STORIES IN COLLEGE OF LETTERS AND SCIENCE

The following are stories and examples of blended learning submitted by people on campus. If you would like to share a blended learning experiences, go to SUBMIT A STORY.

L&S Stories

  • Evaluating Active Learning: A New Initiative for General Chemistry Curriculum
    This article reports the results of an effort to introduce active learning strategies into the general chemistry curriculum at the US Naval Academy. Students in an active learning classroom showed significant improvement in performance relative to students in a lecture-based course during the first semester of the study. Comparisons between the two populations using several performance instruments over four semesters indicate that the active learning approach had no adverse effect on student performance. CITATION: Deslauriers, Louis, Logan McCarty, et al. “Evaluating Active Learning A New Initiative for General Chemistry Curriculum.” Proceedings of the National Academy of Sciences of the United States ...
  • ARTICLE: The Effects of Student Response Systems on Student Learning and Attitudes in Undergraduate Psychology Courses
    Fortner-Wood, Cheryl, Armistead, Leigh, Marchand, Anna, & Morris, F. Benjamin. (2013). The Effects of Student Response Systems on Student Learning and Attitudes in Undergraduate Psychology Courses. Teaching of Psychology, 40(1), 26-30. AUTHOR ABSTRACT: Student response systems (SRSs) are reported to increase student interest, interaction, and engagement and result in “deeper” learning. However, the effects on learning are still suspect. Here, outcomes were compared for students in SRS and traditional sections of 200-level and 500-level psychology courses. Results showed SRS students reported more engagement, gave higher evaluations, and had fewer absences. There were also main effects of course and interaction effects of SRS ...
  • New ESL Active Learning Lab Opens
    In November 2016, the English as a Second Language program opened a new Active Learning Lab on the 6th floor of Helen C. White. “An active learning environment that facilitates communication, the space was built to encourage collaborative learning, rather than the compartmentalization and individual work that was feature of language labs following models originated in the 60s and 70s. The design moves away from the one student to one computer pedagogical model…by bringing in a mixture of desktop and tablet computers, maximizing free spaces for adaptability and movement, and embracing wireless communication.  The result is a model of the ...
  • 2016-2017 EI Small Grant Award Recipients
    The Educational Innovation (EI) Small Grant Program supports faculty and instructional staff in their efforts to experiment with new technologies and new ways of learning. The program is modestly funded and typically awards grants of up to $10,000. The following is the list of recipients of the EI Small Grant awards for 2016-2017.  Half of the recipients are those who have participated in our blended learning programs. They appear in BOLD. Lynne Prost, Biochemistry (College of Agricultural & Life Sciences) Walter Goodman, Entomology (College of Agricultural & Life Sciences) Jenny Higgins, Gender and Women’s Studies (College of Letters and Science) Ivy Corfis, Spanish and Portuguese ...
  • Professor Lyn Van Swol’s Blended Course
    A year from now, Professor Lyn Van Swol’s CA 368: Theory and Practice of Persuasion will be in full-swing as a blended course. Blended courses have a substantial online component while retaining face-to-face time in class, and have gained popularity in recent years. Prof. Van Swol will be testing the waters with the blended course approach after this spring break by converting her course’s structure for a week. For the past several months, she has been building portions of her course in Case Scenario and creating online modules in Moodle. She has been recording her lectures for the class to view online, ...
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