Course Redesign ePortfolio Showcase

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.

In AY 2013-2014, we redesigned CSUF's second semester General Chemistry course, CHEM 120B, which includes concurrent lecture and laboratory components. Serving as a required pre-requisite for Chemistry, Biochemistry, and Biology majors, as well as for many other students pursuing career paths in the health professions, total course enrollment is limited by a lack of space and materials in the laboratory component. Additionally, the course had a high average failure rate (C- or lower) of 23% due to what we suspect are poor topical parallels between the laboratory and lecture lessons. Our redesign of the course involved a complete rewrite of the laboratory portion of the course, which included the incorporation of a virtual laboratory component to complement the students' wet lab experience. The pilot year of our redesign proved successful in increasing the average passable rate of the course, and so we were granted additional support funding to continue our work.

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.

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.

Biometrics (BIOL 300) was redesigned by replacing the weekly face-to-face laboratory sessions, which are held in a computer classroom, with online labs. Virtual lab activities were developed and integrated into the assignments so that students were involved in both data collection and data analysis. The lecture remained face-to-face. This mode of delivery decreased the cost per student by 55% and allowed more sections of the course to be offered. Pre- and post-surveys were administered to sections using traditional labs and sections using virtual labs. Analyses of the survey responses and course grades showed that there were no significant differences between the two delivery modes in the students increase in knowledge about statistics or in their attitudes towards statistics. These results suggest that the biostatistics virtual labs are just as effective pedagogically as the traditional labs, but more cost efficient.

This project aims to redesign the NURS220 course, a 4 unit intermediate medical surgical nursing theory course, that is offered in the spring and fall quarters of each academic year, it is a required course for nursing major. The purpose of re-designing this course is to first, improve the quality of this course, by introducing nursing students to the e-learning method known as "Virtual Clinical Excursions" (VCE), and second, to investigate nursing students' perceptions about the effectiveness of implementing the VCE in improving their learning experiences and learning outcomes. Third, to provide students with access to virtual hospital setting in which they will have self-paced time, and safe virtual space to perform intermediate medical surgical nursing care for virtual patients.

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.

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.

In the spring of 2010, the Humboldt State University Geospatial Task Force was formed to improve the geospatial curriculum. The group was assigned to develop an effective series of Geospatial courses that would serve students across multiple programs. Multiple areas of redundancy were identified across the different specializations within the geospatial curriculum, including Cartography, Geographic Information Systems, and Remote Sensing. Each of these courses share a similar set of fundamental concepts related to the geospatial sciences. Geospatial Concepts serves as a gateway course for the remainder of the Geospatial Curriculum. The course topics include the history and fundamental concepts common among all the geospatial sciences. In addition, the course covers introductory material and techniques specific to each geospatial discipline that follows. The result is an information-dense course that establishes a strong foundation moving forward. Relieved of the necessity to cover introductory material, subsequent courses have been free to shift upward in content, technique, and application. Since the implementation of Geospatial Concepts as a gateway course, a measurable level of improvement and sophistication in later courses has been observed.

We redesigned a GE biology course by using existing web-based software to replace traditional wet labs. Two new modes of lab instruction were compared to the traditional offering: (1) all labs online with a "drop-by" help center and (2) a hybrid "flipped lab" model with two tracks of online and in-person labs alternating every week. Both modes included a face-to-face lecture. Engaging inquiry-based exercises were developed around each online activity where students are provided background information, guided though a series of basic experiments, encouraged to design their own experiments, and required to produce a simple scientific report that is delivered electronically. A rubric was designed so that graduate assistants can grade reports. The course offerings with online labs were piloted during the 2013/14 academic year. Formative assessment involved the tracking of students' attitudes and performance. Summative assessment compared student performance for the online, hybrid and traditional modes.

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.

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.

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.

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.

The goal of the course re-design is to enhance science teacher preparation through the incorporation of virtual labs that engage students with Earth Science content and practices in ways that were not possible with previous lab activities. This course integrates the Next Generation Science Standards (NGSS) core ideas, crosscutting concepts, and scientific practices as an organizing framework. The use and development of virtual labs will also enhance student information, communication, and literacy skills as they prepare to teach 21st century learners. Eventually, by replacing half of the face-to-face lab meetings with virtual labs, this re-design will also allow us to offer additional sections of the course and lab, in light of a graduate instructor shortage.

CSUCI is one of the fastest growing institutions in the U.S. As the number of students grows in our classes, bottleneck challenges have arisen for several reasons. As the class size increases, the amount of grading done by the sole instructor greatly increases. Consequently, the amount of time left to the instructor to prepare materials is significantly reduced. The use of an Online Homework Management System as a Virtual Lab provides ample opportunity to transition from practice to mastery—an opportunity that otherwise would be missed simply because there is a limitation to how much grading an instructor can complete while also being responsible to deliver knowledge to a diverse group of students throughout a semester.

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.

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 (~$60) home kit and Koondis (social networking platform for small cooperative teams). Students collaborate in small teams of 4-5 members to perform "3D Labs", 3D = 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.

The purpose of this project was to compare student learning outcomes from the Virtual Exercise physiology lab with that from traditional exercise physiology laboratory activities. Student participants from the spring 2015 Exercise Physiology course were randomly assigned to either experimental group 1 or group 2. Group 1 completed traditional laboratory activities, whereas group 2 completed the Virtual Laboratory. Both groups then completed the same assessment to evaluate their understanding of Aerobic and Anaerobic Power laboratory concepts. Mean Aerobic Power Lab activity assessment scores were 80.5 ± 5.5 and 80.6 ± 6.7 and mean Anaerobic Power Lab assessment scores were 81.5 ± 8.0 and 82.0 ± 6.4 for groups 1 and 2, respectively. In this investigation, 50% of the students indicated a preference for the traditional laboratory activity, and exact half percent of the class either actually preferred the Virtual Exercise Physiology Laboratory program (28.9%) or did not prefer one laboratory type over another (21.1%). Students agreed that the Virtual Exercise Physiology Laboratory program was at least moderately educational (21%), but most students thought that the Virtual Exercise Physiology Laboratory program was very educational (78.9%). These findings support that virtual laboratories instruct students as effectively as traditional laboratories

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 an introductory statistics class which covers the traditional introductory topics and uses StatCrunch as the statistical software package.

Project Abstract: This project entails creating virtual labs for the online portion of Math 105.

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

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 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.

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

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

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

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

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

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

I am designing a virtual reality (VR) videogame which simulates camera controls of a camera and offers students control over individual photography aspects in an effort to provide an equal playing field for all students in the course. The game introduces each variable of the camera on an individual basis, allowing students to observe and analyze how each variable is functioning. As the student progresses through the game, different controls will be added, eventually allowing students to have full control over a virtual manual camera. In addition to the controls, students will be given a series of tasks inside the game to accomplish demonstrating a thorough understanding of composition and visual language. The game will grade the assignments in the game allowing students to see immediate feedback. In addition, the course will include an RPG game to replace workbooks and quizzes in the course with the goal being to move students away from a course base point system consisting of a finite number of points and into a gamification point system with an unlimited number of points.

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

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.

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

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.

In AY 2013-2014, we redesigned CSUF's second semester General Chemistry course, CHEM 120B, which includes concurrent lecture and laboratory components. Serving as a required pre-requisite for Chemistry, Biochemistry, and Biology majors, as well as for many other students pursuing career paths in the health professions, total course enrollment is limited by a lack of space and materials in the laboratory component. Additionally, the course had a high average failure rate (C- or lower) of 23% due to what we suspect are poor topical parallels between the laboratory and lecture lessons. Our redesign of the course involved a complete rewrite of the laboratory portion of the course, which included the incorporation of a virtual laboratory component to complement the students' wet lab experience. The pilot year of our redesign proved successful in increasing the average passable rate of the course, and so we were granted additional support funding to continue our work.

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.

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 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).

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.

