Wall of COOL

Hyeryung Hwang

IGE 1020H: Engaged Education: Integrating Knowledge, Learning and Success

View Hyeryung's Interview (2m 53s)

Professor Hyeryung Hwang’s IGE 1020H Engaged Education: Integrating Knowledge, Learning and Success course supports a diverse array of learners and cultivates empathy through a variety of engaging activities. For the signature assignment students collaborated with university web developers, the Disability Resource Center, and the Kellogg Honors College to create an accessibility layer on the campus map that marks the locations of ramps, elevators, and automatic doors, for the benefit of users with mobility impairments.

Kathryn McCulloch

CHM 3280: Biochemistry II

View Kathryn's Interview (3m 00s)

Professor Kathryn McCulloch’s CHM 3280 Biochemistry II course provides learners with an environment that is both challenging and supportive. The infographic project gives students a creative outlet and helps them practice the art of science communication. The signature assignment is a series of module summaries that reinforce crucial metacognitive skills which can benefit students in all of their courses.

Soon Young Jang

ECS 3600: Emergent Literacy in First and Second Language Acquisition

View Soon Young's Interview (2m 59s)

Professor Soon Young Jang’s ECS 3600 Emergent Literacy in First and Second Language Acquisition course provides a tremendous amount of student interaction through the Translanguaging project, where students work in teams to create bilingual resources for children, and through Bilingual Storytimes, where students then share those resources with children in the community. Use of tools such as GoReact and Padlet encourage further interaction online.

Team Civil Engineering

CE 1011L: Surveying Engineering Laboratory

View Team CE's Interview (3m 02s)

Professors Allan Ng and Omar Mora built upon the work of former professor Amy Bledsoe to make their CE 1011L Surveying Engineering Laboratory course an engaging learning experience for students, teaching them skills that can be immediately applied in their engineering careers. Multimedia learning objects, videos, and other pre-lab activities help students understand important concepts before they go out into the field, so valuable lab time can be used to focus on skills mastery.

Berit Givens

MAT 3470: Combinatorics

View Berit's Interview (3m 25s)

Professor Givens employs mastery grading in her MAT 3470 Combinatorics class to encourage students to keep working at problems until they get it. Instead of traditional homework and tests that punish students for errors, mastery grading allows students multiple attempts to meet learning objectives. Additionally, Professor Givens’ Canvas course displays an excellent and user-friendly design, despite this being her first time teaching online.

Iman Hemmatian

BUS 4950: Strategic Management

View Iman's Interview (3m 22s)

Professor Hemmatian’s BUS 4950 Strategic Management course shows that a fully online asynchronous course can still be interactive and engaging for students. This capstone course uses the case study method to give students a preview of decisions they may face as future business owners or CEOs. Lively discussion boards combine with Professor Hemmatian’s hands-on approach of connecting with students to create a dynamic learning environment online.

Janel Ortiz

BIO 3040: Environment and Society

View Janel's Interview (3m 14s)

Professor Ortiz’s BIO 3040 Environment and Society course is an upper division GE that bridges the gap between STEM and social sciences. Guest speakers, Zoom breakout rooms, and a variety of online resources are utilized to encourage engagement online. The signature assignment of this course takes advantage of CPP’s Virtual Software Lab, allowing students access to Geographic Information Systems (GIS) software, so they can conduct research on redlining and environmental justice.

Kate Ozment

ENG 3010: Literary Theory and Cultural Studies

View Kate's Interview (3m 04s)

Professor Ozment’s ENG 3010 Literary Theory and Cultural Studies course utilizes a unique mix of technologies and pedagogical approaches to encourage student success. Use of a course Discord server provides a platform for student engagement and collaboration, even after synchronous class sessions end. Perusall allows for collaboration and sharing of insights during the deep reading of course texts. A labor-based grading contract outlines expectations and encourages students to engage in the learning process and take risks.

Ekaterina Chernobai

FRL 3000: Managerial Finance

View Ekaterina's Interview (3m 10s)

Professor Chernobai’s FRL 3000 Managerial Finance course begins with a foundation of solid course design and adds a well-developed online presence to help students succeed. Tools such as Zoom breakout rooms, GroupMe, Kahoot, YouTube, McGraw Hill Connect, and discussion boards are used together to help students engage with the content and collaborate with each other.

