Replies to This Discussion

Permalink Reply by Maggie Beers on November 8, 2010 at 4:43pm

Hi Jim, That's great, we would still love to participate with SDSU. I am revising the google doc based on Friday's conversation and will let you know when to contribute (I'm thinking tomorrow, after I've got the ideas figured out better). --Maggie

Permalink Reply by Moustapha Diack on October 27, 2010 at 1:10pm

I am looking forward to collaborative projects to further researches involving the usage and assessment of Virtual Labs. I know that CSU and other institutions are currently implementing these innovations. I wanted to see us develop and scale-up/research programs that will involve many partners. I am wondering if the Team at CSU could not take a lead on this.Campus tech has run a Blog on this subject in its last issue - http://campustechnology.com/articles/2010/10/27/virtual-labs-augmen...
We have also promoted these innovative technologies within MERLOT Africa Network, by having granted and Award to the CSU team in 2008 for their exemplary work (MANeLA Awards 2008).

Permalink Reply by Arlene Krebs on November 2, 2010 at 3:20pm

Arlene Krebs-We've begun speaking/working with 4 local community colleges--Hartnell, Cabrillo, Monterey Peninsula College and Gavilan, in partnership with CSU Monterey Bay and UC Santa Cruz--and we are now querying SJ State concerning Pre-Calculus and Calculus Courses.

Lectures captured, shared curricula, articulation on outcomes, learning resources, and collaborative learnign activities in labs and workshops. We are exploring Blended Learning and Open Courseware.

Anyone in the CSU interested in this thread for Math? We're forming the Central Coast Calculus Coop, C4 power!

Let me know, regards, Arlene

Permalink Reply by David Levin on November 4, 2010 at 2:43pm

Hybrid lab courses for core math courses. At Cal State Northridge we have developed a hybrid lab course for Business Math. We will be using this model for other core math courses. Students are often not fully prepared for success when they enter core math courses. This program tests students when they register for core math courses. If they are found deficient in some areas required to succeed in the course they co-enroll in hybrid math learning labs which provide supplemental instruction. Their work in the hybrid lab courses provides tailored remediation to lower division core math course. This builds on the successful redesign and implementation of Math 103L (Business Math) which was redesigned with funding from the CSU. This model has already been exported to another CSU campus for business math, and is currently being implemented at CSUN for other core math courses.

Permalink Reply by Arlene Krebs on November 4, 2010 at 3:02pm

Hello again everyone interested in math...as mentioned in my previous post, we're preceding by examining initiatives that have worked at each of the partnering schools--including summer math academies, tutors and mentors, course completions, intensive/focused learning on core math topics, etc. If you are interested in participating in our discussion and hopefully pre-application, pls. call in this Friday, Nov. 5th from 11:00-noon to join our discussion. 218-339-3600; passcode is 807174#
THANKS! Arlene

Permalink Reply by David Levin on November 4, 2010 at 2:47pm

Hybrid model for core business courses. In order to efficiently meet high demand the CSUN College of Business and Economics redesigned a core course in management and organizational behavior from traditional to hybrid format. The course is a 3-unit upper division core that is taken by all business majors. Each semester the College offers six sections of the course in large lecture halls, enrolling a total of 900 students per semester. The purpose of the redesign was to increase effectiveness (improve student learning and completion) and efficiency (save university resources, streamline course administration, reduce student commutes and increase flexibility). The hybrid model is scalable to expand the number of students served per section; the project will leverage the technology and methodology (process) to break silos in two directions - across departments within CSUN and across institutions to other CSU campuses.

Permalink Reply by Arlene Krebs on November 5, 2010 at 3:09pm

Update on Bridging the Divide--Everyone Can Learn Math
following our Conf. Call this morning-Nov. 5th
The 6 partners: MPC, Hatnell, Cabrillo, Gavilan (4 CA Community colleges) and CSUMB (repping the CSU) and UCSC (repping UC system) are working on collaboration for developmental math (pre-algebra, algebra, intermediate algebra & pre-calculus and calculus courses) serving hundreds of students and involving Summer Boot Camps, Math Labs, online resources, teaching asst's etc.) --Is this blended learning, deeper learning or Open courseware - not yet determined. Concept is to collapse 3 semester courses into 2, or 2 semester courses into 1. Each of the partners has models and successes. We are looking to roll out/provide models to other campuses in each of our systems. Initiative focuses on sharing resources, all online, etc.
Any CSU interested in participating, pls. contact me--even if you would like to be included in the potential scale up of this initiative. thanks, Arlene

Permalink Reply by Kathy Fernandes on November 10, 2010 at 3:54pm

Our proposed NGLC project involves scaling the Academy e-Learning (AeL) program developed by California State University, Chico (CSU Chico) for adoption by other campuses in the 23-campus CSU system. Briefly, AeL is an institutional program designed to engage faculty in redesigning courses and managing learning, based on contemporary research on student learning, leading edge technology, and high impact pedagogies that engage students. Its purpose is to transform teaching philosophies and practices at CSU Chico from traditional lecture style (sage on the stage) to student centered, especially in large-enrollment classes. Initiated three years ago, AeL has been successful in transforming courses. It now includes both general education and majors courses, large and small enrollments, and online classes.

AeL was initiated three years ago to address four specific challenges facing CSU Chico:

* Extant teaching practices/philosophies that did not facilitate coping with increasing class size without also increasing daily teaching and class support activities.
* Faculty desire to incorporate newer technologies into the teaching of courses, but who lacked familiarity with the resources available and how to leverage specific technologies for the greatest benefit to students
* A lack of campus-generated data on student success related to large-format technologically supported classes (online, but hybrid and lecture format as well).
* A lack of functioning and tested large course redesign models that demonstrated effective practices while also preserving student learning, student/faculty satisfaction, and financial savings.

To directly respond to these challenges, an overarching goal of AeL has been to improve student learning, engagement, retention, and the attainment of positive learning outcomes through the redesign of high enrollment courses and cost saving measures in an era of budget exigencies. More information is available at http://www.csuchico.edu/academy/

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