Biometrics (BIOL 300) was redesigned by replacing the weekly face-to-face laboratory sessions, which are held in a computer classroom, with online labs. Virtual lab activities were developed and integrated into the assignments so that students were involved in both data collection and data analysis. The lecture remained face-to-face. This mode of delivery decreased the cost per student by 55% and allowed more sections of the course to be offered. Pre- and post-surveys were administered to sections using traditional labs and sections using virtual labs. Analyses of the survey responses and course grades showed that there were no significant differences between the two delivery modes in the students increase in knowledge about statistics or in their attitudes towards statistics. These results suggest that the biostatistics virtual labs are just as effective pedagogically as the traditional labs, but more cost efficient.

In this project, we consider redesigning the curricular foundations of the introductory statistics course at Cal State Fullerton. This is mainly approached through producing short videos that highlight the major themes of the class. Moreover, we aim to revisit the pedagogical aspects of the intro course in larger classroom settings, through utilization of audio-visual tools, as well as incorporation of R, the most popular statistical programming language. This course redesign will also provide training opportunities for the introductory statistics faculty.

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.

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.

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

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_stat250_course_redesign.) 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.

The proposed redesign was to "flip" the class and move some of the lecture on-line for students to watch before class. This would free up more class time for students to complete in-depth activities, interact more with the material, each other, and the instructor. The goal was to produce new in-class and out-of-class exercises that truly engage the students in the course material at a level that improves their retention because they understand the nuances and logic behind the many choices one makes in conducting appropriate statistical analyses, rather than just memorizing definitions or steps. The primary goal has been increased retention of key concepts leading to lower DFW rates in both SOC 101 and 102 (the Research Methods course that follows).

This is an introductory statistics class which covers the traditional introductory topics and uses StatCrunch as the statistical software package.

Project Abstract: This project entails creating virtual labs for the online portion of Math 105.

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

The redesigned course will involve a flipped format in which students will watch videos demonstrating the course content outside of the class and will spend time during class working on activities. The readings and videos will be available to the students for free from a combination of sources. Links to videos and readings will be accessed via the Moodle Learning Management System.

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

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

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.

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.

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.

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

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.

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

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.

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.

Science education researchers have often noticed a disconnect between the way students view scientific knowledge and learning and the way scientists or science teachers view them. Students often see science as a body of facts to be memorized rather than a way of looking at the world and building new knowledge. Online education can easily reinforce the fact-memorization view if delivery of content is the main emphasis. For this project, I hope to foster a view of science more consistent with that of practicing scientists through (a) explicit discussion of ways of thinking and learning in science,(b) assignments that require students to use and identify scientific thinking skills, and (c) required discussion of course content via small group and whole class blogs.

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.

In the spring of 2010, the Humboldt State University Geospatial Task Force was formed to improve the geospatial curriculum. The group was assigned to develop an effective series of Geospatial courses that would serve students across multiple programs. Multiple areas of redundancy were identified across the different specializations within the geospatial curriculum, including Cartography, Geographic Information Systems, and Remote Sensing. Each of these courses share a similar set of fundamental concepts related to the geospatial sciences. Geospatial Concepts serves as a gateway course for the remainder of the Geospatial Curriculum. The course topics include the history and fundamental concepts common among all the geospatial sciences. In addition, the course covers introductory material and techniques specific to each geospatial discipline that follows. The result is an information-dense course that establishes a strong foundation moving forward. Relieved of the necessity to cover introductory material, subsequent courses have been free to shift upward in content, technique, and application. Since the implementation of Geospatial Concepts as a gateway course, a measurable level of improvement and sophistication in later courses has been observed.

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.

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

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.

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.

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

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

This course 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.

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.

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

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.

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.

This project sought to reduce the proportion of repeatable grades (D, W, F) in an upper-division Theme 3 course. I am redesigning social psychology online to improve the universal design components in the course. I will incorporate auditory and visual instructional strategies via short videos. I am in the process of filming the videos to highlight course material and theories.

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.

The project is a redesign of our basic Introduction to Sociology course. This is a common GE course, as well as the gateway to the major. We have redesigned it to emphasize "systematic empirical inquiry" -- which both exemplifies social scientific reasoning and processes, and provides majors with a solid foundation for subsequent coursework. The design takes advantage of online delivery of materials and technologies that facilitate supplementary materials.

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.

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.

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 project was developed to increase access to online courses in sociology. Additionally, the course goal included decreasing repeatable grades and improving online course design through aligning student learning outcomes (SLOs). We found the redesign was successful in regard access to online courses (increase course caps by 40%, decreasing repeatable and providing highly engaging course materials and technologies.

course (Critical Thinking) was taught for the first time in Spring 2015. It is taught completly online. After taking a QOLT class, several planned changes to the course were conceived. The intention of the redesign is to make the course more personal, increase the presence of the instructor, with the goal increasing the accountability and performance of the students who enroll in the class. In order to accomplish this a number of best practices that were covered in the QOLT class need to be implimented. These changes include such things as increasing the presence of the instructor in the chatrooms, more of a video and web chat presence, and reducing the lag between assignment deadlines and return of grades. Other changes will be detailed in the course redesign materials below.

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

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

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

This 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.

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

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

The redesigned course will involve a flipped format in which students will watch videos demonstrating the course content outside of the class and will spend time during class working on activities. The readings and videos will be available to the students for free from a combination of sources. Links to videos and readings will be accessed via the Moodle Learning Management System.

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.

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

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

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

This 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.

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.

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 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).

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.

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.
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.

The course re-design was initiated in 2010 to transition a semester-long three-meetings-a-week for 50-minutes course of 150 students to a semester-long hour-and-twenty- minute face-to-face meeting once a week hybrid course with 150 students. Following the initial course re-design, in 2013, a fully on-line course was developed as an eight-week summer class with 45 students. The course will be taught as a semester-long fully on-line course in Spring 2016 with 60 students. This is a high-demand course that is critical to efficient progress-to-degree. The College of Humanities, Arts and Social Sciences (CAHSS) encouraged the Department of Politics to transform the course so that multiple formats of the same course (e.g., fully face-to-face and fully on-line) are taught in the same semester to accommodate different learning styles and student needs.

By challening the traditional American Government classroom experience, student engagement and participation in the course can significantly increase. By enhancing the learning experienve students perform better and earn higher marks in the class.

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

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.

We examine government, enabling us to see how social and political values shape public policy. As students research, write and act on issues they come to care about, they have the opportunity to explore the context of critical issues of concern to our campus and community. We work with a diverse set of interests, think outside of the box, breach boundaries, and get our hands dirty doing this authentic work.

The U-Course provides credit for students' required writing course and for the required American Government course (English 130 and Political Science 155). Within the U-course students are treated as emerging professionals and innovators. Their work is project-based and is supported by student mentors who act as "more capable peers". Projects may include blogs, mock political campaigns, community projects, simulations, films, interactive exhibits, and much more. Students improve on creative thinking and writing abilities in order to create a social and political policy future that reflects their values.

The student will be able to place him/herself within the context of the American political system, and identify how his/her own life chances are shaped by political institutions. The student will engage in self-reflection on her/his own political orientation, its origins, and its consequences. The student will demonstrate his/her ability to critically assess political writing, past and present political conditions, and the role of citizenship in America's representative democracy.

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

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

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).

This project is an attempt to improve student learning in an introductory E&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.

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.

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.

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 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.

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.

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).

Our traditional calculus-based mechanics course, taken by some 400 science and engineering majors each semester, had not been significantly changed in several decades. In order to improve student outcomes, we have been converting the course such that (a) there is excellent coordination across sections, (b) there are on-line resources for students to use outside of class, (3) there is more interactive learning and student group work in the labs than before, (4) there is in-person tutoring and exam preparation available, and (5) there is an additional support course for students not yet ready for Physics 50. The project is a collaboration between teaching faculty, physics education researchers and masters students studying student learning.

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.

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.

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

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

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.

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

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

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

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.

