Course Redesign Faculty Showcase Archives

Since 2011, the Businss Calculus at CSULB has been taught with a hybrid model, established in The NGLC Hybrid Model Math Consortium Project. Our goal was to support student learning of the mathematical content as well as the obtaining the math skills relevant to a business career.

This course serves as a pre-requisite 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 traditionally has a very low success rate and acts as a bottleneck for the academic programs of students in STEM fields. It 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 studenst as ``at risk" based on past courses and exam scores. We aim to increase student success through a coordinated combination of online homework sets, weekly remediation for the at-risk students, and milestone examinations.

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.

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.

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 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 fluid mechanics concepts.

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.

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. 

An often cited reason for student difficulty is the multidimensional visualization that must accompany the analytical and numerical problem solving. Technology offers promising tools to help students with this visualization. A redesign of Calculus III using visualization software and customized models constructed on a 3d printer provides learners visual and kinesthetic experiences.

For this course redesign, I surveyed students about what worked and did not work for them in the online environment for this course. Discussion forums are always a tough area in an online course and students wanted more direction. Students did not like the virtual labs I had used in the Spring '14 course and wanted more hands-on labs. I redesigned components of the course to implement more engaging labs and discussions. I also incorporated aspects of proven course design such as discussion rubrics and LMS exam strategies.

Psychobiology (PSY 241) is a course designed to introduce students to the biological and chemical basis of behavior. Our redesign effort has involved a full needs assessment during the Fall 2013 semester across several sections that focused on examining the characteristics of students who successfully completed the course versus those who did not. Based on this assessment we implemented an initial course redesign in an oversized section of PSY 241 during the Spring 2014 semester that centered on structural and instructional course modifications designed to increase student engagement. A full assessment of these course redesign activities was conducted and a final course redesign launch will take place during the Fall 2014 semester.

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.

Math 30P has traditionally been a very challenging course more many of the students who take it. Taught as a lecture class, there has typically been fairly limited opportunity for instructors to guide students as they grapple with course concepts. The goal of this project is to examine the potential of in-class and out-of-class supports to enhance student success. In particular, the project is designed to assess the value of technology-enhanced in-class activities (e.g., clicker-based discussions and quizzes) as well as course-aligned workshops.

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

FRL 300, Managerial Finance I, is the first of the two-course sequence in finance for College of Business Administration undergraduate majors. It is a quantitative and learning-by-doing course. Due to its technical nature and requirement on prior knowledge of accounting, algebra and statistics, it historically has a very higher repeatable grade and has been identified as a system-wide bottleneck course. This project proposes to add more eLearning and technology components to the course, such as online videos, partial-flipped instruction, CONNECT online homework, calculator emulator, and iClickers 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.

Programming for Mechanical Engineers (ME 209) at CSU Northridge is an introductory required course for all Mechanical Engineering students, which focuses on programming with Visual Basic Application for Excel. Most entering Mechanical Engineering students do not have any background in programming, and tend to struggle with the logic and organization required in programming. Four to five sections of ME 209 are offered each semester, and at least one section is offered in the summer for a total annual enrollment of 200 to 240 students. The course emphasizes the solution of mechanical engineering problems using systematic methodologies. Topics include the use of flowcharts, variable types, the Excel/VBA environment, decision and looping structures, program debugging and effective programming practices. In general, the students are expected to apply the knowledge learned in ME 209 to subsequent courses and in their professional careers post-graduation. Recent senior exit interviews identified ME 209 as a course that should be considered for redesign to enhance student’s learning and success. I developed comprehensive set of tutorials to supplement in-class or online instructions. In addition, I am in the process of developing supplemental videos to the lecture discussions and tutorials. The uniqueness of the newly developed materials, namely, is that tutorial and videos are concept-based and proficiency-focused rather than general coverage of the material.

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).

Human Anatomy (BIOL 208) is a non-majors course with an annual enrollment of 700-800 students. For many of these students, this rigorous class represents the first science course they have taken since high school, and many are not accustomed to the level of rigor anatomy requires. Our restructure is focused on making the course an interactive learning experience. We have removed the hour-long lectures that accompanied the laboratory portion of the class and replaced them with a three part learning system: 1) multiple short videos describing every anatomical part students need to know*, to be watched at home, 2) a readiness assurance quiz each week on both review and new material covered in the videos, but not in class#, and 3) in class interactive laboratory stations where students use critical thinking and inquiry skills to investigate anatomical materials and make key learning connections#. These techniques have decreased the number of D grades and increased student understanding beyond the rote memorization typically associated with anatomy.

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.

One of the major tasks in this project is adapting a course developed on a semester-based campus (CSUN) to one on a quarter-based campus (CSUEB). We will also need to modify the lecture notes to fit our syllabus. Besides adapting CSUN’s Math 103 materials (textbook, lecture notes, workbook, Webwork problems), I am trying to integrate one of CSUEB’s recently-created Institutional Learning Outcomes of promoting diversity and social justice into each course.

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.

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.

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 .

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.

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 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.

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.

The pass rate in Biology 1150 may be improved if some of the content was delivered in a different way. Each semester students attend class, work in lab and complete online homework that was associated with and due before the lecture on that topic. The redesign includes a similar model, but by making a small change by adding in an adaptive follow-up could help students review and improve performance on their exams.

Redesign PHIL 102 Logic and Critical Thinking so that it can be effectively taught fully online. The redesign focuses on making difficult material more accessible to students, helping students evaluate their understanding of the material, and monitoring student learning.

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.

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").

This project aimed to improve access to an Area A3 general education course and to reduce the proportion of repeatable grades (D, W, and F). This course has been fully redesigned as an online course with efforts directed at utilizing universal design for learning concepts. I am also working to ensure that this course is fully ADA compliant and I am currently working on adding transcripts for video lectures.

This project employs an interactive online textbook with video lessons imbedded throughout the chapters in order to create a hybrid course where students meet in the classroom far less regularly than they would in a traditional course. Students work in small groups or independently in order to master the skills of public discourse: oral, face to face, public communication. At first, it seems counterintuitive to attempt to teach such an immediate skill through increased mediated lessons. But we discover a variety of advantages to this model; and we also face -- honestly and squarely -- some of its challenges.

BIOL 201 (Biology of Organisms) is the second course in a three-course sequence required for Biology majors. It is a large lecture class (230+ students) with multiple lab sections. Because of the size of the class and because the nature of the labs is so different from the more experimental labs in the preceding course (Biology of the Cell), students are often disoriented and do not study effectively. This project partially flips instructional delivery, implementing on-line pre-quizzes for labs to ensure that students understand material and can put lab material in perspective before being confronted with it, thereby making their lab experience more effective.

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.

To address the General Biology bottleneck at California State University, East Bay (CSUEB), an interdisciplinary team of faculty members representing Biological Sciences, English, and the University Libraries are redesigning one highly enrolled foundational biology course for majors (BIOL 1403, Animal Biology) which has both lecture and laboratory components. This course, which involves an examination of basic concepts in biological diversity, animal anatomy and physiology, and species interactions, is the first of three “first-year” Foundations of Biological Sciences courses required first-time freshman biology majors, the preliminary target group for this initiative.

An interdisciplinary team of faculty are collaborating to redesign two frequently offered, heavily-enrolled non-majors’ biology courses: Biology 1001, Introduction to Biology lecture, and Biology 1002, Introduction to Biology Lab/Activity section. These two biology courses primarily serve students fulfilling their lower division GE science (lecture and lab/activity) requirement. As is typical with science GE courses, students taking these courses show a wide range of scientific literacy and confidence in their scientific knowledge. This, in addition to large class sizes, non-coordinated laboratory instructors, non-alignment of lecture and laboratory, and curriculum consisting of didactic presentations and canned labs exercises, comprise just some of the challenges inherent to this course. The redesign of this course will address these and other issues and will result in greater engagement and learning in the courses, greater connection of the course material to the world and daily life, increased interest in STEM-related courses and fields, improved critical thinking, greater information literacy in the sciences, and improved reading and writing skills. These courses serve over 600 CSUEB students each academic year (AY) and a minimum of 150 students every quarter, and, thus, their redesign will have a significant impact on a large number of students.

This course redesign project will adopt and adapt strategies for greater collaborative learning and peer mentoring in this large format introductory American Institutions course, with the goal of encouraging greater student engagement with material and subsequently student success in the course.