Olga Griswold

ENG 4220: Language in Society

View Olga's Interview (3m 07s)

Professor Griswold’s ENG 4220 Language in Society course has a clean and accessible course design that fosters interaction and inclusion. Students engage with each other, and the professor, via discussion boards and through a semester-long research project. Professor Griswold also employs a “Response Tracker” to ensure that all students have the opportunity to actively participate. Additionally, students are encouraged by the course content to explore a variety of diverse viewpoints and identities.

Roseann A'Jontue

KIN 1550A: Stretching

View Roseann's Interview (3m 12s)

Professor A’Jontue’s KIN 1550A Stretching course shows how an activity course can be successfully adapted to remote learning. In place of the typical face-to-face format, which relies on the instructor to demonstrate movements and techniques, students are presented with well-organized learning units that contain a curated collection of online resources. Students are offered a variety of ways to demonstrate the kinesthetic knowledge they have gained, either through self-recorded videos or still photos, or through other multimedia.

Team Early Childhood Studies

ECS 2100/A & ECS 4100/A: Clinical Practicum I & II

View Team ECS's Interview (3m 14s)

Needing to adapt their Clinical Practicum courses, ECS 4100/A and ECS 2100/A, for remote learning, Professors Navarro-Cruz and Haywood-Bird teamed up with Reference Librarian Sally Romero to create a truly polytechnic learning experience for their Early Childhood Studies students. In place of working with children in a face-to-face setting, students conducted lessons and activities via Children’s Story Time events on Zoom. Additionally, students from the two courses were paired together to provide peer mentoring opportunities.

Stephanie Marin Rothman

BIO 3010: Human Sexuality

View Stephanie's Interview (2m 25s)

Professor Rothman’s BIO 3010 Human Sexuality course is fully online, but challenges students to go out into the real-world. Students are given multiple options for assignments so they can more easily navigate material of a sensitive nature. For lectures, PowerPoint slides and audio narration are combined using the screen-recording software Camtasia. These videos are then placed onto the instructor’s YouTube channel, complete with closed captions.

Amàlia Llombart

SPN 1120: Introduction to the Spanish-Speaking World

View Amàlia's Interview (2m 42s)

Professor Llombart’s SPN 1120 Introduction to the Spanish-Speaking World course is an excellent example of using hybrid and flipped modes of instruction together. There is a solid course design that includes a strong commitment to making a good learning experience for all students. The course also features expertly crafted videos, taking advantage of MediaVision’s recording studio.

Payam Parsa & Greg Placencia

IME 4030: Fiscal Implications in Technical Decision Making

View Payam & Greg's Interview (2m 43s)

Professor Parsa’s IME 4030 Fiscal Implications in Technical Decision Making course, in collaboration with Professor Placencia, employs a flipped mode of instruction. Lectures are delivered via high quality videos which are created on an iPad. Use of Piazza allows students to post questions, create a sense of community, and provide feedback to the instructor.

Ann Lara

HRT 3410: Professional Work Experience

View Ann's Interview (2m 37s)

Professor Lara’s HRT 3410 Professional Work Experience course utilizes a variety of technologies to engage students and create a learn-by-doing environment in a fully online course. Students are tasked with using Big Interview, an in-depth tool to prepare and practice for interviews. Other tools used in the course include LinkedIn, LinkedIn Learning, and Handshake. The overall experience helps students strengthen their soft skills and prepare for job searches.

Jason Zhang

HRT 3830: Food and Beverage Operations

View Jason's Interview (1m 57s)

Professor Jason Zhang’s HRT 3830 Food and Beverage Operations course exemplifies the definition of polytechnic learning. Students are provided with the skill sets, experience, and knowledge they need to succeed in the restaurant industry. An online “e-training” program, delivered through Blackboard, provides students with training documents and videos covering real-world restaurant technologies and practices, freeing up class time for in-depth discussion and application.

Gabriel Davidov-Pardo

FST 3180: Sensory Evaluation of Foods

View Gabriel's Interview (2m 3s)

Professor Gabriel Davidov-Pardo’s FST 3180 Sensory Evaluation of Foods course combines excellent course design, metacognitive strategies, and technology to give students a holistic learn by doing experience. Industry-standard software, RedJade, is used in conjunction with classroom tablets and a smartboard acquired through a SPICE grant.