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

Big Ideas in Cosmology is a 3-module curriculum that is being developed by a team of faculty and staff in partnership with Kendall-Hunt/Great River Technologies. The curriculum uses interactive learning objects incorporating real data within a hybrid or online format. This transforms the class from a primarily lecture and book-based course to a more engaging format that builds important STEM (Science, Technology, Engineering, and Math) skills. Existing textbooks and "proven redesign" methods using multiple-choice test banks following templates administered through Moodle do not engage student thinking beyond Bloom's taxonomy level 1 (remembering). Our redesigned course is based on peer-reviewed education research into astronomical misconceptions, and engages students through additional taxonomy levels including understanding, applying, analyzing, synthesizing, and evaluating. These learning objectives are important to future student success in STEM fields, as well as other fields that require the development of critical thinking abilities. During spring 2014, we tested Modules 1 and 2 with Astronomy 100 and Modules 2 and 3 with Astronomy 350 in a hybrid, "flipped-classroom" format. In the summer 2014, we are offering both courses in a purely online format. Extensive evaluation is being conducted, including pre- and post- content knowledge assessment, and a study of learning attitudes.

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.

As an instructor for fundamental physics since 2007, I encounter students with very different background. Most of them are just graduated from high schools, who choose engineering or science as their major but not even have enough Mathematics skills or good study habits. Over the years I have seen ~20-35% failure rate (DFW grades) in my class (depending on semesters), not only students feel frustrated, I am quite stressed by the result. The purpose of this project is to decrease the gap between students and increase student success rate in my PHYS 4A/Mechanics and Wave Motion course. Particularly, I am adapting smartPhysics, which has well built prelecture activities and online homework system, so that I can increase class practice for students to work on examples and perform more demonstrations in class meeting time.

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.



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.

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.

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.

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.

The broad goal of this project is to increase student success in calculus-based introductory physics. The class will be "flipped" with class time devoted to in-class problem solving, with emphasis on examples, exercises, and concept 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 developed at the University of Illinois.

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.

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.

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.

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.

This project begins with a standard philosophy course in biomedical ethics, which serves a large number of philosophy majors/minors as well as students in science- and health-related disciplines. It converts the course into an entirely online mode while still preserving as much of the rigor and engaging discussion as possible, both between professors and students and among students themselves.

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.

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 provide an interactive platform for learning about scientific worldviews by: 1) Understanding and applying concepts in the philosophy of science; 2)Evaluating empirical support for scientific case studies by analyzing the scientific methodology behind those studies; 3) Understanding and evaluating the historical progression and difference between distinct scientific worldviews, including the Newtonian and contemporary worldviews associated with quantum and relativistic physics and evolutionary and neurobiology; 4) Extrapolating some of the implications of science and changing worldviews for Moral Theory and Moral Psychology. The interactive platform will address 2 components: lecture module and interactive animation/experiment. The former is a structured, edited Camtasia or video presentation of lecture material. The latter is an experimental method to engage students by working together with the instructor in order to generate ideas for animated lectures. The students will suggest concepts, themes, and empirical examples as well as the organization style for the animated lecture.

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.

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

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.

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

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

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.

This project aims to redesign the NURS220 course, a 4 unit intermediate medical surgical nursing theory course, that is offered in the spring and fall quarters of each academic year, it is a required course for nursing major. The purpose of re-designing this course is to first, improve the quality of this course, by introducing nursing students to the e-learning method known as "Virtual Clinical Excursions" (VCE), and second, to investigate nursing students' perceptions about the effectiveness of implementing the VCE in improving their learning experiences and learning outcomes. Third, to provide students with access to virtual hospital setting in which they will have self-paced time, and safe virtual space to perform intermediate medical surgical nursing care for virtual patients.

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.

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.

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

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

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

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

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.

I propose to integrate computer- and experiment-based activities in these classes. For example, multimedia technologies like the "MasteringEngineering" will provide students with tutorial homework problems to emulate the instructor's office-hour environment and provide feedback specific to their errors. Additionally, I will design experiment-based assignments, so students, through interaction with physical models, will significantly enhance their understanding and retention of topics presented in the course.

Dynamics is a foundational course for almost all engineering students. We deal with over 600 students from various engineering majors take this class every year with a high failure rate. Our objective is to improve student learning and their performance by using a redesign strategy that would provide more and better opportunities for students to learn. Our approach for redesign integrates technology and pedagogy. Our redesign strategy incorporates all the best practices we have developed in our earlier course redesign projects. Specifically our redesign course structure includes, 1) short introductory video discussing the relevance and application of a concept, 2) practical examples, 3) in-class discussion on concepts and examples from the video, 4) Simulation/Experiments, and narrated examples & derivations (longer videos).

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.

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

In Business Calculus, we will restructure our course from a 4-credit (3-hours of large lecture, 1-hour of lab) format to a 3-credit (2-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 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.

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.

The Precalculus class at CSULB is currently taught in a large lecture format with the Northridge Hybrid Model. Assessment data collected and analyzed in conjuction with our redesigned Calculus 1 course have shown that the redesigned Precalculus class has had a positive effect on student performance and instructor effectiveness. In particular, pass rate for all Math 113 sections (all redesigned) in Fall 2013 was 75.1%, which brings the DFW failure rate below 30%. In addition, internal studies have shown that students with an A in Math 113 were three times as likely to pass Calculus 1 as students that pass Math 113 with a C. Consequently, improving the retention of STEM majors through their entire Calculus sequence hinges upon students' mastery of course material at this level. To this end, I decided to implement a flipped classroom hoping to increase students' exposure to doing and communicating mathematics and deepen their understanding of key concepts. Student's typical learning cycle includes exposing to materials with short (10~20 minute) videos with closed captions prior to class meetings, completing an instructor-led group quiz by the end of the class, and doing an optional online homework for students who want the extra practice. On an average day, rough 80% of the students attend classes. The midterm averages are comparable to other sections of Math 113 adopting the original Hybrid Model while students in the flippd class demonstrated a superior accumulation of content on the cumulative common final exam. An analysis of students' attitude changes during the course of the semester indicated that the students were intellectually challenged by the in-class tasks, experienced a change in their perspectives on the problem-solving process, and enjoyed learning with others on math-related tasks. The end-of-semester perception survey results indicated that a majority of the students enjoyed learning in the flipped class and left the class with many meta-skills such as time management, independent learning, and teamwork.

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

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

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.

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 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 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.

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 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 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.

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.

The goal of the redesign project is to increase student engagement in the learning process by fostering an interactive learning environment through the use of an integrated teaching delivery system using slides, interactive notes, and i>Clickers. A main component of the redesign is the incorporation of a set of deliberately incomplete class notes that mirror the lecture slides prepared by the instructor. Gaps have been left in the notes, mainly in examples, and are to be filled in by the students during the lectures. The notes eliminate the need for students to hastily copy lecture notes and instead increase their concentration on the material being taught.

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

This course 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.

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

We have designed and developed practice quizzes using nearly 400 questions that help students master concepts necessary to achieve student learning objectives in a quantitative analysis course. The quizzes can be taken as many times as needed with different questions in each quiz. We believe student engagement is enhanced and learning improved and will testing this hypothesis.

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.

We have chosen a two-pronged approach to improving student achievement in Calculus 1. First, we offer a preparation for calculus course through the ALEKS system for students to complete within the first six weeks of the semester. This supplement is designed to refresh and improve students' prerequisite knowledge. Secondly, throughout the semester, we offer students to participate in Supplemental Instruction for two hours per week.

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

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

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.

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.

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.

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.

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, 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=82957136801404), 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 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.

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

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.

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.

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

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.

This redesign made use of the Adobe Captivate 7 (eLearning development software) to create online modules for ESM 040 (Intermediate Algebra). The CSU system recently enacted a policy known as "Early Start" requiring incoming students who do not demonstrate readiness for college-level math and/or English to begin remediation during the summer before coming to the CSU. The goals of Early Start are to better prepare students in math and English before their first semester, thereby improving their chances of completing a college degree. Students are able to access the modules through iOS mobile devices and personal computers.