NSCI (Introduction to Living Systems) is designed to be a G.E. biology hybrid class. Students learn the course material online, attend a one hour discussion and then a two hour lab activity to interpret the lessons. The online component includes test assessments in addition to weekly homework assignments. In-class meetings sections have 144 students and incorporate in-class discussions with dynamic PowerPoints that include video clips and iClicker participation. The online and in-class discussions are accompanied with 24-student lab sessions, which include hands-on learning activities that correlate with learning goals for each week. This course has three sections and a total of 432 students. We focus on three major biology themes during the semester: Evolution; Ecology; and Human Disease and Genetics. Each theme is covered over a five week period. At the end of each theme an online exam is administered. Student surveys are accessed each semester.

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.

Bottlenecks in introductory geology (EES1) labs arise from two compounding limitations: the number of students a lab room can hold and the number of graduate students available to serve as teaching assistants (TAs). This past Fall 2014, EES1 had ~500 seats available for ~5400 eligible GE B1students. Despite that bottleneck, lack of TAs resulted in the cancellation of 1 lecture and 5 accompanying labs. Given that the number of EES1 sections offered each semester is limited by the lab, there is a huge potential to make EES1 less vulnerable to limitations on lab size and TA availability by offering hybrid labs, where half of the labs are online and half are hands-on. This redesign seeks to implement virtual labs to reduce bottlenecking while updating EES1 lab curriculum into something that engages students at more innovative, modern levels of learning.

The redesign of POLS 421: Methods of Political Inquiry will be crucial in meeting the upcoming needs for an upper division social science statistics course. Currently the course is able to meet the needs of the approximate 25 Public Administration students in the fall semester who need the course for their major, but beginning in AY 2014-15 all Criminal Justice students (approx. 500 majors) will be required to take POLS 421 as well. POLS 421 will be redesigned using a ‘flipped’ model (e.g., primary instruction occurs online prior to class attendance).

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 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.

To stimulate the students’ interest in engineering and enhance their design skills, EE244 has been redesigned using Collaborative Project-based Learning (CPBL) pedagogy. CPBL employs a variety of instructional strategies for effective content delivery and to support differentiated learning. In the redesigned EE244, 40% of the class time is dedicated to lecturing, and the rest is used for various active learning components including interactive/collaborative problem-solving, inquiry-based activities, hands-on design projects, direct assessment, etc. Multi-year assessment data consistently shows that CPBL has a very positive impact on students’ learning outcomes and increases their interest in engineering field

CIS405 Database Design and Development is a lecture core for computer information system majors in the computerized classroom. Traditionally the course was taught with database topics with Oracle. The goals of the project are to add data warehouses with SAP ERP business warehouse (BW) in the course. For the redesign project, the lecture is offered face-to-face, but all the course materials will be online for the flipped classroom and remedial purposes. Moodle is used as course platform: (1) to communicate instructions for class activities, including course slides, in-class active learning exercises, and solutions to them (2) to download Oracle and SAP vendors' course activity materials (3) to display student performance progress in the gradebook (4) to submit all assignments and projects prompt feedback online and (5) to host online quizzes and exams. Adding data warehouse and SAP ERP BW to the last three weeks in the quarter makes this technical course very intensive, but students feel they have learned tremendous new knowledge and skills which can get them prepared for their future IT job market.

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.

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

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.

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.

Organic chemistry is typically taught via the "functional group approach" that mirrors neither the way organic chemists think about their subject nor accounts for the developing intellectual requirements of the field. We have deconstructed the topics in organic chemistry into three broad categories: structure, mechanism, and synthesis. With an emphasis on making parallel the rigors of the material with the intellectual development of the students, we anticipate both an increase in student success and retention and mastery of the material.

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.

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.

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.

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.

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.

The project develops a variety of approaches to increase student success in two lower division General Education requirements at CSUF: HIST 110A and HIST 110B. Five pilot projects have been planned and will be rolled out in Spring 2015: peer instruction, supplemental instruction, peer tutoring, early warning, and ChronoZoom.

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.

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.

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.

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.

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.

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.

Circuit analysis is a core course for most engineering disciplines. This Proven Course Redesign project aims to improve student progression though the course while simultaneously reflecting the various discipline flavored perspectives. The course uses a combination of locally created materials and the MIT 6.002x course delivered by the edX platform. Locally created materials include videos that present problem tutorials, lectures, and online assessment.

Redesign PHIL 101 Ethics and Social Issues for sections to be delivered fully online. The course will meet or exceed a recently adopted eLearning policy which puts Quality Matters quality assurance at the fore. The attempt is to retain or improve pedagogical success rates in the online environment as compared with traditional sections of the course and confront the special challenges presented an online course where assessment is writing intensive.

Redesign PHIL 103 Business and Computer Ethics to offer as a fully online megasection. The course will meet or exceed a recently adopted eLearning policy which puts Quality Matters quality assurance at the fore. The attempt is to retain or improve pedagogical success rates in the online environment as compared with traditional sections of the course and confront the special challenges presented an online course where assessment is writing intensive. 

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.

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.

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.

PSY 304 research methods is a Lecture+Lab core course in the psychology major. As the lab is held in a room with 25 computers, there are a limited number of spots per quarter. Consequently, many students delay taking the course, impeding their ability to do well in higher-level courses. Additionally, performance on the course has a bimodal distribution and only a few students consistently demonstrate all learning outcomes. The goals of the project were to enhance student learning and increase the number of students enrolled, while ensuring that the grading workload was manageable. For the redesign project, lecture will still be offered face-to-face, but the lab will be online. Moodle will be used: (1) to communicate instructions for all laboratory activities, including reading assignments, active learning exercises, and progress checks for the research project (2) to upload taped lectures about developing a research project and writing a APA-style paper (3) to submit all assignments and receive prompt feedback.

The primary goal of the redesign is to use a lower-cost textbook. A secondary goal is to pilot test an online outcomes based course platform. A final goal is to use the online course platform to facilitate course activities using the flipped classroom model.

This course traditionally has a very low success rate and acts as a bottleneck for the academic programs of students in STEM fields. It 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 studenst as ``at risk" based on past courses and exam scores. We aim to increase student success through a coordinated combination of online homework sets, weekly remediation for the at-risk students, and milestone examinations.

We utilize a hybrid model to teach what is usually a large lecture Precalculus Algebra class in a smaller "Active Learning" class setting. Our goals are to improve student persistence within the course, as well as student preparation for subsequent courses, such as the Calculus sequence. These goals are particulary crucial in spring semesters, as historically, a significant fraction of students that take the course in the spring failed to complete or pass the course in the previous fall. This course is also prerequisite for other courses in other disciplines, including chemistry and kinesiology. Increasing the quality of student engagement through the incorporation of technology for initial and ongoing assessment, as well as instant in-lecture feedback and emphasis on group work has led to positive impact on passing rates. Finally, we were able to incorporate robust supplemental instruction and academic advising in response to student performance on initial assessment, and are tracking student retention of core competencies in subsequent courses. This implementation has shown potential as an effective remedy for students at high risk of failing the course.

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.

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.

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.

Changing from traditional lecture based teaching involves redesigning an entire course to achieve better learning outcomes and lower costs for students by taking advantage of the online technology. It requires completely rethinking the way we deliver instructions by utilizing a concept of “flipped” teaching, turning the teaching content into video course, allowing students to view lectures at home and using a valuable class time for collaboration and discussion.

We focused on improving student success in entry level math classes in the California State University and California Community College System. Our consortium has developed an innovative, technology-enhanced hybrid course model that has significantly improved course completion and content mastery outcomes in entry-level mathematics courses. The model relies on five primary components that are carefully articulated to create a reliable “flow of learning” for students.

SI model will be implemented in two sections of General Chemistry I for the Spring of 2014 and there will be one SI leader for each section. Each student will be assigned to a lecture and is required to attend the assigned lecture and lead SI sessions for the course.

Traditionally, this course has a high percentage repeatable grade, F, D and W. CSU System wide has also identified this course as a bottle neck course. A proven course design Supplemental Instruction (SI) will be implemented for the two sections of Organic Chemistry I this Fall Semester 2014. Each section of Organic Chemistry I will be assigned one SI leader and the SI leader is required to attend the assigned lecture led SI session for that section.

Supplemental Instruction, a peer led small model developed originally at the University of Missouri, Kansas City, will be added to two Organic Chemistry I. Supplemental Instruction or SI has a proven track record of improving student learning in difficult courses as evidenced by higher GPAs by students who regularly attended SI sessions at various Universities including our sister campus CSU Fullerton.