Jodye Selco

CHM 3010: Modeling the Fundamentals of Physical Chemistry

View Jodye's Interview (2m 14s)

Professor Jodye Selco's CHM 3010 Modeling the Fundamentals of Physical Chemistry course makes excellent use of multiple campus technologies to create effective and accessible instructional content for a fully online course. Blackboard’s collaborative tools are leveraged to promote engagement and collaboration. The eLearning Quality Matters (QM) Blackboard Course Template is also used to provide a clear course structure.

Vernon Snyder

MU 1000: Introduction to Music

View Vernon's Interview (2m 9s)

Professor Vernon Snyder's MU 1000 Introduction to Music course hinges on student engagement with his customized online eTextbook published through Great River Learning (GRL). His well-designed learning path includes online instructional content -- made up of text, images, and multimedia -- and modular assessment facilitated through online quizzing. Students routinely report a favorable experience with this course and note the ease with which they learn piano exercises through provided video tutorials.

Kristen Schiele

IBM 403: E-Marketing

View Kristen's Interview (2m 12s)

IBM 403 emphasizes learn-by-doing as students engage in real-world activities related to E-Marketing, culminating in the completion of a digital marketing strategy for a real company.

Dr. Schiele effectively prepares students for the job market as they learn about search engine optimization (SEO), email marketing, social media campaigns, and analytics through the hands-on use of industry technologies.

Juanita Jellyman

BIO 499: Human Reproduction

View Juanita's Interview (2m 10s)

Junita Jellyman's BIO499 Human Reproduction course makes excellent use of Blackboard to create meaningful discussions on sensitive topics between her students. By using Blackboard's discussion board, students can share experiences online without fear.

This course also makes excellent use of supplemental material to deliver content in multiple ways. By making use of Ted-talks, NPR articles, and other alternative resources, students have many ways to engage with the complex topic

L. Lin Ong

IBM 300: Principles of Global Business

View Lin's Interview (2m 17s)

Bringing the learn-by-doing approach to an international business course, students use the X-Culture platform to work on real world problems in teams with other students from around the world.

Students are also introduced to a variety of free communication and collaboration tools they are likely to use in their careers.

Additionally, the course features an easy-to-navigate Blackboard site based on the Quality Matters Blackboard Template.

Chitra Dabas

AMM 350: Retail Buying II

View Chitra's Interview (2m 10s)

Professor Dabas' AMM350 course is a great example of solid course design and the learn-by-doing philosophy. With an emphasis on accessibility, this AMM 350 course makes use of QM to template to modularize content and provide clear learning objectives to create an intuitive experience.

In this course students address real-world problems by analyzing case studies from apparel retailers. By making use of real world case studies, students are able to prepare for problems they may encounter in their professional careers.

Amanda Marsh

PLT 300: Insects and Civilization

View Amanda's Interview (4m 21s)

The course adopts principles from Quality Matters to encourage a positive learning experience in a general education online course. Students engage with the content by using interactive elements, such as video, animations, and quizzes. Online discussions are also implemented to promote student collaboration.

Although the course mode is fully online, students are given a "work space," allowing them to learn from real-world experiences. Activities include independent interactions with plants and insects at various botanical gardens and the Cal Poly Pomona Insect Fair.

The multi-modality of course activities is purposely designed to meet diverse learning needs.

Joanne Van Boxtel

EDS 520: Teaching Mathematic to Students with Disabilities

View Joann's Interview (5m 3s)

The course adopts a hybrid format, allowing face-to-face meetings to be more meaningful and provide engaging student learning experiences. Technology-enhanced Blackboard modules augment course concepts and assigned readings.

Adobe Spark Video is used to introduce the instructor, core components of the course, and the nature of the course's delivery. A variety of instructional materials are used to convey core concepts, including multimedia-rich, self-paced learning modules, podcasts, videos, and case studies.

Students collaborate using several Blackboard tools, including Wikis, Discussion Boards, and Blogs. Additionally, in true "learn by doing" fashion, students complete 10 hours of required fieldwork toward their California Education Specialist Credential. Rubrics are used to clearly provide grading guidelines.

Synchronous communication technology, such as Zoom, is harnessed to conveniently hold virtual office hours.

Chantal Stieber

CHM 572: Advances in Inorganic Chemistry

View Chantal's Interview (3m 50s)

This computational methods course fully embraces the polytechnic philosophy as graduate and advanced undergraduate students conduct original research projects. Students follow the full scientific process from review of existing literature and project proposal through to writing for publication and peer-review.