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

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

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

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

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.

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

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.

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

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

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 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 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.

The redesign will incorporate team projects into the course. Collaborative assignments and projects in Pre-Calculus course will help students to get a better idea of how the mathematics and science disciplines connect with real world applications that are involved in daily life. As many students in this class are undeclared freshmen, projects could help them appreciate the material through hands-on experiences. It will help them to feel the importance of math and science as related to everyday life, and perhaps it will define their career goals. Also, students will implement their Pre-Calculus knowledge in the team-based research projects developing greater academic interest in STEM disciplines.

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.

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

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

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.

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.

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

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

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.

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

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."

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

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

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.

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

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.

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.

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

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.

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.

By redesigning lecture materials, lab activities, and homework assignments, we will increase student knowledge and deepen their understanding of course concepts. Our goal is to improve course pass rates and to give students a solid foundation to support subsequent Mathematics courses.

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.

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.

This course traditionally has a very low success rate and acts as a bottleneck for the academic programs of students in STEM fields. We do have historical data that identify students `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.

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.

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.

Calculus I at SDSU is taught in large, 125-175 student lecture sections with smaller break-out sessions once per week. The current D/F/W rate has averaged around 30%, which we find to be unacceptable. The reasons for this rate are numerous, and differ from those that cause students difficulties in other classes such as Calculus II. In general, research has shown that these students are encountering new ideas that require conceptual understanding and visualization skills, which demand new types of studying methods and content presentation. We are trying four specific interventions: Peer tutors, Client-discipline Projects, interactive technology, and Weekly analytics reports.

Increasing the quality of student engagement through the incorporation of technology for initial and ongoing assessment, as well as instant in lecture feedback has led to positive impact on passing rates. Future goals include attempting to incorporate robust supplemental instruction in response to student performance on initial assessment, and tracking student retention of core competencies in subsequent courses.

This project sought to strengthen the achievement of students enrolled in high-impact mathematics courses. While SI is targeting key courses rather than particular groups of students, a secondary benefit of SI was to help reduce the achievement gap between groups of students who have traditionally been underrepresented in the STEM fields.

We have chosen a two-pronged approach to improving student achievement in Calculus 1. First, we offer a preparation for calculus course through the ALEKS system for students to complete within the first six weeks of the semester. The course is designed to refresh and improve students' prerequisite knowledge. Secondly, throughout the semester, we offer students to participate in Supplemental Instruction for two hours per week.

In an effort to increase passing rates in first-semester Calculus, we have redesigned the way the course content is disseminated. All in-class lectures have been eliminated and replaced with online videos for students to view outside of class. Students spend in-class time actually working on solving calculus problems and receiving individualized help and coaching from their instructor.

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

The purpose of this project was to compare student learning outcomes from the Virtual Exercise physiology lab with that from traditional exercise physiology laboratory activities. Student participants from the spring 2015 Exercise Physiology course were randomly assigned to either experimental group 1 or group 2. Group 1 completed traditional laboratory activities, whereas group 2 completed the Virtual Laboratory. Both groups then completed the same assessment to evaluate their understanding of Aerobic and Anaerobic Power laboratory concepts. Mean Aerobic Power Lab activity assessment scores were 80.5 ± 5.5 and 80.6 ± 6.7 and mean Anaerobic Power Lab assessment scores were 81.5 ± 8.0 and 82.0 ± 6.4 for groups 1 and 2, respectively. In this investigation, 50% of the students indicated a preference for the traditional laboratory activity, and exact half percent of the class either actually preferred the Virtual Exercise Physiology Laboratory program (28.9%) or did not prefer one laboratory type over another (21.1%). Students agreed that the Virtual Exercise Physiology Laboratory program was at least moderately educational (21%), but most students thought that the Virtual Exercise Physiology Laboratory program was very educational (78.9%). These findings support that virtual laboratories instruct students as effectively as traditional laboratories

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

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

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.

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 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.

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.

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.

Project Abstract

This sixteen week on-line course will provide students in a non-traditional setting access to the same material in a typical face to face class. Materials have been carefully selected to guide students seamlessly through the semester, and provide the same level of rigor to be expected in an undergraduate class setting. While I alone am responsible for the hundreds of hours reflected in the finished product of this class (and responsible for the errors), it is the result of collaboration with web designer, Morgan Barker, without her support it wouldn't have gotten off the ground, and the vetting by two fine historians in our department, Thomas Mays and Anne Paulet.

This course was developed by professors in the Department of World Languages and Cultures, both men and women, with the idea of presenting the roles, life, writing and contributions of women in a wide range of cultures. Professors who originally developed the course, from the French, Spanish, and German programs, not only co-taught the course, but personally translated many of the stories to English for the first time. Two of the women were also Women's Studies professors. Outside professors in Vietnamese and English added to our cultural expertise. The professors have continued their research and publishing, some have retired, and new professors have begun to teach the course. This course was developed to also meet the basic concept of the Women's Studies major, including the core courses and the Humanities concentration "Arts, Expression & Language," of which this course is an important element.

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

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.

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

The 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.

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

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

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.

I propose to redesign HIST 110 with History colleagues in order to achieve pedagogical consistency among different instructors. Drs. Kittiya Lee, Timothy Doran, and I each teach part of the year-long GE required course (HIST 110ABC) and are all applicants for the Proven Course Redesign Program. We intend to consult with part-time faculty, encouraging adoption of the course redesign. We will institutionalize the successful strategies by posting on Moodle the classwork, grading systems, and learning exercises, and by encouraging new and current faculty to adapt these for their classrooms. Timing is another important factor in institutionalizing the course redesign. The opportunity now to complete and test the course redesign will ensure continuity when what is currently a three-part annual course becomes a two-part year-long GE requirement under the semester system.

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

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.

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

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

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

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

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.

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.

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 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.

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

A world history course that fulfills a GE requirement and is required for history majors was redesigned using a student assistant to mentor students, redesigned lectures utilizing "Backward Design" strategies and additional outside resources to supplement lectures and reading, group writing experiences, and quizzes using the text online materials to reinforce concepts. In addition, shorter essays that receive immediate feedback were implemented.

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.

This 2016 ePortfolio provides documentation on a revised version of an experimental U.S. History course first offered in Spring 2014. The course concept, developed by Carole Srole, Birte Pfleger, and Chris Endy, uses flipped teaching for content delivery, small-group learning communities for active learning and community building, and "near-peer" facilitators or peer mentors to support in-class activities and student success. The 2016 version will add several new features: periodic online homework, online surveys to assess student learning attitudes and student historical thinking skills, and a for-credit companion course for the advanced history students serving as peer mentors in the classroom.

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.

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

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

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

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

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.

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

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.

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 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.

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.

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.

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.

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

The 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.

We teach lower-division United States history courses fulfilling the CSU's American Institutions Requirement that every single graduate of our public university system should be able to describe the origins and practice of representative democratic government. Our small department enrolls more than 2,000 students every year in these courses, mostly in "mega-sections" with approximately 120 students. Because of these great student numbers and the widespread reach of our courses among native freshmen and sophomores, we believe we can play a critical role in improving the university's retention and graduation rates. To redesign our courses, we undertook three major changes. We reconceived our courses as: 1) a critical college "gateway" experience rather than as separate stand-alone classes; 2) an exciting laboratory for the face-to-face practice of democracy; and 3) an active learning opportunity, defined by team-based classroom strategies for student debate and complex problem solving.

