Click on a course below to learn more about its role in the Large Lecture Transformation Project:
Introduction to Environmental Science - 012:008 Elmer Bettis & Adam Ward
Media History and Culture - 019:091 Frank Durham
Electrical Circuits - 055:041 Mark Andersland
The main goal of this course is to improve students’ understanding of the relationship between their day-to-day life and Environmental Science, and develop students’ critical thinking to evaluate popular media articles to Environmental Science. The fully transformed course will be delivered in the spring 2014. The average enrollment of this course: 250-300.
- Adopt a blended learning model. Some of the traditional and didactic lectures will be replaced with online activities that encourage students to come prepared to the class with understanding of the topic. Then, the class time will spend more time engaging students in discussion, illustration, and problem solving activities rather than dissemination of information around fundamental concepts.
- The course structure is changed from two 75 minute lectures per week to one 50 minute lecture and one 50 minute TILE or project session (TILE and project sessions will be alternated).
- Develop course materials so students do not need a textbook. Each module provides the following materials,
- Pre-lecture materials (Readings and videos)
- Lecture videos
- Pre-lecture online quiz
- Module cap online quiz
- Re-design the course website (ICON) to support students’ self-regulated learning.
- Use students’ information to form groups (e.g., gender, major, academic status, GPA)
- Add peer-review activities & authentic assessments (e.g., semester group project)
- Provide TA training to lead lab sessions and assist faculty in TILE and project sessions effectively.
The main goal of this course is to improve students’ writing skills and critical concepts for evaluating the various roles played by journalism in the history of American journalism, and enhance students’ scholarly fluency by using historical database. The fully transformed course will be delivered in the spring 2014. The average enrollment of this course: 250-300.
- Modify readings, assignments, lecture and discussion materials, and assessments to be well connected and cohesive to facilitate student learning.
- Identify the students who have poor writing skills and provide specific help throughout the semester to improve their writing skills.
- Revise homework questions to enhance students’ critical thinking skills.
- Provide a student version of ppt. before each lecture. Student ppt. will give the outline for effective note taking during lecture.
- Move the discussion sections into TILE class rooms and provide digital curriculum.
- Develop the curriculum for discussion sessions.
- Provide a TA training to deliver digital curriculum effectively.
The main objective of this course is to enhance students’ problem solving skills. The fully transformed course will be delivered in the fall 2014. The average enrollment is 300-350
- Adopt a flipped classroom model. Students watch lectures outside of classroom at their own pace and engage in problem solving activities in class time.
- Adopt an innovative instructional technology that can effectively facilitate interactive student-centered problem solving activities in a traditional lecture hall.
- Adopt a power tool (a fully functional electronic design automation program) that allows the students to create visual representations of electronic circuits and analyze them.
- Design multiple difficulty levels of problem sets that accommodate different student learning levels (e.g., problems for all students, challenge problems for advanced students)
- Provide a prescriptive seating arrangement to facilitate collaborative learning effectively.