Thanks to a National Science Foundation (NSF) grant, students conduct their research using XSEDE supercomputing facilities.

Jae Min Jung

IBM 320: Market Analysis and Control

View Jae's Interview (5m 44s)

The course is "flipped" and uses the Quality Matters framework. Technology enables students to review required materials before the class meeting. Various types of multimedia are used as learning materials, addressing students' diverse needs. Materials are selected and created with learning objectives alignment in mind. Hands-on activities are facilitated in class to amplify student understanding, resulting in a high rate of attendance.

Student groups solve real-world problems through case studies and the application of industry technologies, such as Qualtrics. Additionally, students reflect on group performance by conducting peer evaluations.

Kenneth Lamb

CE 332

View Kenneth's Interview (9m 8s)

This flipped course has been refined over successive iterations to contain videos with enough breadth and depth of information to offer comprehensive coverage of the course topic.

Course videos are accompanied by homework problems that ensure students have watched the videos and come to class prepared. Also the questions are designed to reflect licensing exam questions, providing another practical application of the learn-by-doing approach that prepares students for future success.

Homework problems are reviewed in the following class session so students can identify where they made errors and get prompt feedback from the instructor. Grading rubrics define expectations and provide a level of uniformity in how scores are awarded.
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Shokoufeh Mirzaei

IME 301, IE 416, IE 417

View Shokoufeh's Interview (12m 36s)

Video lectures are created using Doceri and are accompanied by prepared notes. To encourage student participation in the following class session certain aspects of some engineering problems are intentionally left out of the videos.

Social media is leveraged to keep students connected outside of the classroom. The instructor posts follow up points and extra credit questions on Instagram to boost student participation and engagement.

Students are assigned unique homework problems designed by the faculty to reinforce the lesson from each video resulting in a high homework completion rate.

Industry experts from across the country give guest lectures via Skype to add real-world relevance to the class and expose students to a variety of ideas and viewpoints.

Team Sociology

SOC 201

View Team Sociology's Interview (6m 38s)

When addressing the need to create video lectures for this survey-level course, the Sociology Department took a team approach: each lecture was done by a different faculty member who specializes in that topic. This way students are exposed to a variety of different viewpoints, reflecting the diversity of opinions present in social science.

The lecture videos are designed to work together with selected documentary videos and text readings to immerse students in the content and foster deeper learning.

Short response assignments are linked to each lecture to keep students engaged with the content.

Eileen Wallis

HST 391S

View Eileen's Interview (8m 58s)

The course combines technology through use of Scalar, an open source web-publishing platform, with good historical pedagogy via service and project-based learning.

The students receive important hands-on experience about what it means to “DO” history in a public venue by being involved in the actual historical work, including its digital component.

Student projects focus on collaboratively researching and locating sources, integrating images and audio, and presenting the final result as a digital story. At the end of class, students have an opportunity for individual reflection and to learn from others through peer evaluations.

Team Art

ART 455A, ART 356A, ART 352A

View Team Art's Interview (10m 18s)

Students in three different courses at Cal Poly Pomona collaborated with each other and with students from CSU Fullerton and University College of Northern Denmark to solve real-world problems for companies UST Global and LEGO.

Benefitting from the iRise-on-Campus program, students were given the opportunity to gain valuable experience using iRise software for app development visualization and collaboration.

The Graphic Design and Web Design classes created static designs and planned out the user experience for each app. Then the project was passed to the Motion Graphics class who created 30-second promos.

Faye Wachs

SOC 444/A: Survey Research with SPSS Activity

View Faye's Interview (4m 57s)

The course uses the flipped approach. The students are assigned to watch an online lecture video for the class activity preparation.

The students are given extra learning tools in the form of online pre-videos.

The hands-on learning during the class meeting is conducted with activities and practices, “which is a good change of pace.”

The pre-test and post-tests that were conducted indicated that, overall, students are learning at least as much in the flipped class format.

Mariappan Jawaharlal

ME 214: Vector Statics

View Mariappan's Interview (13m 11s)

Appropriate tools and effective resources are provided to make learning meaningful, give real world connections, and create expectations for higher standards.

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), short narrated videos for home work solutions, and practice quizzes with feedback are always provided.

Students are engaged continuously through pre-class and post-class videos of the real world application.