Supplemental Instruction, a near-peer led small group, free, optional study session model developed originally at the University of Missouri, Kansas City, will be added to two Organic Chemistry II lectures, with a combined enrollment of around 100 students, offered at California State University Stanislaus one during the Fall 2014 Semester and the other during the Spring 2015 Semester. Organic Chemistry is a very rigorous science course that is required for a variety of science majors and pre-health professions which traditionally has a high percentage of repeatable grades. Supplemental Instruction or SI has a proven track record of improving student learning in difficult courses as evidenced by higher GPAs by students who regularly attended SI sessions at various Universities including our sister campus CSU Fullerton.

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.

The goal of this redesign is to enrich the classroom experience of students enrolled in US History to 1877. I will reduce class lecturing and create activities that require the students to be historians by deeply engaging in secondary and primary sources to create projects.

In this project, a GE Psychology course (Psychology of Emotion and Motivation) was redesigned around three aspects: hybrid, modified flipped instruction, skills-based approach. Given that the course is a frequently taught GE course with a large yearly enrollment, the goal was to address bottleneck issues while also engaging the students in the learning process in a large-lecture format. The objective was to utilize innovative pedagogical approaches with technology to create more interactive and deeper learning of the material. The pedagogical focus was on how knowledge and skills go hand-in-hand in creating a powerful learning environment that promotes long-term ability to understand and use the concepts learned in class after the class is over.

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.

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.

Microeconomics is a high-demand, low student success, class, as identified by the Office of the Chancellor. A section of the class is being offered as a “flipped class” in Fall 2014 in which the students view videos of the lectures and then come to class to work problems and clarify concepts, before doing team work. The students are "shaken" into learning the content on their own; they then come together and blend in class; later problem sets help to stir and refine the knowledge acquired. Student outcomes from the flipped class alone vs. lecture sections will be analyzed to determine the impact of flipping on student learning outcomes.

The purpose of this project was to incorporate a series of modules for students in the core genetics course at CSU Monterey Bay. Biology 311 is a gateway course for the Biology major at CSUMB, and required for all Biology majors. As such, the size has increased from 30 students to 75 students per semester. Therefore, we have implemented a series of modules that can be accessed before and after class to enhance student access to genetic principles and laboratory-like projects in a course that does not currently have a hands on component. These modules are discussed in the classroom in groups, allowing the instructor to incorporate more hands on learning in the course, and work with a "flipped classroom" model a few times during the semester. The strategy is to allow a large number of students access to different teaching/learning styles and enhance the overall retention of knowledge and a greater understanding of the application of genetic principles in this core Biology course.

This program is part of a national American Democracy Project (ADP) initiative incorporating public sphere pedagogy to improve academic success for students enrolled in POSC 100, Introduction to American Politics. Students work in teams of 6-7, researching public affairs issues during the semester, culminating in a Town Hall Meeting event each semester. The THM will be led by the student teams, involving other students, university faculty and administrators, and government, non-profit, and business leaders. By engaging students in active learning, focused on an exciting cumulative event, the THM is aimed at increasing student success in the POSC 100 course: reducing repeatable grades, and increasing overall interest in public affairs and civic engagement.

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.

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 a Psychology major upper division core course. All Psychology students are required to take this course. In general, Psychology students are not excited to take this course and find statistics extremely difficult. The vast majority of students do not have calculus experience. Many of these students are not confident that statistics will be useful in their desired career. One hypothesis is that undergraduate students view statistics largely as a set of disparate quantitative formulas. Perhaps the solution is to teach statistics in a way that emphasizes a coherent understanding of introductory statistical concepts.

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.

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.

Supplemental Instruction (SI) sessions are being implemented into the organic chemistry curriculum. SI sessions are problem-solving sessions led by a peer who has previously taken and excelled in the course. The effectiveness of this course redesign will be assessed by comparing student attendance data with student grades. Additionally, student attendance data will be compared with student performance on the ACS standardized organic chemistry exam that will be administered at the end of CHEM 333. Preliminary results in CHEM 331 indicate that student grades improve based on the number of SI sessions attended.

This project aims to integrate content from a General Psychology MOOC course (hosted by Udacity and offered via SJSUPlus) and other open source materials into the SJSU Learning Management System (LMS), Canvas. Previous offerings of this course required students to access multiple websites (3) to obtain all course material. In SOTE ratings and message boards, students expressed confusion and frustration over this and they specifically asked and/or suggested that all material be available through Canvas. Requiring students to visit multiple websites lead to frustration, which may have decreased student motivation and increased unnecessary technological effort, thereby increasing the potential for sub satisfactory performance and a negative online learning experience. To that end, this purpose of this project is to provide all course content via SJSU's LMS to increase student accessibility and engagement, decrease unnecessary effort by visiting multiple websites, and evaluate student's engagement and self-regulation to determine the effectiveness of this project.

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.

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.

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.

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.

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.

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

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.

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.

My primary focus was to redesign my course to offer a "flipped class" to my audience. In the process the learners will watch the weekly topic related videos, watch power point slides, read articles related to the topic on line, on their own time, finally take an online quiz on the weekly topic before they came to class. The plan is to spend less time lecturing, do more in class activities such is group work, discussion on topics, use more technology and thus allow more flexibility to my students. I am anticipating that in this way students would come more prepared to classroom and will be open to participate in the critical thinking and the process should allow them to enhance their problem solving skills. If I reduce class lecture time and significantly increasing student interaction, I strongly believe that students of this generation would be more engaged, be interested in the weekly topic and enhance and meet the over all the students learning outcome.

Psy 150 course is part of the General Education Curriculum with over 2400 students enrolled each year. Historically, this course has been a bottleneck course with a high D/F/W rate. The redesigned course (a large lecture) seeks to utilize: a) in-class clicker questions, and b) an online learning platform--Cafe Learn--to create a blended, outcome-based learning experience.

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.

I plan to adopt and adapt the proven CSU model to train our supplementary instruction students. I will design the curriculum for the supplementary instruction sessions.

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.

To identify, explore and institute pedagogical course design initiatives for Fin 360 which the Chancellor’s Office has designated as a “bottleneck course” i. e. a high enrollment, low success course in the CSU. Such courses currently have a too high a proportion and number of “repeatable grades which are grades of D, F and W” which impedes timely graduation. The ultimate goal is to improve student learning, access and thus efficacy to overcome this bottleneck. Feasibility of "scaling-up" across instructors by increasing the number of offerings of such a redesigned course and/or increasing class size will be explored as well. The redesign effort plans to achieve the above goals by making online delivery more interactive, dynamic and effective which may allow "flipping" the class in an In-class setting and a more personalized and effective access to the content material in the online/hybrid setting.

ME301 Thermodynamics is one of the primary engineering courses for Mechanical, Civil, and Manufacturing Engineering majors at Cal Poly Pomona. Like ME214 Vector Statics and ME215 Vector Dynamics, ME301 has been characterized by high enrollment and high repeat rates which make this bottleneck course a good candidate for course redesign. 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 thermodynamics concepts.

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 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.

This redesign is a multi-faceted approach to improve student success and persistence in our general chemistry sequences. The cornerstone of the project is the movement of most of our general chemistry offerings into an integrated lecture/lab environment that we call the studio. The new instructional mode allows us to provide a more streamlined curriculum and provides opportunities to introduce additional opportunities for ongoing formative assessment and feedback to improve student performance. This includes the incorporation of trained upper-division students called “Learning Assistants” who act as a more knowledgeable peer and can offer students immediate feedback in person. We are also creating new software tools that allow students to get immediate feedback on course activities in real-time during class as well as outside of the classroom. Additionally, we are re-streaming the populations in the course sequences to consolidate students with similar needs and interests and redesigning the curriculum to meet those needs.

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.

Our goal is to develop and implement an SI system in which SI leaders are chosen based on interactions with instructors in chemistry classes, and are trained with their peers and class instructors in addition to training from the Learning Assistance Center. Together, this approach is envisioned to foster SI leaders capable of maximizing the learning associated with SI.

Organic chemistry is historically a course with a high failure rate. A likely contributor to poor performance in the course is a lack of preparedness and understanding of fundamental material covered in general chemistry that is essential for success in organic chemistry. Our project aims to evaluate students' understanding of this material within the first week of the course to: 1) allow students to assess their preparedness; and 2) provide resources for students who lack the requisite understanding of fundamental material and help them remediate deficiencies early in the course. This project is a collaboration of the author of this ePortfolio with Drs. Ken Nakayama, Stuart Berryhill, and Ms. Elaine Bernal.

