Course Redesign ePortfolio Showcase

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.