2012 Hybrid Challenge Grant Recipient Project Descriptions

This information comes from the faculty, their abstract overview of course redesign projects and bulleted summary of the case for why students will best learn from this proposed hybrid technology-enhanced course. In alphabetical order.

Reid Bailey and Michael Smith, Systems and Information Engineering
SYS 2001: Systems Engineering
Three major dimensions of systems engineering will be covered in this course, and their efficacy demonstrated through case studies: (1) The history, philosophy, art, and science upon which systems engineering is grounded; including guiding principles and steps in the ‘systems engineering approach’ to problem solving; (2) The basic tools of systems engineering analysis, including; goal definition and system representation, requirements analysis, system assessment and evaluation, mathematical modeling, and decision analysis; and (3) system and project planning and management. Prerequisite: Systems Major; APMA 1110 and 2120.
Expected enrollment: 110 undergraduates

Abstract: This course makes extensive use of case studies to introduce and reinforce concepts and to help students develop skills in “systems thinking” but cases require significant in-class time for presentation and discussion and limit the number of opportunities for students to present their work.

We will use a hybrid approach where students record and submit a “movie” of their presentation.  We will integrate online peer review of student submissions as a way to give the students feedback and, more importantly, to hone students’ ability to critique others’ work. Faculty will view the presentations and their comments will be recorded “on top of” the student presentation audio.

This will give better feedback to students more quickly and provide low-stakes practice and feedback earlier in the semester. Students will be able to assess their own skills through the process of evaluating the work of their peers.

The recorded presentations and peer assessment will be used to stimulate in-class discussion, debate, and learning, reducing the class time spent lecturing and giving live presentations.

Claire Cronmiller, Biology
BIOL 3010: Genetics & Molecular Biology
This course examines the molecular nature of genes, gene function, the inheritance of genes, and the genetic basis of traits. Major topics include Mendelian inheritance, mutation, linkage and recombination, gene regulation and interactions.
Expected enrollment: 380-420 undergraduates

Abstract: A technology enhanced redesign of Genetics & Molecular Biology will improve student learning both during and outside of class.  Class time will be reserved for interactive, inquiry-based activities:  Instead of simply lecturing to deliver information, I'll engage my students in collaborative learning strategies, challenging and guiding them through the analytical processes we use as research scientists.  I want the Chemistry auditorium to buzz!  Outside of class, online resources will be used to deliver content, stimulate student interest and assess understanding.  Students will practice solving problems and answering questions through an online learning program that will offer optional hints and immediate feedback on concept comprehension and application.  Coming full circle, I'll then use the results of those online assessments to direct the focus of class presentations, problems and activities to where it's needed most.  So, technology is letting me "stretch" the opportunities for quality learning experiences in my course.

Christian Gromoll, Mathematics
MATH 3100: Introduction to Probability
Includes sample spaces, combinatorial analysis, discrete and continuous random variables, classical distributions, expectation, Chebyshev theorem, independence, central limit theorem, conditional probability, and generating functions.
Expected Enrollment: 85 undergraduates

Abstract: Christian Gromoll's course will use new technology from Wolfram Research, called Computable Document Format (CDF), to implement a new method of assessment in the mathematical sciences. A CDF file is like an interactive PDF file. For example, you can adjust the shape of a function by sliding a slider, or enter a mathematical expression that gets computed dynamically by the document. Imagine taking a math exam by interacting with a CDF file and you'll have a feel for this course. The essence of the new assessment method, co-developed by Gromoll, is to allow students to retake their exams as often as they like, where only the highest achieved score counts. To make each exam attempt equally difficult, it is essential that exams be randomized and automated in a way that does not compromise mathematical sophistication. This is the lynchpin capability provided by CDF. The key pedagogical advantage is this: Since students can retake exams and always desire higher scores, they end up investing much more time working problems than they do in traditional courses. In this way, the new method transforms math exams (traditionally high-stress, unproductive events from the student's point of view) into a low-stakes, irresistible learning tool that comprises a core activity of the course.

Colleen Kelly, Drama
DRAM 2020: Acting I
This course explores basic theories and techniques of acting through both on-line resources and classroom participation in exercises, improvisations and scene study.
Expected Enrollment: 144 undergraduates (8 GTAs teaching sections)

Abstract: Grant funds will be used to create and post video resources. Web-posted presentations focusing on vocabulary and technique will allow for increased activity contact time in the classroom. Web-posted interviews with faculty and guest artists involved in creating department productions will provide professional insight on topics such as script interpretation and directorial point of view. Such a resource will (1) provide students with a better understanding of the interconnection between acting and other elements of theatre production, (2) encourage students to think outside the classroom walls and consider larger global and cross-cultural ideas of theatre, (3) allow students to discuss and write in a more informed, critical manner, placing their own ideas next to those articulated by professionals. Because DRAM 2020, Acting 1 is a course offered every semester, the benefits of this grant are long reaching. During the six semester grant timeline, a total of over 900 undergraduate students and 16 graduate instructors will benefit from this funding.

Alison Levine, French
FREN 3031: Advanced Grammar and Composition
This course offers an intensive review of grammar rules in the context of their usage and their application to oral and written communication. Assignments include short readings, compositions, grammar practice, and a final exam. Students will be graded on their ability to apply grammar principles to various kinds of written and oral assignments. The course is conducted in French.
Expected enrollment: 90 undergraduates

Abstract: Alison Levine's hybrid challenge endeavor reinvents the advanced French grammar and composition course that is a foundation for the major. Incorporating web-based grammar exercises, discussion boards, and an interactive syllabus, the course redesign includes two new digital media assignments. Students will design a web-based grammar lesson and construct a digital story, both of which will be published on the web. The effectiveness of these enhancements in two sections will be compared to student performance in the three other sections of the course. Students will develop their oral, written, and audiovisual skills in French while discovering the joy of finding their own voice in a foreign language. This course explores new possibilities for integrating digital media into advanced foreign language instruction. Methods developed in this course are applicable across a wide range of humanities disciplines.

