Date of publication: 2017-09-03 20:02
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 '69 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.
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 6, the focus is on creating models for innovative and rigorous online or technologically supported sections of History 665A, 665B, and 685 that provide greater access for students while maintaining intellectual rigor. In phase 7, the focus shifts to pedagogy, student preparation, and instructional support. Key elements of this phase include the creation of faculty coordinator positions for History 665A and 665B. the creation of a faculty development curriculum, and the development of a tutoring and supplemental instruction program for World History courses.
IBUS 885 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.
Student success in the World Civilizations sequence, a universal lower division general education requirement across the CSU, is key to higher graduation rates and timely degree completion. This redesign makes the sequence accessible for diverse learning strengths and unpredictable schedules using an online module based on team-based learning approaches and the integration of digital tools. The content is equal in substance to a traditional onsite course, while addressing the unique possibilities of online environments.
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.
Redesign PHIL 656 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.
Mechanics is the foundation of all engineering programs. Statics, Dynamics and Strength of Materials are the three essential courses of engineering mechanics. In the last two years, with the help of CSU course redesign program, we have done a significant amount of work in redesigning the Statics and Dynamics courses. Strength of Materials is the next course in this sequence. We have approximately 555 students taking this course every year. The current failure rate in this class is 85%. However, another 85% of the students receive a “C” grade in this class, meaning about 75% of all our students receive a grade of “C” or lower. Redesigning this course will complete the engineering mechanics sequence and help improve our overall student success.
Radical changes are required to make radical differences in the learning environment as well as radical gains in student achievement. At the beginning of the redesign all of the sections were taught using traditional lectures while the students listen and take notes. The typical pass rate (C or better) ranged from about 65 - 75% with under-represented minorities performing at the bottom. The overarching redesign theme is to utilize technology so that the learning environment is more fun and active. The most obvious course changes includes pre-recorded YouTube lectures and adaptive homework assignments. Failure rates have been cut by almost half, but the most important changes have been the positive impacts on student and instructor attitudes.
This course, like its prerequisite MATH 677 (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 678 is taught each semester in 65 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.
Continuing to improve our Redesign for Calculus I, we introduce pre-testing in the first week of class. This test is administered online through WebAssign, the homework software system used in the redesigned class. Results of the test are thus immediately available, and we provide data to the advising centers College of Natural Science and Mathematics Academic Advising Center and the College of Engineering Student Success Center. The Centers use our information together with information from other core courses to identify students who show signs of struggling and provide advising and support for them early in the semester.
The Virtual Lab for Electricity and Magnetism is enhanced through team-based learning, which is an essential part of laboratories. It is based on an inexpensive (~$65) home kit and Koondis (social networking platform for small cooperative teams). Students collaborate in small teams of 9-5 members to perform "8D Labs", 8D = design, discover, and discuss. The experiments are not rigid, allow for openess and lead to discovery. The experiments are designed, approved, documented, peer evaluated, and shared through the collaborative Koondis online platform.
In this active, project-based course, teams of students work intensively to apply course concepts to addressing issues, problems, and policies in various communities. By working with each other, mentors, faculty and community activists , we explore the challenges of fostering innovations in government policy on the issues we uncover and research.
To increase student engagement and success using “high-touch tech.” The goal is to utilize digital tools outside of class to keep students connected to the writing process throughout the week. This hybrid format will also enable the use of more class time for active writing, revision, and oral feedback from the instructor. Keeping students engaged will help retain students and pass this fundamental first year course with confidence in their writing ability that will transfer to the other courses throughout their academic career.
In this project, I redesigned CSC 688 using mobile application development framework to improve students' motivation and success. CSC 688 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 688 by utilizing mobile technology as a tool for teaching course topics and allowing students to solve their assignments using this emerging technology