Faculty Funding Opportunity

Request for Proposals: Hybrid Faculty Learning Community

Snow-covered trees in front of blue sky on the OSU campusHybrid works at OSU! More than 120 different courses in 10 OSU colleges have been offered in a hybrid format on the Corvallis campus during the past four years. The number of hybrid course sections increased 30% in the past academic year with a total enrollment of over 5800 students.

A hybrid course by definition includes both regularly scheduled, on-site classroom meetings and online learning activity that replaces regularly scheduled class meeting time. The Center for Teaching and Learning (CTL), will offer compensation and course development support to OSU faculty during the spring 2017 term for redesign of established classroom courses that will be offered for the first time as hybrid courses in the fall 2017 or winter 2018 terms.

CTL will provide $2,500 in professional development funds to instructors who fully participate in the Hybrid Faculty Learning Community in spring 2017 and redesign a Corvallis campus course as a hybrid course. If a team develops a course, the $2,500 will be equally split among the team. The learning community will blend 5 face-to-face meetings with online activities. Meetings will be Wed., 2:00-3:50 p.m., on Apr. 12 and 26, May 10 and 24, and June 7. Instructors and tenured/tenure-track faculty with at least 2 years of teaching at OSU are eligible to participate.

Hybrid courses designed through this program will serve on-site students, and adhere to the regular on-campus (not Ecampus) tuition structure. It is anticipated that each new hybrid section will replace an existing fully classroom-based section and be offered at least once a year.

Hybrid courses designed through this program must include both regularly scheduled, on-site classroom meetings and significant online components that replace at least 40% of regularly scheduled class meeting time. For example, hybrid delivery of a 3-credit course that normally meets for two 80-min. periods each week might involve meeting on campus for one 80-min. period weekly, blended with online learning activities requiring student engagement equivalent to a second classroom meeting. Online portions of the hybrid course will be delivered through Canvas. The syllabus and online components of the hybrid course will meet hybrid program course quality standards.

Proposal Guidelines: Submit a narrative proposal of 2 to 3 pages, including these items in the following order:

  1. Course designator, title and credits. Instructor’s contact information and rank.
  2. Degree, program(s), or certificate to which this course applies and the role and importance of this course to the program(s); and/or description of audience or express need for this course. Bacc Core category of the course, if any.
  3. Current enrollment in each section of the course, and total number of sections offered per year. Is the course currently taught online as well?
  4. Proposed first term and frequency to be taught as a hybrid course.
  5. Instructor’s experience with learning management systems (e.g., Blackboard, Canvas) and online technologies. Instructors without online teaching experience are particularly encouraged to apply.
  6. Instructor’s rationale for converting the course to hybrid delivery, and explanation of why instructor is interested in hybrid program participation.
  7. One paragraph of preliminary ideas for course design, learning materials and online resources upon which the course will be based.
  8. Current course syllabus (as attachment).
  9. Statement of academic unit support for hybrid course development and ongoing offerings of hybrid course. This supporting message can be sent by separate email from head of academic unit.

Submission of Proposals: Please address questions and submit proposals for the hybrid course development pilot program by Jan. 10, 2017, by email to cub.kahn@oregonstate.edu. The Hybrid Initiative webpage (http://ctl.oregonstate.edu/hybrid-learning) has many resources for faculty interested in hybrid teaching and learning.

Announcement of Award: Decisions will be announced by Jan. 31, 2017. Upon acceptance, instructor, academic unit and CTL will sign a hybrid program MOU. After satisfactory completion of hybrid course development and all program requirements, funds will be transferred to the academic unit.

 

 

 

 

 

 

 

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Blended Learning Workshop Oct. 27 – Get Started!

Brilliant red maple against blue skyLearn effective hybrid teaching practices in this hands-on Enhance Your Teaching with Hybrid Techniques workshop on Thurs., Oct. 27, 10:00-11:30 a.m.,  in Milam 215. Explore tools and techniques to integrate online and classroom learning. Refreshments provided.

