Proven Course Redesign

Proven Course Redesign is focused on CSU “Lead” faculty sharing their designs of their course where they have accrued evidence of the strategies’ success for improving student learning. “Adopting” faculty across the CSU then choose to adopt and adapt that proven strategy to their own courses. These faculty begin with a Summer Institute on Course Redesign with Technology and then continue through an academic-year professional learning community to discuss and evaluate course redesign successes and lessons learned. These proven courses that have documented improved student retention, engagement, and success have included such strategies as flipped classrooms, online homework, virtual labs, flipped-blended course designs, Supplemental Instruction, adaptive learning, and other technology-enhanced delivery methods.

Proven Course Redesign, 2016-2017

CohortLead(s)CampusPedagogyTechnologyePortfolio Title
Biology and ScienceNicole Bournais-Vardiabasis, Joseph RossSan BernardinoSupplemental InstructionMini-lectures, Digital homework (Adaptive Learning)Adopting and Adapting Supplemental Instruction, Digital Homework and Adaptive Learning in BIOL 200

BIO 102 Course Redesign using Blended Course Strategies and Mobile Technologies
ChemistryErik WasingerChicoSupplemental InstructionFlipped/HybridFlipping the Instructor: Evolution of a Tried and True Lecturer
EconomicsSolina LindahlSan Luis ObispoFlipped, hybridiClickers, eBook, Adaptive learningHybrid and Flipped: Using Affordable Technology to Improve Effort and Engagement
EngineeringDennis Dahlquist & Mariappan Jawaharlal & Paul NissensonSacramento / PomonaFlipped classroomVideo lectures, simulationsEngr 17: Introductory Circuit Analysis

Vector Dynamics

Redesigning an Introductory Computer Programming Course for Engineers using a Flipped Classroom Approach
EnglishStacey Anderson & Clifton JusticeChannel IslandsHybridVoiceThread, Camtasia, WordPress, GoogleDocsUsing Web Tools in a Hybrid English Composition Class
EnglishMary PaulFresnoFlipped, active learningMobile app, iBook, Google ClassroomEnglish Composition Using Mobile Application Technology
GeneticsJoseph Ross & Nicole Bournias-VardiabasisFresno / San BernardinoFlipped classroomTablets, Lecture capture, Online textbookBIO 102 Course Redesign using Blended Course Strategies and Mobile Technologies

Identifying the Role of Supplemental Instruction in General Biology Course
HistoryChristopher EndyLos AngelesFlipped, active learningOpen educational resources, Online homeworkLearning Communities, Peer Mentoring, and Flipped Classrooms in the U.S. History Survey
MarketingLois Bitner-OlsonSan DiegoOnlineOnline homework, CamtasiaPrinciples of Marketing: High Demand/Low Success Solutions
Math (College Algebra)Cherie IchinoseFullertonFlipped classroomAdobe CaptivatePre-Calculus Promising Course Redesign: A Flipped Learning Environment
NursingAlham AbuatiqSan MarcosActive learningVirtual clinical labsIntegration of Virtual Clinical Excursions in Medical Surgical Nursing Course
Political ScienceEllie ErtleChicoFlipped classroomAdaptive learning, Open source toolsCreating Learning Communities via U-Courses for Political Science 155
PsychologyAllison EvansBakersfieldOnlineCamtasia lecture videosRedesigning Social Psychology Online: Supporting Student Engagement through Supplemental Mini-Vids
StatisticsJi SonLos AngelesFlipped classroomClickers, online videosCoherent Statistics with Flipped Instruction
Virtual Labs (Geology)Beth WeinmanFresnoHybridSmartScienceIncorporating Virtual Labs in Introductory Geology Courses

Faculty Discipline Leads, 2015-2016

Visit the 2015-16 Proven Lead page to view ePortfolios that demonstrate their respective course redesign model and outcomes.

Proven Course Redesign 2013-2014

In May 2013, campuses submitted courses that had been redesigned to reduce repeatable grades. Forty-four of these courses were selected as Proven Course Redesign models to be scaled across other CSU campuses. Models include fully online, hybrid, flipped, supplemental instruction services and technology-enhanced delivery methods.

The Chancellor’s Office identified courses with multi-campus interest and high-enrollment demand. These courses were featured in hands-on eAcademies led by the CSU faculty who led that proven redesign effort. The eAcademies supported over 100 CSU faculty learning to adopt exemplary curricular, pedagogical, and accessibility practices from their colleagues and other experts. Since the eAcademies, faculty participants have engaged in a Professional Learning Community with regular webinars, discussion forums, and evaluation activities to enable the timely and successful implementation of their redesign strategies.

Proven Course Redesign eAcademies

  • July 22-24, Circuits Analysis @ San José State University: 19 faculty, 13 campuses (Summary)
  • July 29-31, Physics @ Cal Poly Pomona: 19 faculty, 5 campuses (Summary)
  • July 31-Aug 2, Chemistry @ CSU Fullerton: 11 faculty, 4 campuses (Summary)
  • Aug 7-9, Mathematics @ CSU Northridge: 21 faculty, 10 campuses (Summary)
  • Aug 12-14, Critical Thinking @ CSU Chico: 16 faculty, 9 campuses (Summary)
  • Sep 13, Statway @ Foothill College/SJSU: 27 faculty, 14 campuses (Summary)
  • Oct 21-23, Biology @ Chancellor’s Office: 24 faculty, 12 campuses (Summary)
  • Dec 12-13, Online Sciences @ Los Angeles: 46 faculty, 13 campuses (Summary)
  • Jan 15-16, Mid-Year Progress & Assessment Meeting @ LA: 41 faculty (Summary)
  • Proven Course Redesign eAcademy Evaluation (July – Oct 2013)

Professional Learning Community in Course Redesign

After attending an eAcademy, faculty were given the option to join a year-long Professional Learning Community (PLC) focused on course redesign. To date, approximately 100 CSU faculty are participating in the PLC, which meets biweekly using Collaborate as a platform for synchronous online presentations, discussions, and collaborations. Further information regarding the PLC topics, as well as access to session slides, recordings, and summaries, may be obtained at the Professional Learning Community page.

Virtual Labs

The Virtual Labs in the CSU is part of system-wide Academic Technology initiative to reduce enrollment bottleneck courses for students through the use of innovative online technologies. Science faculty throughout the CSU are adopting virtual labs to engage students in learning through active participation rather than passive observation. Technological advances, combined with bandwidth maturity and mobile access make virtual labs an increasingly viable part of the teaching and learning.

We invite you to visit the CSU Virtual Labs website to learn about current and innovative virtual labs technologies, lab experiments, and simulations used in teaching the science, technology, engineering, and math disciplines in higher education.

Interested in Applying to the Proven Course Redesign Program?

Please contact your campus Course Redesign with Technology Coordinator, who will know respective program elements, eligibility, and timing of RFPs.