Course Redesign ePortfolio Showcase

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.