This project provides a redesign of HIST 202A (U.S. History to 1877) and HIST 202B (U.S. History since 1877), two lecture General Education courses. The redesigned HIST 202A/B takes the form of a modified flipped course, making extensive use of historical sources, activities, and assignments available online at no cost to students. Our redesign also follows a "learning communities" approach. For every class meeting, faculty create small-group learning opportunities that feature collaborative learning and scaffolded skill-building. Student skill-building areas emphasize source analysis, thesis identification, note-taking, academic writing, and reading. The professor's work with the small-group learning communities is assisted by specially-trained advanced students acting as peer mentors or "facilitators." By cultivating academic skills and personal relationships, our redesign promises to promote student motivation, retention, and academic performance, as well as to cultivate key academic skills students need to succeed later in their college careers.

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.

We hooked students into the content of our new introductory geology course using popular Hollywood movies, but we went beyond those movies so that students could recognize the ways in which the media lens distorted the nature of science. We started with a simple topic (dinosaurs) and slowly moved into much more controversial areas (such as water resources and hydraulic fracturing for natural gas). The mixture of science concepts, media, and policy allowed us to have students engage in thought provoking discussions. To succeed with that discussion in a fully online lecture and lab format, we engaged lots of humanizing structures such as team-based data collection using online tools, role-playing within teams, progressively revealed case studies, and discussions using VoiceThread and Moodle forums. In the end, our students felt like they got more human interaction and feedback in our fully online course than they do in typical face-to-face GE courses.

In previous years, the Introduction to Geographic Information Systems course focused primarily on learning proprietary software, rather than analysis, communication, and project management. Introduction to Geographic Information systems served as a pre-requisite for subsequent GIS courses. However, there was an absence of any direct learning progression related to concepts, methods, and skill sets between courses. The Geospatial Curriculum at Humboldt State University has undergone a broad scale revision in order to reduce redundant content and to prepare our students for the modern geospatial workforce. This course re-design is a reflection of those revisions, intended to provide a consistent learning progression between the lower division Geospatial Concepts course, and the upper division Intermediate GIS course.

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.

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

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

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.

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.

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.

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

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.

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.

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

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.

Students are expanding their understanding of what it means to read and compose "texts" which now encompass a wide range of modes and media. Our current culture values digital expression and there are a vast array of digital tools available to produce multimedia texts. The changing face of real world digital communication allows each of us to be both a state of the art consumer and producer of this type of digital messaging. Equipping students with the analytical skills as a consumer of these multimedia pieces and the digital proficiency to produce their own multimedia assignments both in the academic environment and beyond in their profession and community is essential.

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

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.

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.

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.

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.

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

This 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.

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.

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

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.

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

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.

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

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.

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.

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

To improve learning and retention by providing engaging interactive online resources, motivated by practical real world examples and supported by embedded self-tests. Assessment of these materials will be based on a "flipped" or partially flipped class format, which students study the online materials before class. So that class time may be fully devoted to discussion and examples and problem-solving.

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.

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.

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.

I propose to integrate computer- and experiment-based activities in these classes. For example, multimedia technologies like the "MasteringEngineering" will provide students with tutorial homework problems to emulate the instructor's office-hour environment and provide feedback specific to their errors. Additionally, we will design experiment-based assignments, so students, through interaction with physical models, will significantly enhance their understanding and retention of topics presented in the course.

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

The 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.

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

This course 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.

Thermodynamics is a notoriously difficult course in engineering. New concepts and terminology that are often abstract and counterintuitive for engineering students cause confusion. This project will focus on developing computer simulation modules that demonstrate key concepts and in-class activities that encourage peer-to-peer interaction and knowledge development to enhance student learning, engagement, and time on task to provide an enhanced learning experience. Student success will be measured using formative and summative assessments. Overall student success will be compared against previous course offerings.

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.

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.

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.

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

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

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

This course 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)

ENGR 17 is a gateway (bottle neck) course to upper division for engineering students. The course has been taught in the traditional format. The course was first redesigned base off of the edX MOOC, this lead to a hybrid flipping the course, online assignments, practice problems, and online exams. These changes increased student engagement through new course activities and in-class / online discussions.

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

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.

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

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 550 students taking this course every year. The current failure rate in this class is 35%. However, another 35% of the students receive a "C" grade in this class, meaning about 70% 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.

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

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.

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

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

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

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.

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.

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.

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.

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.

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.

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.

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

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.

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

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

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

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

This 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:
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.
2. Clicker self-assessment questions are used to evaluate the students' grasp of material in classroom.
3. Several discussion topics are developed to implement active group learning in the classroom.

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

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

Implement the proven practice of supplemental instruction.

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

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

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.

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

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

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.

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.

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.

The main objective of this course redesign is to 1) improve the students' performance in ENGR 323 through technologies and high impact practices, and 2) better prepare students for their career success in structural and earthquake engineering.

Two pedagogical methods and practices will be implemented to address these in this course redesign: 1) collaborative assignment and projects for student groups both inside and outside classroom. 2) supplemental instruction/augmentation.

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

Student success in electrical engineering is built on mastery of foundational circuit analysis concepts such as Kirchhoff's laws and the Thevenin and Norton theorems. However, the course topics in which these concepts are taught comes very early in the student's post baccalaureate career. Many students at this level have not yet developed sufficient skills such as effective note taking, building conceptual frameworks that integrate new ideas with existing knowledge, and the need to utilize concepts from prerequisite courses. This paper describes web-based supplemental materials, which is developed at our university. Students may review and practice these foundational circuit analysis concepts at any time during their academic career. We intend to improve learning and retention by providing engaging interactive online resources such as lectures notes, examples, simulations, and practice problems. These learning materials are completely online and free to help beginning electrical engineering students learn, and it can also be accessed by students in subsequent courses to refresh their knowledge of these topics at any time.

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.

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

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.

The objective of this proposal is to implement a few simple, proven strategies to improve student learning and success rate. Our implementation strategies include making learning meaningful through real world connections, challenging them to higher standards, providing appropriate tools and effective resources. Resources we provided include online tutorials of prerequisite materials for review before the class, clear course objectives for each session along with class worksheets, online tutorials for important concepts for review after the class, real word examples for each major concept (from current news if possible) and practice quizzes with feedback. Links to some of the short video clips we created are attached.

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.

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

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.

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.

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 redesign focuses on modeling, mapping, and assignment sequencing as a way to move beyond learning thresholds in economics. The modeling-mapping-scaffolding approach is designed to improve economic reasoning abilities, which are a barriers to writing proficiency and quantitative literacy, especially in large class settings. It will also incorporate both writing and technical peer facilitation/instruction. ECON 303 already employs flipped classroom instruction. The active learning activities will now be centered on problem solving, modeling, and mapping and the assignments will build on each other.

I will use an active learning approach to assist students in moving beyond the thresholds in economics. These thresholds include logical, abstract and quantitative reasoning. I will design assignments that allow for deliberate practice in these areas and create screencasts and videos as a way to interleave and reinforces these important skills.

The purpose of this redesign is to introduce quantitative reasoning problem sets, supplemental instruction, and small-group "catch ups" into the large lecture (230 students) class. These were redesign practices that proved to be successful in smaller (68 students) classes. The idea is to use best teaching/learning practices across all ECON 222 classes and adjust, tweak, or redesign (scale-up) the practice to accommodate the larger class size, rather than use class size as the determining factor in choice of teaching/learning techniques.

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

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.

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

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

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.

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 redesign focuses on flipped classroom instruction, writing to learn, and integration. The theme integration is reflected in the flipped classroom pedagogy in terms of better integrating students into the learning environment, increasing student engagement with the material, and developing better communication between students and instructor. It incorporates supplemental writing instruction into the classroom environment and integrates real world applications in the form of service learning.

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.

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 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.

PHIL 102 is an A3 general education course, which is widely regarded as a "bottleneck" because of its high repeatable grade grate. This project invovled a series of course redesign strategies aimed to improve student success in the course. The first redesign attempt utilized a hybrid format. The second redesign attempt utilized a hybrid format combined with asynchronous learning. The third redesign attempt utilized asynchronous learning in a face-to-face format. Results suggest that asychronous learning in a face-to-face format improves pass rates and mastery of course learning outcomes, while the hybrid format both with and without asynchronous learning lowers pass rates. Project results also suggest that pass rates stablize regardless of class size.

