This course is a Psychology major upper division core course. All Psychology students are required to take this course. In general, Psychology students are not excited to take this course and find statistics extremely difficult. The vast majority of students do not have calculus experience. Many of these students are not confident that statistics will be useful in their desired career. One hypothesis is that undergraduate students view statistics largely as a set of disparate quantitative formulas. Perhaps the solution is to teach statistics in a way that emphasizes a coherent understanding of introductory statistical concepts. Redesign ePortfolio available at http://tinyurl.com/nd9wgm6.
Cherie Ichinose uses strategies such as effectively flipping the classroom to address the disproportionate number of students who fail college algebra, which impedes their progress to graduation. Dr. Ichinose's course redesign ePortfolio may be found at http://tiny.cc/ichinose-eport.
Beth Weinman (Fresno State University; Geology) shares the many benefits that implementation of virtual labs has to students, faculty, and programs. Dr. Weinman's course redesign ePortfolio may be found at http://tinyurl.com/huz66vn.
In the last two years, with the help of CSU course redesign program, Dr. Mariappan and colleagues at Cal Poly Pomona have done a significant amount of work in redesigning statics and dynamics courses. Redesigning the course helped to complete the engineering mechanics sequence and improve overall student success. Dr. Mariappan's course ePortfolio may be viewed at http://tinyurl.com/y9gkyfs6.
The CSU is deeply committed to student success by maximizing access, reducing time to degree, improving graduation rates, and, most importantly, closing equity gaps, all while maintaining academic integrity. Since 2013-2014, over 700 faculty have been…
The CSU is deeply committed to student success by maximizing access, reducing time to degree, improving graduation rates, and, most importantly, closing equity gaps, all while maintaining academic integrity. Since 2013-2014, over 700 faculty have been given support to develop and implement course redesign strategies using innovative technologies to combat what is referred to as “enrollment bottlenecks.” This channel provides faculty reflections on their redesign efforts and outcomes.