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 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.

This is a one unit General Chemistry Lab for non-science majors that is offered online. The course requires students to run eleven virtual labs offered by external vendor, Latenitelabs.com and submit lab reports online. Students ‘enter’ a 3D portal that is representative of the actual lab space and use virtual glassware, instruments and chemicals which resemble the actual lab materials. The Lab requires physical class participation three times during the semester where students come to campus for a three hour Lab lecture sessiom. Students have the opportunity to ask questions and learn how to do the online experiments using Latenitelabs tools, learn how to obtain relavant data to prove hypotheses, analyse results, perform calculations, and discuss how their observations and methodologies help achieve the goal. During Lab lectures, Students are tested on the Chemical principles, protocols, data collection, analyses, calculations and error sources etc with the aid of hand-written exams. Assessment of student learning shows that this method is equally efficient in teaching students the theory and methodology of Chemistry Labs.

This project is intended to address both pedagogical and practical issues that create challenges for students in completing their lower division General Education requirements in History at CSUF. In phase 1, the focus is on creating models for innovative and rigorous online or technologically supported sections of History 110A, 110B, and 180 that provide greater access for students while maintaining intellectual rigor. In phase 2, the focus shifts to pedagogy, student preparation, and instructional support. Key elements of this phase include the creation of faculty coordinator positions for History 110A and 110B. the creation of a faculty development curriculum, and the development of a tutoring and supplemental instruction program for World History courses.

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.

At Cal Poly Pomona, introductory physics classes are taught through 3-unit lectures and 1-unit lab. There is no recitation section to allow students for more practice with the instructor. Such lack of practice adversely affects student learning in all introductory classes including PHY 133, which is a calculus-based course on introductory electricity and magnetism. Flipped classroom approach has potential to remedy the situation. By moving most of the lecturing to online vewing of materials along with questions answered ahead of the lecture, the instructor can plan the class time for many other activities, such as more in-depth conceptual questions, comprehensive lecture demos, and problem solving. One other aspect of the project is that most of the assessments are done online. Homework is done online at smartphysics.com, and 4 midterms are given on Blackboard. I believe that frequent assessments ensure more regular study of the material to improve student learning.

Flipped classroom is the pedagogy behind the redesign of these two courses, which can also be tailored to a Hybrid-online format. Students watch, listen, and interact with online content on their own time and come better prepared to take more active roles in class discussion, group work, and problem solving practices. The method allows instructors to use the precious class-time for more demanding cognitive tasks: tackling difficult problems, working in groups, peer instruction, researching, collaborating, crafting and creating. We utilized SmartPhysics multimedia online course content developed at the University of Illinois.<br /><br /> We compared the learning, attitudes, and experiences of students in flipped classes with the traditional lecture sections in a controled research study. Our research indicates that students in the flipped class overall did better than control group. In addition, student attitudes regarding the course and online material were very positive. They enjoyed the flexibility associated with the online prelectures, felt they were easy to use, and found presentations and the examples to be effective in helping them to learn physics.

Principles and practice of analytical chemistry. Topics include error analysis and statistical treatment of data, gravimetric and volumetric analysis, electroanalytical techniques, chromatography, and selected quantitative instrumental techniques.

This course will be modified to include supplemental instruction in person by peers. Additionally, screencast video tutorials will be prepared by the instructor and posted online for students to access. These screencast videos will be integrated with an already existing online homework system. The effectiveness of this course redesign will be assessed by comparison of average GPA from this semester with those from previous semesters in which I taught this course. Additional assessment will be done by comparing scores on the American Chemical Society standardized exam with scores on this exam from previous semesters.

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 project is an attempt to improve student learning in an introductory E&amp;M physics class. The class is taken by over 1000 science and engineering students annually and is on a key path, and therefore potential barrier to graduate for many Cal Poly Pomona students. This course is one of a number of attempts to use a flipped classroom structure to study student learning in such classes. We are collecting data on student learning via research-based assessment tools in both the flipped and traditional classes to assess the impact of this pedagogical strategy, with the goal of improving student persistence and eventually graduation rates.

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.

By making my class online, I am addressing the enrollment bottleneck of this General Education class. Any given quarter most classes are full to capacity, with many students still trying to add the course. With sufficient rooms available, there may be 1200 students enrolled each quarter. With an increasing student population space is always a concern. We frequently teach in rooms that are part of other colleges, so the reliability of those rooms being available is another concern. By making a course online, more students will be able to take the course without taking up classroom space. This is also beneficial for the students, many of which have work or family commitments, and for whom meeting regularly at a particular time may be inconvenient or impossible.

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.

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.

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 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.

BIOL 104 (4) Principles of Biology: Human Emphasis Principles of cellular, organismal and population biology with primary representation relating to the human organism. Includes study of cells, tissues, and mammalian organ systems. Enrollment restricted to Kinesiology majors. Three hours of lecture and three hours of laboratory.

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.

CHEM 5 was designed at the request of the Department of Nursing to allow pre-nursing students to fulfill the GOB chemistry prerequisite in one semester.  Due to extremely broad content coverage from three major areas of chemistry (general, organic, biochemistry), the course is conducted at an accelerated pace, which is problematic for students who don't have the proper preparation.  Student performance is strikingly bimodal, with 40% of the students receiving A's and B's and nearly as many (35-40%) receiving D's and F's.  The average GPA of pre-nurses admitted to the CSUS BSN program is greater than 3.9/4.0, meaning students can afford only one B and nothing lower than a B in their high-stakes prerequisite courses.  Here, we evaluate 1) pre-semester assessment tools for gauging student readiness and 2) on-line adapative learning for improving student performance in CHEM 5.

The online homework system ALEKS is employed in hopes of increasing student success in a first semester General Chemistry course, in response to traditionally high D/F/WU/W rates amongst at risk students. "At risk students" are defined as those students with low diagnostic placement scores, those repeating the course or those with a low grade in the department's prep-chem course. The current online homework system shows poor correlation between homework completion percent and overall success in the course. A side by side comparison of two lecture sections, one using the current homework system associated with the text and the other using ALEKS will be made to assess the effectiveness of an adaptive online learning system which individually customizes the time-on-task learning experience for each student using periodic assessment and active problem-solving. The homework contribution to total course points will be the same for both sections, as will be required to meet weekly due dates with topics matched to the lecture/lab curriculum. A complete report on student outcomes for both sections will be reported at the end of the semester.

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.

STAT 108 is converted and compressed into an intense eight week fully-online course. Besides the pedagogical aspects inherent in an online course, the online delivery provides scheduling flexibility to students and frees infrastructure resources for the university. The eight week compression of the course keeps the students "in-the-zone" and avoids the fatigue that can result near the end of a 15 week semester course.

This proposal seeks to 1) increase the learning tools available in a quantitative methods course classroom, transitioning it to a high-tech, virtual environment, and 2) to redesign the curriculum to embrace a self organized learning environment that pulls students to the threshold of complex issues and allows them to experience self-actualized, liminal moments (Meyer & Land, 2013). This moves beyond hybridization by fully embracing a virtual classroom for learning technical skills – alleviating the demands of oversubscribed labs and effectively doubling class capacity. It also has the potential to allow students to engage in self-organized or self-regulated learning, going at their own pace and allowing for greater attention to be given to those who need it in completing lab assignments.

I am redesigning the course as a hybrid-flipped course. As part of this redesign I am also testing whether or not the new pedagogy produces a statistically significant difference in student learning outcomes as measured by grades and DFW rates. In the fall semester 2014 I am teaching the course in a conventional way - lecture format. In the spring semester 2015 I am teaching the first third of the course as a flipped course - I am providing (self produced) videos of the first third of lectures and then meeting periodically with the students for more intensive and interactive learning experiences, emphasizing problem solving and some experiments. To determine the effectiveness of the hybrid-flipped pedagogy I am conducting a survey in each semester to identify, measure and control for any confounding variables.

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.

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.

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.

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.

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.

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.

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.

We seek to introduce active learning and redesigned course content in Biology 1A, an introductory course for biology majors. We are aligning the content with the five core themes emphasized in Vision and Change in Biology Education published by American Association for the Advancement of Science. During this semester, we are introducing a module on "transformation of energy and matter" designed using backward design. We are using clicker questions for active learning and case studies which demonstrate applications of the key core concepts. In addition, we have incorporated adaptive testing modules available with the textbook to provide feedback to students about their learning. Lastly, we will also identify students at risk early in the semester and encourage these students to enroll in supplemental instruction. Our main goal is to increase student success rates in this class and provide the framework for future biology courses.