Learning how to program a computer is of increasing importance to students from many majors, but it is an intellectually demanding activity. San Jose State University has limited capacity in offering the "Introduction to Programming" course on campus and is unable to keep up with demand. After a largely successful experiment of offering the course as a MOOC through Udacity in Summer 2013, we are offering it as a "SPOC" (small private online course) in Spring 2014. We are adding more practice and interaction to the online course, aiming for having parity in pass rates and student success between the online and regular offering.

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.

We are using an online MOOC from Coursera for the course content. We spend the class time doing exercises and examples. The class meets twice a week. Each class has two quizzes, one at the beginning and one at the end.

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 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.

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.

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

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

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

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: Flipped Classroom and Adaptive Learning. 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.

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

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.

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

Adapt the following instructional strategies: 1) Flipping the Classroom using Project-based Learning; 2) Strengthening Student Achievement in Mathematics Using Supplemental Instruction Materials; and, 3) Peer Led Pair Programming in Closed Laboratory (PLPPCL).

In addition, the faculty will create a workbook as laboratory learning material for PLPPCL to enhance the introductory computer science curriculum. PLPPCL is a new strategy and utilizes collaborative learning strategies to retain under-prepared students in the undergraduate computer science program. By flipping the classroom, providing supplemental instruction materials, and organizing team learning (pair-programming), we expect students will master various programming skills and improve their abilities for computational problem solving, as well as, be well prepared to succeed in other computer science courses related to programming. Through the application of flipped classroom, supplemental instruction, and project-based learning strategies as well as peer led pair programming labs and class discussions, this course redesign will emphasize the development of the logic programming skills, object-oriented techniques, and analytical abilities necessary to specify, design, and develop computer-based solutions to complex problems.

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.

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

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

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.

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.

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

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

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

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.

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 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.

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

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

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.

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

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

The 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.

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 AY 2013-2014, we redesigned CSUF's second semester General Chemistry course, CHEM 120B, which includes concurrent lecture and laboratory components. Serving as a required pre-requisite for Chemistry, Biochemistry, and Biology majors, as well as for many other students pursuing career paths in the health professions, total course enrollment is limited by a lack of space and materials in the laboratory component. Additionally, the course had a high average failure rate (C- or lower) of 23% due to what we suspect are poor topical parallels between the laboratory and lecture lessons. Our redesign of the course involved a complete rewrite of the laboratory portion of the course, which included the incorporation of a virtual laboratory component to complement the students' wet lab experience. The pilot year of our redesign proved successful in increasing the average passable rate of the course, and so we were granted additional support funding to continue our work.

Organic chemistry is historically a course with a high failure/repeat rate. A contributor to poor performance in the course is a lack of preparedness and/or the inability to apply knowledge about fundamental concepts learned in general chemistry to new material in organic chemistry. This project will evaluate students' understanding of key general chemistry concepts critical to success in organic chemistry during the first week of the course to 1) allow students to assess their own preparedness; 2) provide advising and resources for students deemed at risk of failure to help them remediate deficiencies early in the course; and 3) encourage enrollment in the recitation session linked to the course. This project was a team effort with the other members being Ken Nakayama (Chemistry 220A lecture during Fall 2014 and Spring 2015), Jason Schwans (Chemistry 220A lecture during Fall 2014) and Elaine Bernal (Chemistry 224 instructor during Fall 2014 and Spring 2015).

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.

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.

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.

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.

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.

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.

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 60 - 70% 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 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 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 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 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 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 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.

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

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

This 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.

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.

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 (> 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.

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 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 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.

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.

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.

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

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

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

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

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.

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.

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

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

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.

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.

Within the Chemistry department, General Chemistry I is a high demand course that has a low success rate. It appears that students have trouble retaining the concepts being tested for in the course, leading to low preparedness for a subsequent course in the series. Through implementing an online homework component, students will have real time feedback for determining if they are solving problems correctly. the goal is improved student success. The online homework system will be implemented across the multiple sections of the course, thereby improving coordination across the sections.

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

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.

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

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

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

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.

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.

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

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.

Development and implementation of Learning Glass videos for students taking first semester organic chemistry. The new pedagogical methods introduced will include Learning Glass videos developed from the standpoint of expanding on the expected learning outcomes in introductory organic chemistry. The pedagogical methods will be implemented as supplemental instruction only and not in the main lecture session where time does not allow to demonstrate these videos.

The plan is to increase the success rate in introductory organic chemistry by changing the way students approach the learning of the topic rather than using simply memorization to pass the exams. Because the traditional course lacks instructional support such as teaching in smaller groups and Learning Glass technology, the plan is to develop a unique learning environment in order to better understand organic chemistry using appropriate tools. The goal is to increase student engagement and performance which will subsequently guide them to successful completion.

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

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

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

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.

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

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.

Chemistry 1E, General Chemistry for Engineering Students, has been designed to meet the chemistry content needs of engineering students. Material is taught using engineering examples and applications, making the material more relevant to the students served by the course. The course has been reduced to 4 units (3 lecture and 1 lab), thereby reducing the unit requirement of the unit heavy major. After the first offering, access was improved with more students served earlier in their undergraduate careers and a significantly improved course pass rate was observed compared to previous engineering student pass rates in traditional general chemistry. The bottleneck in the traditional general chemistry sequence was additionally reduced by removing the engineering student demand on that sequence.

CSULB Department of Chemistry and Biochemistry launched CHEM 324 in Fall 2013 to create additional opportunities beyond lecture for small group discussions and problem solving, as well as implementing a flipped technology classroom format to engage students in an active learning environment. The redesign plan is to engage students with the material and with each other as much as possible, while using flipped technology to provide affordable learning solutions to reinforce course content.

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.

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.

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 (> 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.

In AY 2013-2014, we redesigned CSUF's second semester General Chemistry course, CHEM 120B, which includes concurrent lecture and laboratory components. Serving as a required pre-requisite for Chemistry, Biochemistry, and Biology majors, as well as for many other students pursuing career paths in the health professions, total course enrollment is limited by a lack of space and materials in the laboratory component. Additionally, the course had a high average failure rate (C- or lower) of 23% due to what we suspect are poor topical parallels between the laboratory and lecture lessons. Our redesign of the course involved a complete rewrite of the laboratory portion of the course, which included the incorporation of a virtual laboratory component to complement the students' wet lab experience. The pilot year of our redesign proved successful in increasing the average passable rate of the course, and so we were granted additional support funding to continue our work.

The online homework system ALEKS is employed to increase student success in General Chemistry, in response to increased class sizes and traditionally high D/F/WU/W rates. An efficient and effective implementation of online homework must be created using assessment feedback and policy refinement to obtain maximum student learning. Our coordinated ALEKS implementation across all course sections includes common expectations for each weekly due date, with topic counts matched to typical student learning curves; common homework policies; and common homework grade weighting. Students are supported by a TA-staffed ALEKS computer lab Monday through Friday. Initial assessment results are promising and will be reported in due time.

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.

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.

This redesign was undertaken to create a dietary self-assessment assignment that would streamline the grading process. While each dietary analysis was unique to each student, in depth grading of their accuracy was replaced in part by short case studies linked to automatically-graded online quizzes. Supplemental learning materials were developed to utilize the US Department of Agriculture (USDA) free SuperTracker dietary assessment tools. Steps were also taken to increase student success in this hybrid format course.

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.

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.

Preparation for College Chemistry (CHEM 101) is an entry-level course with a traditionally high percentage of repeatable grades (D, F, WU, W). High enrollment demand coupled with repeating students makes CHEM 101 a bottle-neck course. Supplemental Instruction (SI) increases student performance. We implemented a SI pilot project for CHEM 101 in the Fall 2013 quarter, and continued into the Winter quarter. (At the same time, SI was also implemented for CHEM 331.) Our results are positive for students who attended the sessions. Low attendance for the class as a whole needs to be improved.