Emily Scida, Spanish, Italian & Portuguese
SPAN 1060: Accelerated Elementary Spanish
This course prepares students to successfully perform linguistic tasks that allow them to communicate in everyday situations (e.g., greeting, narrating, describing, ordering, comparing and contrasting, and apologizing), and develops listening, speaking, reading and writing skills at the beginning level. This course covers the material in SPAN 1010 and SPAN1020 in an accelerated one-semester format.
Expected enrollment: 180 undergraduates

Abstract: Emily Scida will redesign the curriculum for SPAN 1060: Accelerated Elementary Spanish integrating a suite of new online technologies that will enhance learning in three ways: (1) the online activities will help students master the linguistic system of Spanish so that class time can be better utilized for communicative practice, (2) the online video-based work will expose students to authentic culture, authentic language use, and development of the four skills, and (3) online video projects will allow students to apply their cultural and linguistic knowledge in creative, collaborative, project-based learning. To assess the impact of her course, Emily will study the effect of online video activities on students' speaking and listening skills and on perceived levels of foreign language anxiety. Work on this project will impact the redesign of two other hybrid courses, SPAN 1010 and SPAN 1020.

Sophie Trawalter, Frank Batten School of Leadership and Public Policy / Psychology
PPOL 3260: Value and Bias in Public Policy
This course moves beyond the traditional economic approach to public policy and explores the role of psychological analysis. Decision-making is not always rational, but involves various cognitive biases that can result in mistrust and prejudice, preference for avoidance of lass rather than maximization of gain, and overweighting of short-term outcomes.
Expected enrollment: 70 undergraduates

Abstract: Students in will use technology in multiple ways. First, they will be asked to design studies (experiments when possible) to test and evaluate claims about policy and politics. The studies will then be conducted on Mechanical Turk, an online marketplace powered by Amazon.com. In class, we'll discuss study findings and link these findings to course readings and materials. This exercise will improve student learning by having students actively engage in testing and evaluating claims, and developing research skills. Second, students will be asked to create and contribute to blogs on policy and politics. Blogging will enhance students' involvement in political discourse and promote political civility on the blogosphere. It will empower students to articulate their thoughts, knowledgeably and respectfully, so that they can become role models of civil discourse.

Malathi Veeraraghavan, Electrical and Computer Engineering
ECE 4457/CS 4557: Computer Networks
A first course in computer networks for upper-level undergraduate students. Topics include applications, transport layer issues such as error control, flow control, and congestion control, network layer issues such as forwarding and routing, link-layer issues such as multiplexing, and network security issues such as encryption, integrity, authentication, and key management. Different techniques for these functions will be discussed to gain a broad understanding of the principles of network design. In addition, practical methods used in today’s Internet, Ethernet, WiFi, and cellular networks will be covered. Prerequisite: Either CS or ECE 3330.
Expected enrollment: 60 undergraduates

Abstract: A hybrid flipped-classroom approach will be used in which students will be provided screencast video recordings for each week’s lectures to view outside class hours. In-class time will be used for team-based problem solving and team-based innovative thinking exercises. Reasons for expecting this method to improve learning are as follows: Students can replay segments of the screencast recordings as needed unlike in a class lecture. Students can watch/hear as the instructor thinks aloud while solving problems in the recordings. Students will engage in team based discussions while solving problems and learn the value of multiple points of view. Students will learn the what-why-how approach to innovative thinking during Thursday classes. Instructor will provide immediate feedback by identifying and correcting misperceptions during the Tuesday classes as students solve homework problems in teams.

J.H. (Rip) Verkerke, Law School
Law 6002: Theory & Practice
In this course, you begin a lifelong process of cultivating the distinctive habits of thought, practical skills and ethical values that define the role of a practicing attorney. You will develop new capacities for reading legal materials closely and analyzing the strengths and weaknesses of arguments. You will experience the rich complexity of real world legal problems and learn to design solutions that serve your client's full range of interests. And you will analyze critically the legal rules we study to determine whether they truly promote social welfare. In order to achieve these goals, we will work to master contract doctrine and theory. We will use those principles to construct legal arguments with subtlety and creativity. Together we will thoughtfully critique doctrinal rules and legal policies and then develop ideas for potential reforms. You will consider how contract law relates to the other subjects you study in the first semester of law school and apply your new legal knowledge to situations in your own life. Throughout this course you will gain confidence in your ability to grasp complex legal concepts, to formulate effective arguments, and to express yourself orally and in writing. We will also constantly bear in mind the ethical obligations of lawyers both to their clients and to the court.
Expected enrollment: 30 first-year Law students

Abstract: Rip Verkerke's required first-year law school course "Contract Doctrine, Theory & Practice" will use an "inverted classroom" model. In class, he and his students will focus on learning activities that benefit the most from physical presence—peer interaction, collaborative problem solving, oral presentation, and meaningful debate about difficult legal and policy issues. Outside of class, students will acquire foundational knowledge about the subject through assigned readings, online screen casts, self-study exercises, low-stakes online content quizzes, explanatory handouts, and frequent opportunities to ask and answer questions. Using that knowledge in class, they will engage in simulations and role-playing exercises based on challenging real world legal problems. As a result, students will experience the power of "doing" as a means of making legal concepts and practical lessons more compelling and memorable. This approach will encourage students to become more engaged, to take personal responsibility for their own learning, and to display genuine creativity and intellectual growth.