  • All OSU faculty and GTA’s are welcome.
  • Bring your laptop.
  • Please register in advance.
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Join CTL and TAC for Fall Hybrid Webinars

Get Started and Get Assistance to Make Your Course Hybrid  OSU faculty in 10 colleges have redesigned more than 100 classroom courses as hybrid (blended) courses that integrate significant online learning activity with reduced class meeting time. In these “30-minute brief” webinars you canView of red brick dormitories with Mary's Peak and blue sky in background learn effective methods to design a hybrid course and find out about support available through the Center for Teaching and Learning (CTL).  Register now for one of these Technology Across the Curriculum  (TAC) webinars: Wednesday October 5th, at noon or Thursday, October 13, at 1:00 p.m.

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You’re Invited to Summer Webinars

P1040081Thirty-Minute Brief: How to Get Started and Get Assistance to Make Your Course Hybrid  A growing number of OSU faculty are redesigning classroom courses as hybrid (blended) courses that combine online learning activity with reduced on-campus “seat time.” Learn effective methods to design a hybrid course and find out about support available through the Center for Teaching and Learning.  Register now for one of these TAC webinar times: Wed., July 20, at noon or Tue., Aug. 9, at 10 a.m.

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A hybrid SUS102

SUS102: Intro to Environmental Science and Sustainability introduces students to the science behind critical environmental debates and the biological basis of creating and maintaining sustainable ecosystems and sustainable environmental solutions.  This course provides a broad introduction to many environmental science topics, and focuses on critical thinking skills, including information literacy and science literacy. I’m trying to equip students to compare and analyze evidence and arguments about environmental issues, to be able to identify and interpret trends and uncertainties in data and model predictions, and to realize just how much impact they can have (for better or for worse) in their daily decision making about which products to buy, which food to eat, how they dispose of “waste”, etc.  This course satisfies the Biological Science requirement of the Baccalaureate Core.

Currently the entire class meets for two 90 minute lectures (100-200 students; I teach) and one 3-hr lab (25 students; TAs teach) per week. In the hybrid format, I will maintain the labs in their current format and students will meet in lecture once per week. I’m still deciding between splitting the class into two back-to-back 50-min/100-student meetings or one 90-minute/200-student meetings per week.

The challenges I face in teaching this course in the traditional format include:

  1. the impersonal environment of a large lecture course (soon to be 200 students). I only ever talk to the students who are REALLY interested or REALLY struggling. I have noticed that I know a lot more about my online students then my in-person students by the end of the term.
  2. challenging and hooking the science majors without losing the non-majors. This isn’t as much a problem in this 100-level class as in a different, large, 200-level class that I also teach, but it is still on my mind. The bacc core attracts a lot of students who think they won’t pass traditional biology or think that this is more interesting than traditional biology. These students tend to shut down when they see anything resembling chemistry or math on the board; they also tell me that I go way too fast and use words they don’t understand. However, the bacc core also attracts a lot of engineers who often coast through class with (too much?) ease.
  3. appropriate assessment. I’m more interested in my students being able to THINK about interconnections of society and environment and APPLY concepts we learn to predict and understand environmental problems. But with 100-200 students, I feel trapped in a multiple-choice scantron exam format that tests their ability to recall terms and facts. The non-science majors struggle, so I end up offering lots of “alternative” credit writing assignments for those who do poorly on the exam or those highly motivated students who want to DO more.

My hopes for the hybrid format are as follows:

  1. more interaction and relationships with students: I will have them post online intros (with pictures) so I can better connect the face to the person during class time. By moving lectures online, I will get more opportunity to interact with students (and they will interact more with each other) while they work on more active learning tasks during our face-to-face time.
  2. students have more control of the pace: my moving lectures online, students can speed them up or slow them down as needed, pause to look up terms, etc. They can rewatch if needed while studying later. Then we can tackle activities like debates, problem-solving, hands-on demonstration activities, Q&A/review, etc. in the classroom. In these group activities, my hope is that the non-majors (and the majors) benefit from more and different exposure to the material, while the majors get the benefit of deeper learning by explaining concepts to their group members.
  3. more appropriate assessment. I will move exams online and make them open book (and maybe collaborative, as students are likely to collaborate anyway). I will either add essay questions to all exams (to be read only if they would change the grade) or provide an option for an alternate essay exam for those students who prefer that format. In either case, I don’t have to read 200 essays. I think I will replace the final exam with a final debate (currently the last “lab” of the term). I’ll talk about that in my next blog post.
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DHE263 in a Nutshell

This class’s title is Human Centered Design: Theories and Strategies. Human Centered Design (HCD) means the approach to design process that is iterative rather than linear. It is a problem solving method that is user driven. To understand what HCD is and ultimately what good design is, students learn fundamental concepts in HCD such as affordances, signifiers, conceptual model, system images, and feedback. Students also work on application of those concepts to everyday objects around them.