Preliminary results of this study indicate the success of this redesigned course as the failure rate is in the range, 15-25%, a dramatic drop from 50%."

Students are assigned unique homework problems designed by the faculty to reinforce the lesson from each video resulting in a high homework completion rate.

Industry experts from across the country give guest lectures via Skype to add real-world relevance to the class and expose students to a variety of ideas and viewpoints.

David Adams

PHL 433: Biomedical Ethics

View David's Interview (6m 35s)

The course emphasizes the extensive use of learning technologies to support and enhance the learning experience.

Links to videos and websites of interest are provided before the class meeting.
Students have responded positively to personalized, constructive audio feedback on writing assignments.

The relevant weekly topics are chosen to promote student engagement.

Alex Small

PHY 409: Computational Physics

View Alex's Interview (4m 27s)

The course emphasizes the use of technology to simulate and visualize physical processes.

Activities in the lab are conducted to promote the learn-by-doing philosophy, such as writing code, trouble-shooting code and interpreting output.

Final projects focus on fact-checking claims found on Wikipedia. Students are encouraged to consider project topics that use a simulation to evaluate a poorly-supported or poorly-explained claim on Wikipedia.

Students are given an opportunity to review each other’s projects and receive a peer-evaluation.

Linchi Kwok

HRT 390: Hotel Sales, Advertisement, & PR

View Linchi's Interview (6m 10s)

Technology infused course focuses on collaborative and active learning in a highly interactive classroom environment, and on increasing faculty-student contact and student-student contact outside the classroom.

Because the class is about marketing with social media, social media use encourages students to remain engaged outside the classroom. Students Facebook and blog outside of class and are encouraged to connect through LinkedIn.

Class meetings include real-time in-class online polling followed by discussion, plus Skype interviews with industry professionals.

Mobile apps enhance the class, leading to more student-faculty interaction.

Jenny Banh

EWS 301: Ethnic Identity and the Arts

View Jenny's Interview (7m 21s)

Technology in this CSU-system level course focuses on maximizing instructor-student and student-student contact.

Lectures are videotaped and captioned for ADA compliance, and the first lecture was hand-animated for extra interest.

Students upload resources to the class forum, contributing to each other’s work, and comment on one another’s blog entries.

Content is clearly organized in weekly modules, while grades are regularly updated.

Virtual office hours are held through Moodle and Skype to enhance instructor availability.

Laurie Starkey

CHM 317L: Organic Chemistry lab

View Laurie's Interview (9m 25s)

This is the first course in a sequence. Technology infusion in this course helps students succeed in subsequent courses too.

Online tutorials provide discussions of chemistry theory plus video demonstrations of lab techniques. Tutorials demonstrate experimental set-up, discussion of common mistakes, demonstration of the experiment, and analysis of results. Tutorials promote efficient use of time in the lab, fewer mistakes, better retention of the technique performed, and a safer laboratory environment. Tutorials result in significantly improved student performance on pre-lab quizzes.

Interactive online pre-lab quizzes with built-in critical feedback.

Paul Nissenson

ME 232: Engineering Digital Computations

View Paul's Interview (9m 1s)

Technology infused course supports active learning, student engagement, and student responsibility for learning in a flipped classroom model.

Online learning modules with Camtasia videos, multimedia objects, and quizzes lead students through preparing for face to face meetings which include an in-class quiz and an innovative “Team Battle” activity. In Team Battle, students work in groups to create computer programs that accomplish specific tasks, using material learned during the online lectures.

Students are encouraged to collaborate and help each other through the discussion board, especially for post-class activities which are submitted through Blackboard.

Teshia Roby

EWS 425: Gender, Identity Culture, & Technology

View Teshial's Interview (5m 5s)

Technology in this course focuses on rich, engaging multimedia use.

This course section included a blind student, so all the different multimedia had to be accessible for his use.

This course also emphasizes multiple methods of engagement and communication and active discussion among students.

Jodye Selco

CHM 301: Physical Chemistry

View Jodye's Interview (7m 15s)

Technology infusion supports student success in a notoriously difficult, abstract, and mathematical class. Technology usage enables a “flipped,” inquiry based model that focuses on making abstract concepts come to life in real-life, understandable ways.

This course has an ADA compliant syllabus and clearly organized Blackboard modules which include Directions, Dataset, Solutions, and a Debrief produced by Adobe Presenter.