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.

The first part of the redesign applied to this courseis an early intervention exercise to give the students a sense of their level of mastery of important concepts from Chem 320A. A 25 question multiple choice exam was given during the second meeting of the class. Based on the results poorly performing students were asked to participate in the SI section attached to the course. This SI section is the other component of the course redesign.

This project sought to improve the pass rate in the traditionally difficult courses of organic and general chemistry. Through the implementation of SI, students served as peer leaders and mentored other students in group study sessions. Students attending these optional sessions performed significantly higher on standardized assessments and GPA than those not attending, and the gap between underrepresented students and non-underrepresented students narrowed for students attending SI. Online resources such as homework and exams led to increased student performance on standardized exams and led to students feeling more engaged in their studies than students completing written homework. These proven practices were implemented at CSU Bakersfield, CSU Stanislaus, and CSU Long Beach, and each institution has had success in their bottleneck chemistry courses.

At California State University, Long Beach, FIN 300 (Business Finance) is the required introductory finance course for all business majors. Understanding the importance of the course, the Department of Finance formed a FIN 300 redesign team to improve the quality of the FIN 300 course. Recommendations are provided to resolve the issues that are negatively affecting students' learning ability. Redesigned activities include (1) Streamline the procedure to identify and assist the potential failing students, (2) Revise the SCO with certain standard (obtain approval from faculty) such as learning outcomes and assessment; faculty should follow the SCO and incorporate the redesign materials & methods, (3) All the faculty of FIN 300 meet two times each semester to discuss the issues and possible improvement in teaching FIN 300, including the incorporation of "Re-design" into teaching, (4) Appointment of a lead Professor to in charge of the content.

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.

Principles of Marketing has traditionally been a "bottleneck" course at SDSU since all majors within CBA are required to take it. Historically, many would take the course and not complete it with the adequate grade to move on thereby creating a backlog of students trying to ""crash" the class. Beginning in 2009, increasingly more online assignments, quizzes, practice assignments, and recorded lectures have been added to the very large-section classes to facilitate students' progress through the course. Overall averages have increased from 74 to 78.5, enabling far less of a bottleneck in the course.

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.

As more people become increasingly connected across larger distances in different ways, they are creating and participating in a new world society in which they do more similar things, affect each other's lives more deeply, follow more of the same norms, and grow more aware of what they share. "Globalization" is one name for that process. Using historical examples and current events, we engage students with one process of understanding how and why globalization happens.

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.

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.

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.

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.

The Principles of Marketing course has been identified as a bottleneck course for the California State University. This is due in part because of the traditionally low pass rate, and the difficulty of enrolling in the course due to the large numbers of students taking the course. The redesign will address these bottleneck issues through the customization of an online textbook, self-paced learning guide tools and triggers. A detailed syllabus, step-by-step lesson plan and an online learning module through Moodle will provide a roadmap for students.

Business Finance, a core course for all business administration majors, is identified as a bottleneck course for the CSU system with a high rate of repeatable grades. One innovative feature of this redesign addresses the serious problem of lack of prerequisite knowledge through a pre-class assessment. The class is generally flipped. Moodle postings provide step by step, customized lecture notes/ video clips followed by in-class, iClicker and peer discussion sessions. Online postings of weekly topic summaries on Moodle provide an effective roadmap for better student success. Theories are often paired with examples found in students' own everyday lives.

This course redesign focuses on modeling, mapping, and assignment sequencing as a way to move beyond learning thresholds in economics. The modeling-mapping-scaffolding approach is designed to improve economic reasoning abilities, which are a barriers to writing proficiency and quantitative literacy, especially in large class settings. It will also incorporate both writing and technical peer facilitation/instruction. ECON 303 already employs flipped classroom instruction. The active learning activities will now be centered on problem solving, modeling, and mapping and the assignments will build on each other.

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.

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 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.

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

I would like to transform how I help students in the Econ 102 course I teach by offering them the opportunity to get assistance during office hours via the LG. This is crucial because the class is already a hybrid class that a lot of students take because they work or have other time commitments throughout the week. As a result, they can rarely make it to campus at specific times during the week, even if they find the material challenging. The LG will allow me to assist them properly, share the questions asked live with other students who log on at the same time for the office hours and, overall, enhance students' learning experiences.

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.

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.

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.

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

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.

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.

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.

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>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

Principles of Marketing is a required lower-division course in the College of Business. For most students, it is a box they would like to "check" off their pre-requisite list. Redesigning the Principles of Marketing course would help enhance student learning and promote greater student engagement. With the redesigned course, students will be more motivated to learn and internalize marketing concepts which would help them in their careers later on. The redesigned course will also help decrease the backlog of students trying to successfully complete this course. This course needs to be redesigned to improve active learning in both online and blended courses. By incorporating various technologies, assignments, interactive quizzes, e-lectures, Marketing games, videos, discussion groups, practice assignments, and other technologies, bottlenecking would decrease, as students would have more time on task to complete and master their assignments.

The Quality Matters Rubric (QMR) would be used to align course content with the Student Learning Objectives. Applying QMR in the redesign of the course would facilitate greater class interaction and Mastery Learning outcomes, which would decrease the bottleneck issues. The Principles of Marketing is a bottleneck course because it is required for all majors in the Lucas College of Business (LCoB). In addition, all students university-wide (one of the other 7 colleges on campus) including Open University take this course. Fifteen percent of the students enrolled in this course do not receive a passing grade (this includes the C or better passing grade for marketing majors. These students therefore, must repeat the course, thus creating a bottleneck.

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

The course is a 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.

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

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.

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.

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.

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

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

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.

BIOL 152 is one of a three-semester introductory sequence for Biology majors at Chico State. To improve student outcomes, I am redesigning the course to introduce online Adaptive Learning tools. Student performance will be evaluated using pre-post assessments and grade distributions.

This study will provide an opportunity to determine whether the implementation of the flipped classroom format facilitates deeper learning by introductory biology students in the laboratory setting. Pre-lab videos that provide background and instruction regarding each lab will be provided to a subset of lab sections each week in an effort to allow more time in lab for additional active learning experiences for these lab sections. Moreover, this study will allow us to evaluate whether the additional time provided during the laboratory session for additional active learning experiences will provide students with a better understanding of the link between the lab experience and specific conceptual content encountered in the lecture portion of the course.

Biology 203 is an introductory course in data analysis, designed specifically for students entering natural and life sciences. The concepts and skills taught in this class will form the foundation of students' understanding of quantitative data analysis and comprises a key component of their undergraduate science education. The course has been identified as a bottleneck course, both in terms of availability and student success. Therefore, in redesigning the course a key goal was to improve student retention and performance. The format chosen was a flipped approach, in which students view online lectures and complete online quizzes outside of the classroom, then attend regular class sessions where they complete exercises designed to reinforce learning and develop proficiency in basic statistical analysis. Outcomes from the first semester when the new course was implemented for two sections indicated that redesign was successful in both target areas. In those sections that were flipped (n = 48 students), all enrolled students completed the course, the failure rate fell from 18% to 4% and the overall performance improved by 6 percentage points.

The redesigned version of Biology 101 online was offered in Fall 2014. The 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. I have compared the pass rate of students who took the class online from prior semesters to the percentage of students who passed the course this semester.

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.

BIOL 204 (Introduction to Life Sciences) was redesigned as a Biology Boot Camp in Fall of 2014. The redesigned BIOL 204 was offered as a 40 hour course the week prior to the academic year (as a BIO 195). The target audience was students between their Freshman and Sophomore years who struggled to pass chemistry and math courses. The first offering was as a BIO 195 pilot. We have found that this population often fails the first core biology course, and thus this is a bottleneck to graduation. We explored ways to offer it as a hybrid or online and with virtual labs in order to prepare students for the real lab experiences, which are much more costly. The intent is for the students to form a learning community and to continue with Supplemental Instruction heading forward into the fall se
mester. We found that the students in the cohort performed slightly better than the class average (CHEM 210 class average 70% pass rate, cohort 71% pass rate), even though that population typically had an almost complete failure rate. All of the students passed at least one component (lab or lecture), and they also all passed the chemistry they were taking concurrently. Because of the success, we have implemented similar type of student discussion and support as BIO 295 going forward.