As HCD in this class is not just about products but services as well, students learn service design. Service design is design process that uses HCD concepts. Students learn about service design and its tools in class and apply the process to the OSU Library Service Redesign project.

The final learning section in this class is sensory marketing. Students learn five senses and perceptions based on readings and crashcourses from Psychology and Marketing. Examples with visuals that explain sensory marketing are incorporated in lectures.

In the hybrid format of the course, students will learn concepts and theories through online lectures and quizzes. Students will do projects that apply concepts they learned to real life examples. The projects will be shared online for review and critique. Students will do workshops and have guest speaker lectures in classroom.

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BEE 468/568: Remediation of contaminated soil and water using microbes, mushrooms, and plants

The hybrid course I am developing is an upper-level undergraduate and graduate course. It covers fundamental and engineering aspects of bioremediation that uses microorganisms, fungi, and plants to remediate contaminated soil, groundwater, and surface water. It also has a lab section that requires students to develop a lab procedure and conduct wet lab experiments. The course is currently offered on Tuesday and Thursday (100 min) as a conventional on-campus course with an enrollment ranging from 25 to 45 students per year.

For the hybrid class, I plan to meet with the class once a week (80 min) for weeks 1-5 and weeks 8-10. The online activities for these weeks include: (1) review lecture slides; (2) read required reading the materials/website, (3) watch videos,  (4) discuss weekly topic, and (5) case study survey. These online activities will be evaluated using online quizzes or discussion board. The in class activities for these weeks include: (1) provide short lectures, (2) summarize the key learning points of the online activities, (3) discuss key questions brought up by students related to discussion board, homework, and online quizzes, (4) explain assignments, and (5) present case studies by students.

For weeks 6-7, I will meet with the class twice a week (100 min per meeting) to conduct  lab experiments.  The online activities for these two weeks include: (1) design a lab procedure; (2) preview videos on lab experiments; (3) review lab reading materials; (4) peer review lab procedure; (5) review and sign the lab safety document. The face to face activities for weeks 6-7 will be conducting experiments in the lab. The activities in these two weeks will be assessed through their lab design report, final lab report, and group lab presentation.

I am thinking to invite a couple of guest speakers to give presentations in class. Both midterm and final exams will be conducted in class.

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H210 Introduction to the Health Care System

It is difficult for anyone, let alone an 18 year old, to grasp the complexity of the health care system and how all the puzzle pieces fit together. The H210 class (Intro to the Health Care System) is intended to provide a comprehensive overview of the heath care system and encourage students to think critically about it’s components.

As Karen Volmar stated in her most eloquent post, the heath care system is not foreign to most students. Typically, they have some experience, but usually only as a consumer of health care. Most often, someone else is paying for their healthcare, and as far as insurance goes, they usually understand the basics, but not the details.

We envision a hybrid class that has students watching videos, engaging in projects, interacting on the discussion board and taking quizzes in the online portion of the course. In the classroom, we will set the stage for the week’s content, have speakers, talk through the assignments, provide general feedback, answer questions and have in-person discussions. It is our hope that the mix of online and in class components will fill the gap that is created by a larger class comprised of individuals with varying levels of commitment.

This class is not unlike a math class in that the information in one week builds on the prior weeks’ content. As a result, attendance and keeping up with the material is very important. With a class of 90-120 people, there are usually about 20 people who attend class only when absolutely necessary and there are others that don’t put the time in outside class to allow the material to sink. A hybrid format, with thoughtfully developed components, will set the stage for more consistent engagement with the material (and each other) on a regular basis.