The course focuses on Excel for maximum utility. Not only do students learn physical chemistry, they learn fluency in Excel.

Hector Mireles

PHY 301: Energy and Society

View Hector's Interview (5m 38s)

Incorporated audio and video materials to enhance course modules and address multiple learning styles.

Well organized modular course content.

Used introductory video to describe course goals

Anna Carlin & Daniel Manson

CIS 100: Personal Cyber Wellness

View Anna and Daniel's Interview (3m 16s)

Media-rich modular topic introductions provided an overview of the week’s theme.

Used Adobe Presenter to add audio to enhance PowerPoint lectures.

Used online tools for learning assessment.

Engaged students using an interactive, online game to reinforce anti-phishing concepts.

Shahnaz Lotfipour

GED 571: Graphic Design for Educational Multimedia

View Shahnaz's Interview (5m 23s)

Enhanced student collaboration using wikis, blogs, virtual classrooms, discussion boards, online surveys, and use of Apps.

Incorporated project-based assignments that promoted student collaboration.

Employed instructional design strategies in designing the course.

Ronald Heimler

AMM 457 & AMM 341: Dynamics of the Global Apparel Complex & Apparel Professional Development

View Ronald's Interview (2m 1s)

Adobe Connect enabled synchronous delivery of the course materials in lieu of traditional in-class lectures.

Used recorded lectures to reinforce key concepts.

Students applied what they learned in collaborative virtual and face-to-face team assignments.

Jill Wenrick

ANT 112: World Cultures via the Internet

View Jilll's Interview (3m 33s)

Integrated Turnitin effectively for student engagement through peer review assessments.

Created a sense of community among the students by using the discussion board tool to encourage communication and participation.

The fully asynchronous mode of delivery for this course afforded students flexibility to work at their own pace.

Zhenxing (Eddie) Mao

HRT 203: Hotel/Resort Operations

View Eddie's Interview (2m 14s)

The students and the instructor interact on Blackboard blogs to create online learning communities.

Weekly lectures, using Adobe Connect and industry videos as delivery methods, introduce students to key concepts.

Students engage in learning at their own pace and under their own control.

Tanya Faltens

MTE 208: Introduction to Electronic Materials & Properties

View Tanya's Interview (3m 46s)

SoftChalk lessons provide students with instructional materials and drills that they can repeat multiple times until they master the concepts.

Discussion board and wikis are available for students to post and answer questions about the material and homework.

Students use iClickers to respond to questions during the lectures. In this way, all students have a voice, and I get immediate feedback on how well they are following the lecture.

Suketu Bhavsar

PHY 303: The Universe in Ten Weeks Honors

View Suketu's Interview (2m 14s)

Engaging students through online discussion board.

Mastering Astronomy, a web based learning tool.

My knowledge, when we met for the face-to-face part of the class, of the students' questions and thought processes as they read, observed the night sky and pondered the issues, through the entire week.

Barbara Bromley

EDS 531, EDS 532, EDS 526: Certificate in Autism Spectrum Disorders (Fully Online)

View Barbara's Interview (1m 55s)

Weekly modules, using Adobe Connect, SoftChalk, external sites, and embedded videos in a mindfully constructed, developmental sequence of three courses.

Courses are fully online, allowing students from all over the U.S. to enroll.

Students interact with each other using asynchronous discussion boards, which allows them to share their own success stories of working with students with autism spectrum disorders, as well as learn new ideas, and strategies from other teachers.

Henry Co

TOM 432: Production Management

View Henry's Interview (2m 45s)

Adobe Connect lectures allow students to understand the course materials, anytime, anywhere, and as often as need arises.

Incorporating multimedia elements such as virtual plant tours, and YouTube videos help bring to life the technologies and equipment described in the textbook.

Students collaborate on learn-by-doing projects by communicating with team members and the instructor electronically.

Weimin Li

LA 499: Intro. to GIS in Landscape Architecture

View Weimin's Interview (1m 52s)

The instructor built a cyber class room on BlackBoard and Adobe Connect Server, in which learning objectives and learning materials were well organized and made accessible to students any time anywhere.

With the online step by step laboratory manuals, online geospatial datasets, and carry-on GIS platforms, students were able to continue their learn-by-doing experience beyond class hours.

Multiple ways of communication such as email, online forum, message system on blackboard not only increase students' accessibility to the instructor's help and feedback but also foster discussion about the subject matters among students.

