BSCI 105 (Principles of Biology I) serves both biology majors and non-majors, who have diverse experiences with mathematics and college-level science, in a traditional lecture-driven format. Patti Shields is restructuring the course to replace one lecture with an interactive, collaborative, peer-lead discussion section. These discussions will focus on research-based, active-learning activities to improve student engagement and respect diverse talents and ways of learning.
In CHBE 444 (Process Engineering Economics and Design I) and CHBE 437 (Chemical and Biomolecular Engineering Laboratory), students struggle to connect the design of a chemical process with the use of actual unit operations within that process design. Aldo Ponce is redesigning the course to combine an in-class learning experience with a hands-on lab and online learning materials. Students work in groups to complete a project that spans both semesters, reinforcing the interconnected nature of the content.
Michael Montague-Smith is redesigning CHEM 241 (Organic Chemistry II) to include an active-learning module. This module will give students immediate experience with understanding chemical problems and approaches to their solutions.
The Mathematics Department is redesigning two courses in order to improve student academic success and retention. A team, including Denny Gulick, Frances Gulick, Scott Wolpert, Susan Chimiak, and Casey Cremins, is developing new online review materials in alignment with the MATH 140 (Calculus) diagnostic test. Students will complete these materials in a dedicated laboratory setting, helping to ensure that they have the necessary precalculus skills to be successful in calculus. They are also redesigning STAT 100 (Introduction to Statistics) into a blended format.
In FREN 204 (French Grammar and Composition) and SPAN 204 (Spanish Grammar and Composition), class time is often spent “re-teaching” grammar and completed outside of class or a focus on teacher-centered activities which leave little room for student expression and collaboration. This does not adequately prepare students, who enter with varying skill levels, to succeed in upper level courses. Mel Scullen and Roberta Lavine are redesigning their courses into blended mastery learning courses.
The goal of BSCI 330 (Cell Biology) is to move students from recognition of content to possession and fluency of the material, or in other words, from novice to mastery. Moreover, BSCI 330 serves a diverse group of students with different learning styles, study habits, and background knowledge in a large lecture format. Boots Quimby and Richard Payne are redesigning the course using a flipped format where students complete online materials and then spend class time working collaboratively.
PSYC 100 (Introduction to Psychology) serves both psychology majors and non-majors, who have varied academic preparation, in a traditional lecture-driven format. This lecture format limits students’ access to instructors and emphasizes delivering content over applying psychological principles. Ryan Curtis and Scott Roberts are redesigning the course into a blended format by replacing lecture sessions with online content and focusing in-class meetings on demonstrations and application of these concepts.
As a capstone experience to business school, BMGT 495 (Business Policies) uses case studies to develop students’ high level strategic thinking and critical analysis of business environment; however, since theories enter with varying levels of mastery of prior concepts, course time is often spent revisiting these theories in a lecture format. Dr. Protiti Dastidar is redesigning the course to include flipped lectures and active learning. Students will watch lectures and complete activities at home to prepare for engaging discussion and exercises during class.
Scott is a long time teacher of the freshmen engineering and science calculus in the Mathematics Department. Twenty years ago with the support of the Department, he piloted a "Treisman style" small group workshop approach to calculus.
Dr. Richard Payne is a Professor in the Biology Department, CMNS. He teaches physiology and neuroscience to large classes of premedical and other junior and senior undergraduate students. Dr. Payne redesigned BSCI330 Cell Biology and Physiology to reduce the emphasis on memorization of lecture notes, instead promoting the gathering and understanding of material from a wide variety of sources. His research delves into the mechanisms by which light is converted to electrical signals by cells in eyes that rransmit information to the brain.