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H575 – Program Evaluation of Health Promotion & Education Programs

The MPH program at OSU is an applied program with coursework and internships conducted in the community. My course, H575 Program Evaluation, is typically taken their second term of their first year in the graduate program.  It is offered one day a week as a 3 hour course. I would suggest having in-person class weekly for the hybrid course but shorten the length of time. The main assignment for the course is to develop an evaluation plan and assessment tool (such as a survey) for a real-world program. I pre-select potential programs from our community partners at the health department, local clinics, state agency (Oregon Health Authority) or extension offices. Students rank their preference for evaluation projects based off a brief description that I prepare.  Students work as a team typically with one other student.

The class is set-up so that the students build their evaluation plan throughout the term. For instance, week 2 is the logic model, week 3 writing the program description, week 4 writing the evaluation objectives, week 5 literature review, etc. The class culminates in a final presentation where many of the community partners join in person or remotely to watch the students deliver their presentations. In past terms, students continue on with the project for special study credit hours or internship or even present at local conferences on the evaluation plan and data.

One of the limitations of this assignment was that students focused on one type of evaluation design or assessment mode – whichever they were assigned to. This year, I still have the group evaluation plan, but I’ve added mini-evaluations. We had four guest speakers talk throughout the term on their current evaluation needs. After each guest lecture, the entire class works independently on a week-long assignment preparing a mini-evaluation for 1 topic or need asked by the stakeholder. For instance, our guest speaker this week talked about lack of cultural sensitivity and increased perceived discrimination in the Albany school district. A cultural competency training will be delivered to educators and staff in one school. Students in my class were asked to develop or find 2 survey items/measures to help evaluate the cultural competency training.  These mini-evaluations have increased my students attention to the guest lecture.  The students have asked thoughtful and pertinent questions to my guest lectures. Tying an assignment to the guest lecture has improved student participation in discussion.

My concern for this hybrid class is the amount of work. I am concerned that I have too many assignments in the hybrid course. I am planning on reducing the number of these mini-evaluations to balance the workload.

 

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Food Engineering for Food Scientists

Overview

BEE 472/572 Introduction to Food Engineering Principles (5 Cr.) Fundamental engineering principles for scientists and non-process engineers. Topics include fluid flow, mass and energy transfer, and material and energy balances. Directed at food scientists and other majors who need or would like a working knowledge of food engineering principles.

The course is currently taught as a 5 hour lecture course (M (2 x 50-minute lectures), W (2 x 50-minute lectures), F (1 x 50-minute lectures)).  All materials for the lectures (slide set, examples) are posted to Canvas prior to lecture for students to review.  The lecture format is to summarize the posted slide-set, and then cover key points through discussion and examples.  In addition, there are in-class activities for the students and considerable time spent on reviewing material in the context of homework and mid-terms.  The longer lecture format is conducive to in-class activities, even with larger classes.

Course Format

The course would remain at 5 credit hours taught as 1 x 75 minute and 1 x 50 minute lecture periods with sufficient interactive online materials to replace 125 minutes of regularly scheduled lecture time.

Interactive On-Line Materials Slide-sets would be revamped and delivered in video format with voice-over.  Short public domain videos would be identified for integration with the slide sets to emphasize key points.  Longer term, such videos could be developed in a more course specific format.  Virtual office hours in a discussion forum format would be used to answer questions regarding each section of course material course material.  Discussion forums would be used to facilitate completion of the homework sets.  Use of the discussion forum would reduce points lost on graded homework questions by 50%.  Regular office hours (probably fewer than the current 3 hours/week) or office hours by appointment would also be available if difficulties with the material remained following lecture discussion.  Traditional homework format would be modified to facilitate the on-line discussion forums.

Lecture Delivery Lecture would begin with a 10-15 minute summary of material from the relevant slide sets.  One or two specific examples would be given to highlight particularly important points.  A segment of the lecture would be spent discussing and answering questions that arise in the on-line forum or during office hours.  In addition, discussion of the homework set would still occur weekly.  Roughly half of the lecture would be spent on in-class activities, either individual or small group work within a framework provided through graded work-sheets.

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