Pre-Calculus I at SDSU is taught in large, 200-500 student lecture sections. The large enrollment classes were proving difficult to staff and therefore the faculty attempted to implement online-only classes. The first such course posted a failure rate of over 50%. Two major innovations have been undertaken to rectify this situation: (a) the use of small, weekly study groups taught by undergraduates to supplement the online instruction; and (b) an inverted classroom format with the use of peer tutors during a face to face class that is divided into pods of 20-25 students. This report focuses on the second of these innovations.

Science 120 was taught as a pilot course for two years, and 2014-2015 represents the first year that the course has been approved for permanent status in the university catalog. Instructors from Mathematics, Physics, and Biology work together to deliver a curriculum that promotes student engagement and teaches the practice of science, while delivering content in Mathematics, Critical Thinking, Biology and a laboratory experience. The purpose of the redesign is to improve the course and to teach it more efficiently, as we eventually plan to scale up from 60 to 100 students each year.

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

The goal of Calculus I redesign is to increase student success in the course. There are three major components in the redesign: Supplementary Instruction, Course Note Outlines and Instructional Videos.

The primary goal of this project is to achieve greater student success in two of our bottle-neck chemistry courses through Supplemental Instruction sessions. Analysis of the showed an improvement of the overall course grades for those students who attended more than 25+% of the SI sessions offered. As a matter fact, these students did score (on average) one letter grade better than the "non-SI goers". And regular "SI goers" who attended 80+% of the sessions made an average of 90+%. A similar trend was observed in another quarter.

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.

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.

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 first course in a large-enrollment, two-semester Human Anatomy and Physiology sequence was redesigned in order to achieve two objectives: (1) to increase the number of students who successfully complete the course with a grade of C or better, and (2) to improve mastery of foundational course concepts for all students. The redesign was implemented by recording lectures and posting them online for students to view outside of class. Class time was structured around a mix of active learning activities (clicker questions and small-group problem solving) and mini-lectures to reinforce students’ understanding of more difficult topics. The technologies introduced in the redesign – a web-based response system and online videos – supplemented those already integrated into the course (online homework and quizzes). The goal was to provide an array of tools and methodologies to address multiple learning styles and maximize engagement and success in a gateway course for which many students are underprepared.

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.

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.

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.

MGMT 307 is a core course for the BSBA degree and a pre-requisite for most 400-level management courses (in three options--Management, HRM and Operations Management and additional upcoming two options--Entrepreneurship and Health Care Management). It is now offered as a MEGA section enrolling 100+ students. For a MEGA class it is almost impossible to include team presentations and other team assignments and activities which is an integral part of this course. Lack of team-work and team activities consequently decreases student engagement and learning. The course redesign specifically addresses this problem affecting MEGA classes in core courses by using the hybrid and partially flipped classroom.

The broad goal of this project is to increase student success in calculus-based introductory physics, specifically introductory mechanics. As this course is the first university Physics course for the majority of science and engineering students at Cal Poly Pomona, it is a prerequisite to all subsequent physics courses and hence the critical point at which to set students on a positive trajectory for learning physics. My class is "flipped." Students view multi-media prelectures and answer checkpoint questions before the class session devoted to the material. Class time is devoted to mini-lectures reinforcing the on-line prelectures, in-class worked examples and exercises emphasizing quantitative problem-solving strategies, and interactive "think-pair-share" questions emphasizing key physics concepts. The course redesign utilizes smartPhysics, developed at the University of Illinois.

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. 

BIOL 201 (Biology of Organisms) is the second course in a three-course sequence required for Biology majors. It is a large lecture class (230 students) with multiple lab sections. Formative assessments play a critical role in informing instruction. However, the large number of students in classes such as this limits opportunities for giving traditional formative assessments (quizzes, student-teacher conversations, etc.), hence limits the instructor's ability to gauge student performance. This course redesign project is aimed at evaluating several modes of formative assessment with the goal of providing feedback on student readiness at critical juncture points of instruction.

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.

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.

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 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.

The project is aimed at integrating an effective learning tool, the Koondis platform, into STEM education - in this case in physics and chemistry. The Koondis platform (learn.koondis.com) is a structured interaction which automatically creates "select teams" (the Estonian term is a "koondis") for STEM students with specified roles. While the tool can be used in a variety of ways, an effective introduction into building a Koondis structure in a course is to use it as a homework "sandbox". We describe the results of rewarding students for effective teamwork and leadership in their Koondis in this ePortfolio.

We aim at constructing a fully online course in introductory physics at the calculus-based level that will provide students an authentic means of interacting with both the instructor and their peers in the course as members of a local scientific community while engaging this challenging material. Through the use of an innovative online interaction tool, Social Homework by Edudotonline.com, we aim to provide 1) excellent preparation for downstream STEM coursework, 2) an authentic experience of physics as an academic discipline and career, and 3) and affordable and flexible online course.

We have constructed a fully online course in introductory physics at the calculus-based level providing students an authentic means of interacting with both the instructor and their peers as members of a local scientific community while deeply engaging the scientific process. Through the use of an innovative online interaction tool, Learn.Koondis.com, we aim to provide 1) excellent preparation for downstream STEM coursework, 2) an authentic experience of physics as an academic discipline and career, and 3) and affordable and flexible online course.

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.

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%).

Our long term goal is to design a STEM First Year Experience (FYE) learning community for at risk students with an identified interest as a STEM major. Our approach is to use cross disciplinary learning modules on regionally relevant issues as the core of our FYE learning community that will build the foundational critical and quantitative thinking skills required for success in typically high-failure rate STEM gateway classes including CHEM 1A and BIOL 1A. Technology will be used to facilitate timely peer-review, included community professionals in class discussions, and reinforce skills with supplementary videos.

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.

The redesign will address this issue through the use of online technology that allows for extensive review of material, video lectures, and frequent and repeated assessment through electronically graded work. The redesign is accomplished through the custimization of an online textbook and learning tool called MyEconLab and will consist of the creation of numerous online video lectures and a systematic roadmap to lead the students through the material incorporating extensive and repeated learning assessment touchstones from the Study Plan within MyEconLab.

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.

Abnormal Psychology was redesigned from the traditional in-class format to be delivered online. In the redesign, all of my lectures that I typically give in class were recorded. I also have live sessions via BlackBoard Collaborate to highlight challenging material and field questions. Additionally, I collaborated with McGraw-Hill and incorporated their online learning tools into the course. Additionally, each student is assigned to view case studies of real people with psychological disorders and complete a quiz on each. The online design is meant to provide a more intensive learning experience, where students must read their textbooks (well in advance of exams) in order to complete the assignments.

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.

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.

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.

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.

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.

Developmental mathematics takes a lot of financial and temporal resources for the students and universities. This redesign unpacks an approach to building procedural fluency and algebraic conceptual development. This course could be implemented at the high school settings to reduce remediation at the community colleges and universities.

At California State University, East Bay (CSUEB), the Financial Management course is a required core course for all the business-major students. The Chancellor’s Office has designated it as a “bottleneck course” or a high enrollment, low success course in the CSU. This project attempts to incorporate Supplemental Instruction as a part of the redesigned course to improve students' success rate as well as reduce graduation time.

BIOL 361 at California State University, Fullerton (CSUF) is taken by Biology majors and other students preparing for health professions programs and has an annual enrollment of 144-200 students. Most students who enroll in this course are interested in a health professional career; they must master gross anatomy, anatomical structures and landmarks, and be able to think critically to answer clinical application questions. The laboratory component of the course is designed to integrate hands-on exploration of anatomical landmarks and dissection; however, students struggle to link the material learned in lab (based on cat dissections) to their own bodies. The restructure of the laboratory component of BIOL 361 is focused on incorporating two human cadavers to promote student understanding of the location and structure of human anatomical features and on developing a more interactive approach in which students use virtual 3D materials from home to help them study and reduce dependence on text-only learning. Students quiz themselves prior to the class meeting, allowing better use of in-class time for learning anatomical principles, hopefully leading to improved student success. In the lecture component of BIOL 361, case studies and real world experience (guest speakers) were added to develop students’ ability to apply the material, to think critically, and to make links between lecture and laboratory components. 

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.

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

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.

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

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

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 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.

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.

Implement the proven practice of supplemental instruction.

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.

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.

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.

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.

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.