BIOL 1010 (Principles of Biology) is a 3-unit survey course in biology for non-majors, and meets the CSU Stanislaus general education requirement in area B2. In this course we cover cells and molecules, genetics, evolution and ecology. This is a large lecture course, capped at 119 students. Historically (e.g., AY 2008-09 - 2011-12) D/F/W rates averaged 41% across all sections. My sections (n=7) of the course, prior to interventions detailed in this ePortfolio, averaged a 33% D/F/W rate. The goal of this project was to significantly reduce the D/F/W rate in the course. In Fall 2014 I piloted nine new interventions in the course; that semester the D/F/W rate dropped to 26%. This 15-point drop in the D/F/W rate is encouraging, and I am repeating the same course structure and interventions in Spring 2015 to see if the same results occur.

General Biology 1 is a content-heavy foundational course for Biological Sciences majors and is also required for students in other STEM disciplines. While the lecture section is relatively large (96 students), in light of the high school experience of incoming freshmen, the lab sections (24 students) provide an opportunity for more individualized instruction. The course redesign strategies to be implemented in Fall 2014 include: a more direct emphasis on the development of effective study skills, metacognition and reflection; incorporating adaptive learning components to online homework assignments; mini-videos recorded by the lecture instructor to help students make the connections between lecture and lab material; and supplemental instruction. For students who actively engage in the course, these strategies should improve long-term success in meeting student learning outcomes, student preparation for advanced coursework, and pass rates in the course.

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.

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.

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 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.

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.

During Spring 2014, we will test several approaches that may enhance student learning in Biol 101. Those with positive effects on student performance will be introduced into other sections in the future. In Spring 2014, each of 7 course instructors will introduce one specific pedagogical change to their course section(s): (1) Supplemental Instruction, (2) frequent in-class assessment using clickers, (3) student pre-class preparation/mastery using online quizzes and self-tests associated with the textbook (Prep U©), (4) SoftChalk© tutorials on study skills and difficult course concepts, and (5) the flipped classroom model. We will assess the impacts on student performance by quantifying (a) pass rates and gpa, (b) exam scores, (c) student attitudes using the CLASS-BIO survey, (d) student understanding of key concepts using embedded questions on exams, and comparing the Spring 2014 classes with those taught by the same instructor in Fall or Spring 2013.

Course redesign to increase capacity, better articulate with transfer students, and improve student success by reducing the total number of units (10 to 8) while retaining an inquiry-based curriculum. Redesign occurred during 2013-14 academic year and courses were piloted during the 2014-15 academic year with full implementation to start in the fall of 2015.

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.

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.

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.

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.

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.

BIOL 102/102L Human Biology - looking at the transfer of pedagogy from a traditional undergraduate lab course, to a functional and successful online environment. The aim was to match and improve upon well-known tactics to deliver a lab course, using the redesign effort to create an interactive student experience.

In order to better understand the impact of course redesign elements on student performance in this and future coursework, I obtained Institutional Research Board approval to collect detailed data associated with participating students. The analysis includes three semesters of data from the redesigned course. Conclusions will inform future approaches to instruction in General Biology 1.

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.

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.

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.

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

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

The Biology major switched over to requiring iPads in Fall 2013. iPads 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.

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.

Functional Human Anatomy is a non-majors course with an annual enrollment of over five hundred students and, at present, no prerequisite courses to prepare the students for the demanding subject matter. Although course redesign was begun over three years ago, there is still a great deal to be done: implement a modified-flipped format in the laboratories (currently in progress Fall 2015), create web-based learning activities to complement the face-to-face components of the course (currently in progress Fall 2015), and record movies to facilitate studying outside of the classroom. In addition, web-based and face-to-face components need to be redesigned to interact pedagogically so that the advantages of both enhance student learning. Recording lectures and anatomy laboratory demonstrations for online dissemination, development of interactive powerpoints in addition to those already in use, and restructuring the course to facilitate transference to the Fresno State tablet initiative are necessary.

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.

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

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.

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).

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

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

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

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

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.

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

Biol 211 prepares the new Bio majors for their upper-division core classes (as well as their electives), as most of the Program SLOs are introduced to the students for the first time and subsequently reinforced throughout the rest of their academic careers. It has historically, been largely delivered in a stand-up, in-person lecture format, along with a lab section where students get hands-on access to organisms and concepts (via prepared microscope slides, preserved specimens, anatomical models, some live organisms, and computer-based simulations).

This project aims to reduce the passive information absorbing nature of the course via large lecture, and to inrease the level of interaction between students, as well as, between students and their instructors. The course is an extremely information heavy course; old study habits that students may have learned (that may well have been successful in other classes, e.g., rote memorization, being able to put off serious studying until the last second) don't work here. New study techniques will be developed and presented to the students. Course materials (e.g., lectures) will be recorded and posted to the online LMS. Some instructional modules will be recorded to videos, posted to the LMS for students to watch on their own, and then followed up with in-class discussion and quizzes.

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

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

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

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.

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.

Students earning poor or failing grades in introductory major's coursework are left to choose from continuing with upper level courses ill prepared, repeating courses with prior poor performance, or changing their major. Too often these students go on only to fail again. Their continued struggle can present a bottleneck within the curriculum for a degree program and / or lead to extended times to graduation. Previously we identified poor study habits among students in our freshmen course including low numbers of hours per week spent in study. Among new pedagogical tools recently developed we are interested in those that may encourage student engagement with coursework material. In an attempt to increase student engagement with course material we will test efficacy of adaptive learning software assignments paired to course lecture topics. In evaluation we will examine student perceived study times, software provided measures student required time for completion, and performance on biology concept inventory assessments.

We redesigned a GE biology course by using existing web-based software to replace traditional wet labs. Two new modes of lab instruction were compared to the traditional offering: (1) all labs online with a "drop-by" help center and (2) a hybrid "flipped lab" model with two tracks of online and in-person labs alternating every week. Both modes included a face-to-face lecture. Engaging inquiry-based exercises were developed around each online activity where students are provided background information, guided though a series of basic experiments, encouraged to design their own experiments, and required to produce a simple scientific report that is delivered electronically. A rubric was designed so that graduate assistants can grade reports. The course offerings with online labs were piloted during the 2013/14 academic year. Formative assessment involved the tracking of students' attitudes and performance. Summative assessment compared student performance for the online, hybrid and traditional modes.

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.

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

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 .

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

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

This 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.

Principles of Financial Accounting is the first required course for business majors. Traditionally, the repeatable course rate (grade of C- or lower) has approached 50%. Using a flipped classroom, Dr. DeBerg requires students to view classroom lectures before the first class meeting each week. In the second meeting, students are broken into four groups of 30, with each sub-group broken down into groups of three. The breakout sections are led by four outstanding senior accounting majors, called mentors. During the breakout session, students do their "homework" during class time. Hence, what formerly was homework becomes classwork; what was classwork now becomes homework.

FINA 307 (Business Finance) has been identified as a systemwide high-demand low-success course in the CSU. We have restructured FINA 307 into a hybrid course by supplementing traditional in-class lectures with web-based out-of-class learning activities and on-demand help system. To improve the student success rates and narrow achievement gaps, we redesign FINA 307 to accomplish two goals. First, We have developed more engaging pedagogies to make the teaching and learning process more learner-centered, and to inspire students to move from passive recipients of knowledge to active learners. For example, integrate technology into lectures, provide real data with hands-on experience, adopt clicker response system, encourage student study groups, etc. Second, we provide on-demand help, such as, tutoring service, online learning system, homework management system, and video tutorials.