individual students and drive student behaviors that increase achievement.

In this project we propose the introduction of supplemental instruction (SI) for an online section of the core course ISDS 361A, which is considered a bottleneck. This SI will be conducted remotely using an "online format" that is expected to mimic traditional SI sessions as closely as possible. SI efforts for the traditional sections of this course have been undergoing since Spring 2014 and have produced successful results in terms of improving student grades and success rates. Our hope is to extend this helpful resource to the online sections to benefit students as in the case of the face to face classes, as our prior assessment results have shown that online class performance is poorer than traditional classes. The online format affords students more flexibility as well that is expected to boost attendance.

Physics 141 is a difficult course for many engineering, science, and physics students at Cal Poly. I want to improve student success and engage students more actively in the learning process by including online videos, in-class active learning worksheets and problem sets, and online assignments in the curriculum.

The Principles of Marketing course is one of the highest in demand in registration numbers in our college with 7-10 sections being offered every semester, including a number of sections online. The previous course design created a bottleneck for graduation and may have actually detered students from concentrating in marketing or related business disciplines. Our objective is to reduce the number of failing (repeatable) grades in this required course through course redesign and increase interest in the marketing concentration. The redesign of this section proved to be effective in increasing engagement and reducing failing grades.

The Principles of Marketing course is a bottleneck course within the California State University System. This is due to the traditionally low pass rate, and the difficulty of enrolling in the course due to the large numbers of students taking the course. The redesign will address these bottleneck issues by redesigning the course to be100% online that incorporated a Quality Matters (QM) course redesign an review with the involvement of course designers.