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.

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.

IBUS 330 is a three-credit, upper-division core course for the BSBA degree and a prerequisite for all advanced International Business courses in the major concentration. In addition to providing an introduction to the field of International Business it also includes a major emphasis on culture. As a part of a multi-year process of continual development and improvement, the current course redesign of the writing component specifically addresses a major problem and criticism of online courses; namely, the lack of any significant writing component in the curriculum. This report details the continual development of writing as well as four other course enhancements to overcome five problems commonly associated with online course delivery.

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.

This course does not have a lab component. In order to enhance the student’s learning experience, virtual labs and on-line simulation activities are adopted and implemented to the course. Submission Templates are developed and provided for students. Students are asked to submit filled activity template upon completion of the corresponding virtual lab.

This course is designed to provide an introduction to the basic concepts and ideas of chemistry and demonstrates how they are applicable to every day processes. The basic knowledge of chemical principles and scientific literature developed in this course will allow students to read about science and technology with some degree of critical judgment.

In Business Calculus, we restructure our course from a 4-credit (3 hours of lecture 1 hour of lab) format to a 3-credit (two hours of large lecture, 2 hours of lab) format, at the request of the College of Business. Our past projects in Math 115 included a focus on providing individualized remediation for students who have not had mathematics in a long time, and on increasing the relevance of the content, technology and pedagogy, following the recommendations of the CUPM for Business and Management. Now, we strive to maintain these and expand on them as we change the materials to accommodate the new format. The new 3-unit Math 115 will run for the first time in Fall 2015. Spring 2015 will be dedicated to preparations for this change.

In Precalculus Algebra, we worked to improve the degree to which the course prepares students for calculus. We collaborate with Course Redesign teams in Calculus to improve our measures of student preparedness.

In the 2015-16 School year, we implement, analyze and revise materials for a new format, which has 2 50-minute large lectures per week, and one 2-hour lab per week. Materials include lecture notes, On-line homework problems (written in house), iclicker questions, videos, Excel projects, and lab materials. We focus our redesign efforts around improving the allignment between our student learning outcomes with our course materials and exams.

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.

This redesign is a multi-faceted approach to improve student success and persistence in our general chemistry sequences. The cornerstone of the project is the movement of most of our general chemistry offerings into an integrated lecture/lab environment that we call the studio. The new instructional mode allows us to provide a more streamlined curriculum and provides opportunities to introduce additional opportunities for ongoing formative assessment and feedback to improve student performance. This includes the incorporation of trained upper-division students called “Learning Assistants” who act as a more knowledgeable peer and can offer students immediate feedback in person. We are also creating new software tools that allow students to get immediate feedback on course activities in real-time during class as well as outside of the classroom. Additionally, we are re-streaming the populations in the course sequences to consolidate students with similar needs and interests and redesigning the curriculum to meet those needs.

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. "

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.

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.

Organic chemistry lecture courses are traditionally among the high failure rate courses in collegiate curricula across the nation. During the spring semester of 2014, we developed an “early warning” protocol for organic chemistry II lecture in which students thought to be at risk of failure were referred to the college advising center for remediation during the first week of classes. This project is a continuation of that effort in which we instituted this early warning system for organic chemistry I lecture. In our early warning protocol, a competency exam was administered during week one where the exam encompassed material from general chemistry I and II lecture that were deemed to be particularly relevant topics to organic chemistry instruction. Students with poor performances on this exam were strongly urged to seek advice from the college academic adviser and the lecturer and also enroll into a weekly recitation session (CHEM 224) so that their deficiencies could be addressed and confidence in the course material developed. The passing rate of CHEM 224-enrolled students were compared to that of non-224 enrolled students for courses offered in the fall of 2014 and spring of 2015.

In this project, incorporated a competency exam during week one with content from organic chemistry. Students with poor performance on this exam were enrolled into supplemental instruction so that their deficiencies could be addressed. The passing rate of SI-enrolled students were compared to that of non-SI students. The overall outcome of this course was compared to that for an identical course taught in spring 2012 in which no SI was available.

The COMP 110: Introduction to Programming and Algorithms course redesign involves the gathering and development of online web-based study materials for use by students to review fundamental programming concepts. Additionally, it involves the usage of the YouSpeak mobile and web-based classroom participation tool in class. YouSpeak provides students with an alternative/additional channel to participate in class. The software, developed at CSUN, allows students who may (on occasion or consistently) be too shy to speak out load an alternative. Students can ask questions or make comments by writing out their questions through the YouSpeak system on their smart phones or laptops. The questions then appear projected on the screen alongside the lecture material for all to see.

In this project, I redesigned CSC 133 using mobile application development framework to improve students' motivation and success. CSC 133 is a high-demand, low-success, required course and we are in need of new pedagogical approaches for increasing students' engagement in course topics. Previous research shows that students are more motivated when course content relates to their interests. Our students have a natural curiosity towards mobile technology and eager to develop skills in this area to find better jobs. Drawing on these motives, this project aims to increase student's success in CSC 133 by utilizing mobile technology as a tool for teaching course topics and allowing students to solve their assignments using this emerging technology

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.

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. We aim to increase student success through a coordinated combination of online homework sets, weekly remediation for the at-risk students, and milestone examinations.

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.

The goal of this redesign was to take a defunct, face-to-face class and put it online...while still getting students to physically explore the natural environment and conduct their own scientific experiments.

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.

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.

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.

My primary focus was to redesign my course to offer a "flipped class" to my audience. In the process the learners will watch the weekly topic related videos, watch power point slides, read articles related to the topic on line, on their own time, finally take an online quiz on the weekly topic before they came to class. The plan is to spend less time lecturing, do more in class activities such is group work, discussion on topics, use more technology and thus allow more flexibility to my students. I am anticipating that in this way students would come more prepared to classroom and will be open to participate in the critical thinking and the process should allow them to enhance their problem solving skills. If I reduce class lecture time and significantly increasing student interaction, I strongly believe that students of this generation would be more engaged, be interested in the weekly topic and enhance and meet the over all the students learning outcome.

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.

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 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.

I am developing hybrid and online versions of PHIL 102, Logic and Critical Thinking, that will be available to all Chico State students and successful in improving students' critical thinking skills. This course was developed to meet the A3 critical thinking requirement in EO 1033: “In critical thinking (subarea A3) courses, students will understand logic and its relation to language; elementary inductive and deductive processes, including an understanding of the formal and informal fallacies of language and thought; and the ability to distinguish matters of fact from issues of judgment or opinion. In A3 courses, students will develop the abilities to analyze, criticize, and advocate ideas; to reason inductively and deductively; and to reach well-supported factual or judgmental conclusions.” Success will be measured by comparing the results of pre-and post-tests designed to measure the critical thinking skills detailed above.

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.

The broad goal of this project is to increase student success in calculus-based introductory physics, specifically the first or mechanics quarter of the course. The class will be "flipped" with class time devoted to in-class problem solving, with emphasis on examples, exercises, and clicker questions. Students will view multi-media prelectures and answer checkpoint questions before the class session devoted to the material. The course redesign will utilize smartPhysics.

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.

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.

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 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.

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.

In this project we redesigned the online Title 5 course to allow multiple sections to share online content, freeing faculty to work more closely with students. The class was built on the Moodle 2 platform, utilizing publisher course packages (online textbook and ancillaries), individualized faculty lectures using the TED format of multiple talks under 18 minutes each -- maximizing viewer receptiveness and cognition, posted lecture outlines, and iterative assignments and exams allowing students to lay a meaningful theoretic foundation upon which they can scaffold layers of content knowledge.<br /> Because the course content is developed and posted prior to the semester and shared between multiple sections, faculty are freed to engage students directly in discussion forums and through individualized interventions as appropriate to individual student performance. The resulting learning environment leverages individualized faculty engagement and encourages differentiated learning. The net effect will be to reduce the number of sections needed while increasing the capacity of faculty to work closely with students at risk. All materials and interactions are ADA compliant.

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.

General Chemistry is an essential class for students who are considering a science career, however, for CSULB students passing General Chemistry is often a major challenge! This class traditionally had such a high failure rate (&gt; 40% DWF) that its first semester component, CHEM111A, was targeted to become part of CSULB’s Highly Valued Degree Initiative program.  Now CHEM111A is a model of success.  Through a combined approach of instituting a chemistry placement exam prior to student enrolment, additional training of laboratory Teaching Associates, and an increased student advising and early warning system, students in CHEM111A now average an 85 percent pass rate, and score well above the national average on the standard American Chemical Society final.  In this project the same approach was incorporated into the second half of this course, CHEM111B, starting in Fall 2013.  The goal was to improve overall student success in the entire year-long class.