Dale McCabe

BIO 100: Life Science

View Dale's Interview (1m 46s)

Course was organized in Units that contained material for each major exam so that the course would be very easy to navigate.

Frequent communication in the form of weekly announcements was employed to make sure the class ran smoothly and to avoid student confusion and apprehension.

PowerPoint presentations were enhanced with an audio lecture for each slide using Adobe Connect and included the lecture notes posted so that students could read the text as well as hear it.

Nicole Wickler

BIO 110: Life Science

View Nicole's Interview (2m 56s)

The course is organized into three "themed" units. Within each theme, focus questions help to guide students through each folder. After opening a folder, specific icons visually identify what elements are contained within each focus question folder.

Intentional redundancy of the same content ideas being presented in visual, auditory and kinesthetic formats help to ensure students' preferred learning styles are considered. Text readings, powerpoint using Adobe Connet, video clips, animations and simulations prior to repeatable quizzes give students multiple opportunities to engage with the content.

Päivi Hoikkala

HST 370: History of California

View Päivi's Interview (3m 10s)

During the first week, the students and the instructor interact on Blackboard blogs to get to know each other and to create a sense of community in the online environment.

Weekly lectures, using Adobe Connect, introduce students to key themes and ideas in the course.

Students engage in the material, and with each other, in asynchronous online discussions, a key component in assessing their understanding of course materials and their ability to make history relevant to the present.

Student Affairs & eLearning

eOrientation for Veterans

View Team eOrientation's Interview (4m 39s)

Collaboration across multiple divisions funded by ACE/Walmart Grant

Reinforcing student learning and facilitating learning outcome assessment through use of module quizzes

Building connections with key service providers through creation informational videos
Facilitate familiarity with CPP LMS BlackBoard by creating all eOrientation within this environment

James Kim

PLS 202: Introduction to Comparative Politics

View James's Interview (6m 13s)

Interactive learning objects and dynamic statistical modeling tools explain theoretical underpinnings of abstract dynamic models and analyze real world data.

Student interaction is encouraged as is the review of hands-on learning content using online content sharing tools and electronic lectures.

Online social networking tools encourage student-instructor interaction and participation outside of normal class and office hours.

Christy Stevens

Research 101: Research Skills for College Success

View Christy's Interview (1m 2s)

The modules appeal to multiple learning styles through their use of audio, images, animations, and text.

Each module is aligned with the information literacy standards and learning outcomes outlined by the Association of College and Research Library's Information Literacy Standards for Higher Education.

Interactive pre and post assessments provide instant feedback, allowing users to gauge their own learning.

Larisa Preiser

CIS 310: Management Information Systems

View Larisa's Interview (1m 28s)

Most of our students are 'digital natives' born in the era of technological proliferation.

They are very comfortable using information and communication technologies for entertainment, social networking, and commerce.

Using online technologies for teaching and learning is the next frontier in educating our digital natives.

Anne Wohlcke

HST 101: History of Civilization: The Ancient Period

View Anne's Interview (2m 09s)

Students were divided into different groups for the entire quarter with each group focusing on a different region of the world. This helped create cohesion amongst students who did not see each other very often and allowed them to narrow down the overwhelming content of a world history course.

Utilization of surveys and pre/post assessments were used to gauge student learning styles

Interactive learning objects such as virtual reality tours with closed-captioning and audio narration reinforced principles and concepts of Universal Design for Learning. 

Lin Wu

GEO 351: Geography of California

View Lin's Interview (1m 33s)

Weekly modules, using Adobe Connect, SoftChalk, external sites, and embedded videos in a mindfully constructed, developmental sequence of three courses.

Courses are fully online, allowing students from all over the U.S. to enroll.

Students interact with each other using asynchronous discussion boards, which allows them to share their own success stories of working with students with autism spectrum disorders, as well as learn new ideas, and strategies from other teachers.

Jian Zhang

HRT 302: Hospitality Marketing Management

View Jian's Interview (1m 28s)

The online discussions and postings via Blackboard fit into the learning style of the tech-savvy generation.

Adobe Connect was used to create the audio lectures on Blackboard freeing the instructor from spoon-feeding course materials so the instructor can conduct the class in a way that facilitates and enhances students' understanding of 'hard-core' materials.

Having an overall hybrid course model allows students to see the face-to-face class as a transformed learning venue where they are the center of learning and discussions, not the teacher.