CSUEB launched the Programmatic Excellence & Innovation in Learning (PEIL) grant program to support faculty teams planning and/or implementing changes in undergraduate instruction designed to improve student learning. The program is getting significant attention across the CSU system and beyond. To further extend these efforts, faculty teams and departments that received grants for the 2014/15 academic yearwill work tocontinue to stimulate leading-edge research and development of instructional models that can lead to successful and innovative programmatic-level changes which improve student learning in accordance with measurable educational goals. Also encouraging and strengthening the practice of scholarship of teaching and learning at CSUEB; and providing a vehicle for programmatic change within and across departments through the dissemination of innovative ideas and best practices within the CSUEB community and beyond.
The purpose of ChaRM BC is to extend the ChaRM model (ChaRM A) developed and researched as part of the 2013-14 PEIL grant program, from one quarter to a full year, self-contained sequence of remedial math: Math 800A, Math 800B, and Math 800C. In the ChaRM model, instruction is driven by investigation and group work in which students learn from concrete materials (manipulatives) to semi-concrete (drawing diagrams/pictures to represent the concrete), and finally to the abstract. Students learn the "why" of every math concept and are able to explain it. PIs will co-teach an expanded version of a related course for remedial math instructors (Math 6005). The aim is to make Math 6005 more of a professional development course for Masters students, possibly changing it to a two-unit course.
This project will engage students from Hospitality, Recreation, & Tourism and Earth & Environmental Sciences general education courses in an environmental restoration service learning experience. The revised courses and embedded service project will reflect multiple "high-impact practices" to improve student motivation, learning, understanding of science, and collaborative skills. The model will be developed in partnership with other community-based organizations supporting oak reforestation and will contribute to the field of restoration ecology. The partnership and project can continue for years or decades. Linking learning to tangible benefits for the environment, the university, and the surrounding community will directly benefit students by providing access to active, engaging, collaborative service learning opportunities. The project also serves as an opportunity for students to think critically about issues related to environmental sustainability.
"Restoring the native Live Oak Forest in 1,000 acres of Alameda County, CA." Proceeding of the Conference: George Wright Society biennial conference, March 29-April 5, 2015, in Oakland, CA.
Poster presentation: "INTERDISCIPLINARY EDUCATION: ENVIRONMENTAL RESTORATION, RECREATION & SERVICE LEARNING" Drs. Fortune, Massey, Stronck, and Blueford. California Park and Recreation Society Conference and Expo. March 10, 2016. Long Beach, California.
This project addresses the needs of students in introductory economics courses who frequently lack the required quantitative skills necessary to succeed in these classes. The project proposes to develop a collection of online videos and accompanying self-check assignments that introduce and reinforce essential mathematical reasoning tools necessary for success in principles of economics. Materials being developed will be applicable and available to other CSUEB business and quantitative social science courses. The project addresses the needs of students who openly express frustration with their lack of quantitative knowledge and others embarrassed to draw attention to their lack of skills. The development of additional tools will address these challenges and will increase student success in an engaging and innovative ways.
This project will assess the impact of service learning on students enrolled in a course on financial literacy. Principal Investigators (PIs) hypothesize that student participation in service learning programs teaching basic financial literacy concepts to high school students and parents in Hayward will lead to CSUEB students achieving higher levels of comprehension and better reasoning ability about the management of their personal finances, relative to a control group of CSUEB students enrolled in the course. Further, PIs hypothesize that the service-learning students will also have a higher graduation rate; better employment opportunities; and higher levels of subjective well-being and satisfaction. The proposed project stems from expectations that: 1) when students teach others the material they are learning, their own learning and motivation are reinforced; 2) giving back to society further reinforces students' value of what they are learning.