General Chemistry is an essential class for students who are considering a science career, however, for CSULB students passing General Chemistry is often a major challenge! This class traditionally had such a high failure rate (&gt; 40% DWF) that its first semester component, CHEM111A, was targeted to become part of CSULB’s Highly Valued Degree Initiative program. Now CHEM111A is a model of success. Through a combined approach of instituting a chemistry placement exam prior to student enrolment, additional training of laboratory Teaching Associates, and an increased student advising and early warning system, students in CHEM111A now average an 85 percent pass rate, and score well above the national average on the standard American Chemical Society final. In this project the same approach was incorporated into the second half of this course, CHEM111B, starting in Fall 2013. The goal was to improve overall student success in the entire year-long class.

This course traditionally has a very low success rate and acts as a bottleneck for the academic programs of students in STEM fields. It 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. We aim to increase student success through a coordinated combination of online homework sets, weekly remediation (in the form of supplemental instruction sessions) for the at-risk students, and milestone examinations.

My goal is to design, implement, deliver an online version of Phil 131 complete with content, assignments and assessments.

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.

During Fall 2014, we will offer the redesigned version of Biology 101 online. Our main focus is to increase student persistence and thereby increase the student pass rate. The redesigned course attempts to a) increase student engagement with the course material, b) give students more guidance on learning the required material, and c) identify struggling students and offering assistance. We will compare the pass rate of students who took the class online from prior semesters to the percentage of students who pass the course this semester.

It has been observed that students lack the required solving-problem and logical-thinking skills to be able to identify patterns in numerical method problems that can be generalized and implemented into a computer program. In the current pedagogical approach, students learn the tools but have little time to practice them and do not develop logical-thinking skills  that are required to be successful in the course. Through this course redesign, elements of project-based learning will be incorporated to the course.

English 1A is an introductory writing course that fulfills the written communication requirement for all incoming students. Recent assessment of student learning found that a high percentage of students failed to acquire the skills needed to read and write about complex ideas. To better meet its learning goals, ENGL 1A was redesigned to scaffold instruction for the multimodal literacies in which students are already engaged as members of digital communities.

In 2011, we started a program on our campus aimed at improving student success in STEM disciplines through a flipped classroom facilitated by Learning Assistants (LAs). Currently more than 400 students, and 30 learning assistants benefit from the program every semester. The results are impressive (statistics are provided in last year's eportfolio), and at the end of every semester we hear raving praise for the program from students and LAs. One of the goals of this proposal is, of course, to continue to improve and carefully grow the program by supporting faculty and LAs. At the end of each semester, the learning assistants frequently comment on how much better learners they have become through the program, and we often wonder how to extend these benefits as to reach all of our students. Our second goal in this proposal is exactly that: to build a learning skills website to provide resources that can help students improve their metacognitive skills, and learn how to learn. We are creating tools that students can freely access, as well as activities that can be assigned to students by any faculty member teaching a STEM class. Students will be able to document their work and turn it into their instructor for extra-credit or participation points. The website will also contain selected links to external resources; and a few short videos where we model a productive and reflective dialog between four students. In BIO2, we assessed a specific metacognitive activity, provided to students as an optional assignment at the beginning of the semester. Results from that study and samples of curriculum from our flipped course are provided on this website. We further show data indicating that students perceive the curriculum, including the use of Learning Assistants, as beneficial to their learning and engagement.

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

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.

I am taking a course in which I usually teach 35 students and converting it to all online, and I am expanding it to up to 200 students. My goals are to retain or improve pedagogical success rates, reduce the DWF rates in my course, sustain a high level of philosophical rigor, liberate the course from a fixed meeting time and space, and allow somewhat asynchronous and independent work by students through the online format.

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.

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 redesign project seeks to improve student engagement, both with fellow students and with the instructor in a fully online Chemistry 100. The online delivery mode is convenient for many of these students, particularly those from other campuses, as it gives them maximum flexibility.

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 aim is to develop a fully online course capable of serving over 200 students.The instructional spine of this course is a series of instructor created screencasts on every chapter of the text. The course is organized into 10 learning modules, each of which covers 2-4 chapters. Using Blackboard, an online quiz is given after each chapter which covers the text, the lecture and online supplemental material. Quizzes are set to adaptive release, so that students must pass one assessment before moving on to the next. A test is administered at the end of each module. Each module also comes with a writing assignment which students complete in an online journal using Google Docs

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.

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.

This is a new means for lecture capture that utilizes a glass screen that acts as a transparent whiteboard. The instructor writes on the screen, and a camera on the opposite side records the video. The instructor is now facing the camera. Students viewing the video are able to observe the nuances of problem solving as their professor teaches physics principles while facing them. And the instructor is not required to write backwards! The writing becomes forward with a simple horizontal flip of the image (done in software or with a mirror, like Ambulance in your rear-view mirror).

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.

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.

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.

We cover the material in Developmental Mathematics with a different pedagogical approach that includes less time lecturing and more time on small-group work. Students work and collaborate to complete worksheets that seek to address foundational deficiencies in a more global approach.

Explores the culture, history, and geography of people from North and South America. It is the study of specific tribal regions within the U.S., Canada and South America and their traditional way of life pre-contact through the various stages of federal policies against them and their various ways of adaptation to those assimilative policies, told from the Tribal perspective through oral tradition.

In 2011 we started a program in our campus aimed at improving student success in STEM disciplines through a flipped classroom facilitated by Learning Assistants (LAs). Currently more than 400 students, and 30 learning assistants benefit from the program every semester. The results are impressive (statistics are provided in last year's eportfolio), and at the end of every semester we hear raving praise for the program from students and LAs. One of the goals of this proposal is, of course, to continue to improve and carefully grow the program by supporting faculty and LAs. At the end of each semester, the learning assistants frequently comment on how much better learners they have become through the program, and we often wonder how to extend these benefits as to reach all of our students. Our second goal in this proposal is exactly that: to build a learning skills website to provide resources that can help students improve their metacognitive skills, and learn how to learn. We are creating tools that students can freely access, as well as activities that can be assigned to students by any faculty member teaching a STEM class. Students will be able to document their work and turn it into their instructor for extra-credit or participation points. The website will also contain selected links to external resources; and a few short videos that where we model a productive and reflective dialog between two students. For example, one of the videos will show two students talking about what to do after they fail their first midterm.

In 2011 we started a program on our campus aimed at improving student success in STEM disciplines through a flipped classroom facilitated by Learning Assistants (LAs). Currently more than 400 students and 30 learning assistants benefit from the program every semester. Last year's eportfolio presents preliminary statistics. We applied for a second year grant with two main goals. Goal number one is to continue to improve and carefully grow the program by supporting faculty and LAs. The second goal is to build a learning skills website to provide resources that can help students improve their metacognitive skills, and learn how to learn. The LAs become better learners for participating in the program, and we want to extend these benefits to as many students as possible.

We are redesigning and flipping these four lower division science courses so that in class time is spent in group problem solving, discussion, and other research-based high engagement activities. Our ultimate goal is to increase student learning and overall success in STEM disciplines. This proposal is supporting faculty in these efforts and because these are large enrollment classes it relies heavily on students who work as Learning Assistants (LAs) in the classroom. The program has been shown to improve student understanding of content knowledge, engage faculty in course transformation, and to increase the number and quality of future high-school science teachers.

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. 

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

The online homework system ALEKS is employed in hopes of increasing student success in a first semester General Chemistry course, in response to traditionally high D/F/WU/W rates amongst at risk students. "At risk students" are defined as those students with low diagnostic placement scores, those repeating the course or those with a low grade in the department's prep-chem course. The current online homework system shows poor correlation between homework completion percent and overall success in the course. A side by side comparison of two lecture sections, one using the current homework system associated with the text and the other using ALEKS will be made to assess the effectiveness of an adaptive online learning system which individually customizes the time-on-task learning experience for each student using periodic assessment and active problem-solving. The homework contribution to total course points will be the same for both sections, as will be required to meet weekly due dates with topics matched to the lecture/lab curriculum. A complete report on student outcomes for both sections will be reported at the end of the semester.

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.

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.

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.

The course enrolls huge numbers of students from multiple sections as it is one of the few that satisfies the California Title V American Institutions and Ideas graduation requirement and the Sacramento State Race and Ethnicity graduation requirement. Most of the students take the course to satisfy these graduation requirements. We seek to allow a way to allow for better student outcomes in the mega and super-class format to better enable students to satisfy the graduation requirement. In my redesigned section, I plan to replace traditional print textbooks with a combined online learning management system/e-book to see if this technology enhances student achievement of the learning outcomes for the course.

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. 

This course redesign project will implement a STEM specific model of Supplemental Instruction (SI) known as Peer Led Team Learning (PLTL). In addition to best practice strategies of Supplemental Instruction, PLTL tools and curriculum created by Sacramento State's National Science Foundation STEP (Science Talent Expansion Program) grant are implemented to increase student success and pass rates for Bio 131. Supplementary Instruction curriculum designed by faculty utilizes backward design, scaffolding, and active engagement strategies. Student peer facilitators are continuously trained, observed, and evaluated during the semester. Student peer facilitators also conduct research projects on the effectiveness of PLTL as part of their professional development as scientists and peer educators.

This project aims to improve student learning in CSUF's introductory, calculus-based mechanics course, a "bottleneck" course primarily taken by engineering and physics students. Rather than a traditional lecture+textbook format, the redesigned course implemented active learning strategies and a flipped classroom model of instruction using the SmartPhysics platform. The course also incorporated supplemental instruction.

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.

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 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)

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. 

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.

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.

This course redesign will focus on using new online and in-class technologies to improve analytics to better understand student mistakes and gaps in learning. Additionally, the use of technology in creating on-demand, targeted screencasts and multiple iterations of online tests shows encouraging signs of reducing student anxiety around economics, as well as improving instructor immediacy and availability despite relatively large class sizes (68-230). Although technology can go a long way to improving student performance through reducing anxiety via allowing students to interact with the material when and as long as they like, it is more well-suited to assisting with the purely technical aspects of Economics. For context, critical thinking and communication aspects, in-class discussion and work are non-replaceable: I reduce lecture but increase active learning activities in class to protect these crucial elements of learning to think like an economist.

I will use the hybrid model to make a more robust at-home learning experience for students. Using Macmillan's Launchpad site and FlipItEcon videos and assessment we will implement and test the evidence-based practices of multimedia learning, low-stakes adaptive quizzing and interleaved retrieval practice to encourage and reward mastery by lowering the cost of trying and failing.

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.

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.

To enhance interaction and engagement for a mega section of Principles of Marketing. The goal is to use interactive technology (TopHat) in a large class so real-time data can be collected on student understanding of concepts covered in-class. Enhancing interaction should also motivate students to review materials before coming to class.

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.

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.

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.

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). 

PHYS 100AL is the laboratory that accompanies the first algebra-based introductory course on Physics. Due to increased demand, we are having difficulty offering enough sections of this laboratory course unless we renovate and create a new physical laboratory. A way to solve this problem is to “hybridize” the PHYS 100AL. This will allow us to double the capacity of these labs so we can offer fewer sections but still accommodate more students. Our hybrid lab comprises 6 in-class labs which are the traditional labs done in a controlled environment employing specialized and more sensitive equipment plus 6 take-home labs which are experiments that students perform outside on their own schedule. These take-home labs are "wet labs"; they are actual experiments performed with physical objects and not simulations performed on a computer. This reminds the students that science does not happen only inside a lab but is all around us. It also reinforces the importance of errors in any measurement as the take-home labs tend to be less precise due to the simpler equipment used. We also took this opportunity to update the lab manual to introduce the use of EXCEL in data analysis. In addition, although errors in measurements, their treatment and propagation of errors are emphasized in the old lab manual, we find that the majority of the students have a very poor understanding of what they are doing and are not able to interpret their use. The redesigned lab manual incorporates changes to address this problem.

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.

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.

Our course redesign project spans three courses and four redesign interventions: The use of analytics, instructional videos and interactive applets, peer tutors, and input from client disciplines to make these lower division "introductory" courses appear more applicable to students and thereby increase their interest, participation, and ultimately, passing rates.

Stat 250 is a general elective introductory statistics and data analysis course for students throughout the sciences, social sciences, health and human services, and business. This project entails the second phase of the course redesign. In the first phase, statistical computing lab assignments (simulations and data analyses), concept review and computing demonstration videos, and LMS-based conceptual online homework assignments were developed. These aspects were incorporated in the Spring 2015 offering of the course, each offered online as part of the students' work outside the classroom (ePortfolio: http://contentbuilder.merlot.org/toolkit/users/sdsumathstat/sdsu_stat25… This link will take you to an external website in a new tab..) In this second phase, we will develop a flipped classroom format whereby students learn core statistical concepts in online videos created by the instructors and participate in computer data analysis labs and directed problem-solving discussions in the classroom. The aim of this approach is to teach statistics by doing, internalizing key concepts in experimental design, data collection, and analysis as well as statistical communication and assessments through an active classroom learning environment. The ultimate goal is to scale this effort up to all introductory statistics courses taught on campus, through online core concept lectures and subject-specific data analysis/statistical problem solving laboratories.

Stat 250 is a general elective introductory statistics and data analysis course for students throughout the sciences, social sciences, health and human services, and business. This course redesign develops a flipped classroom format whereby students learn core statistical concepts in online videos created by the instructors and participate in computer data analysis labs and directed problem-solving discussions. The aim of this approach is to teach statistics by doing, internalizing key concepts in experimental design, data collection, and analysis as well as statistical communication and assessments through an active classroom learning environment. The ultimate goal is to scale this effort up to all introductory statistics courses taught on campus, through online core concept lectures and subject-specific data analysis/statistical problem solving laboratories.

This project seeks to redesign the Biology 1BL Lab course, which is part of the Introductory Biology sequence for Biology Majors, to incorporate more active-learning modules in combination with computer simulations to effectively engage students. Our goal is to increase student success within this class and help prepare students with relevant laboratory skills, a proper conceptual framework, and effective learning strategies to improve their progress throughout the Biology major.

This redesign is a multi-faceted approach to improve student success and persistence in our general chemistry sequences. The cornerstone of the project is the movement of most of our general chemistry offerings into an integrated lecture/lab environment that we call the studio. The new instructional mode allows us to provide a more streamlined curriculum and provides opportunities to introduce additional opportunities for ongoing formative assessment and feedback to improve student performance. This includes the incorporation of trained upper-division students called “Learning Assistants” who act as a more knowledgeable peer and can offer students immediate feedback in person. We are also creating new software tools that allow students to get immediate feedback on course activities in real-time during class as well as outside of the classroom. Additionally, we are re-streaming the populations in the course sequences to consolidate students with similar needs and interests and redesigning the curriculum to meet those needs.

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.

Redesign AAS 210: History of Asians in the United States to enhance student learning and teaching effectiveness through integrating instructional technologies and pedagogical techniques to: engage students; increase peer-to-peer learning; achieve higher critical thinking domains of knowledge; address issues with accessibility and availability.

Circuit analysis by reduction methods, source transformations, mesh and nodal analysis. Operational amplifier model, transient analysis, alternating current circuits, impedance, power, phasor diagrams, and three-phase balanced networks. Computer programming and application of computer software for circuit analysis.

The Introduction to Circuit Analysis I course is the first EE/CompE course that our students take. It is a sophomore level course. Students must receive a C or better in the course in order to move forward to the other EE and CompE courses in the two undergraduate degree programs. Coming from a diverse background with a varied skill set, our students are introduced not only to a new technical area but also a new way of thinking, that is, using a systems approach to analyzing simple as well as complex electrical circuits using basic, fundamental engineering principles. Thus, the course may appear difficult (current D, F and WU failure rates are in the 40% range) and the goal of this Course Redesign Project is to bring additional, supplementary learning methods to enhance the academic environment and provide a learning methodology that students may employ in many of their other engineering courses.

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.

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.”

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 aims to integrate MOOC and other open-source materials into Canvas, the LMS used at SJSU. Previous versions of this course required students to visit multiple web sites to access course materials and activities. Students expressed frustration and confusion at having to keep track of content and activities across these web sites. This dissatisfaction might have had a detrimental effect on student learning outcomes and engagement. In addition, the use of multiple web sites makes course-related activities more effortful and adds a substantial time barrier for students. One purpose of the project is to reduce the number of web sites students must visit to access course materials and activities. Another purpose of the project is to examine ways to improve student engagement, self-regulation, and self-reflection (e.g., through self-monitoring, goal setting).

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.

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.

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.