The Q2S transformation process provides a one-time stipend or professional development (PD) award of up to $1500 for faculty to engage in professional development around teaching. Proposals may be submitted either individually or for a whole workshop, faculty learning community, etc. In order to qualify for Q2S stipends, PD opportunities must focus on teaching and involve sustained study around an issue related to teaching. They must include:
  1. At least 24 contact hours (projects of less than 24 contact hours will not be approved). Contact hours means interaction with other faculty/professionals regarding this topic. This could include workshops, conferences, meetings or other kinds of discussions.
  2. Engagement around a set of scholarly readings addressing the topic.
  3. Development of a product related to this teaching issue that can be shared via the campus ScholarWorks website.
Documents produced from the Enhancing Pedagogy project are archived here.

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Submissions from 2021

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Generalist Field Work I & II, Rachel Allinson

Submissions from 2020

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ACUE - Effective Teaching Practices: Module(s) Reflections, stephen abbott

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Social Research (SOC 3070) Final Research Project, Jurgita Abromaviciute and Emily K. Carian

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Online Math FLC, Joyce Ahlgren

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Effective Teaching Practices by ACUE, Module Reflection, Lida Ahmadi

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GeoGebra Activities: Tracing Points, Jeremy Aikin, Corey Dunn, Jeffrey Meyer, and Rolland Trapp

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Strategies to Mentor Teacher Candidates during CalTPA to Use Research-based Practices to Facilitate Engagement and learning for English Language Learners., Lasisi Ajayi

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A Guideline for Educators: Navigating the Course with a Productive Syllabus, Guadalupe Alatorre

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Reflections from ACUE Online Course in Effective Teaching Practices (Cohorts A, B, & C), Diana Alexander

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ACUE Effective Teaching Practices: Module Reflections, Makiko Amaya

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English 2180 skeleton syllabus and sample assignment, Jennifer Andersen

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Reflections on Implementing Active Learning Techniques in a Large Lecture, elisabeth anderson

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Q2S Macro Social Work (SW 6062) Syllabus, Nicole Arkadie

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Teaching and Testing Textual Analysis in Reacting to the Past: Thucydides and Jigsaw Method Discussion, Cary Barber

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Social Work Research Sequence Syllabi, Armando Barragan

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The Challenge of Just-in-Time Teaching (JiTT): A Case Study in Music Education Pedagogy, Nicholas Batcher

When Knowledge Is Not Enough: Racial Ignorance and Understanding, Eric Bayruns García

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Sample Activities of Certification Course, Effective Teaching Practices: Cohort C, Fall 2019 – Spring 2020, Carmen Beck

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Q2S Enhanced Pedagogy FLC Syllabus Studies in Literature & Creativity, Nancy Best

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Aligning Learning Outcomes with Assignments in a Project-Based Journalism Class, Mariam Betlemidze

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E-Portfolios for Dance in the Classroom 2019-20, Leslie Bryan

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Pedagogical Approaches to Enhance Q2S Conversion Teaching and Learning: Application of the ACUE Effective Practice Framework to Upper Division Biochemistry, Jason Burke

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Designing Writing Intensive Upper Division Laboratories in Physics, Sara Callori

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Reflective Group Writing Project for ENG 3140, David J. Carlson

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Writing Intensive Assignment in Dietetics, Dorothy Chen-Maynard

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Writing Intensive Project in the Dietetic Program, Dorothy Chen-Maynard

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Health Care Terminology, James Clover

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Social Innovation Teaching in Public Administration Online Courses, Kimberly Collins

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A Mock Software Company: For Teaching Software Engineering (CSE 455) Course, Arturo Concepcion

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Written Reflections and Discussion Forums-- Math for Elementary School Teachers (Q2S-EP: Math 301AQBR and Math 301BQBR ), Stephanie Creswell

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Aligning Assessments with Course Outcomes, Carol Damgen and Carol L. Damgen

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Developing and Using Grading Guides, Checklists, and Rubrics, Carol Damgen and Carol L. Damgen

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Planning an Effective Class Session, Carol Damgen and Carol L. Damgen

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Providing Clear Directions and Explanations, Carol Damgen and Carol L. Damgen

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Providing Useful Feedback, Carol Damgen and Carol L. Damgen

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Responding to Writing by Responding to Learning by Giving Effective Feedback, Carol Damgen and Carol L. Damgen

Taking the *sigh* out of science, Kathleen Devlin

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Developing a Writing Intensive (WI) Microbiology Lab Course, Jeremy Dodsworth

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Reflection on the Association of College and University Educators’ (ACUE’s) in Effective Teaching Practices, Wagner Do Prado

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Syllabus for Clinical Exercise Physiology (KINE 4700), Phillip Drouet

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Geometry Across the Curriculum, Corey Dunn

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Social Work Practice (SW4001) Syllabus, Michael Edwards

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Lesson Plan Template, Karen Escalante

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Integrating Precision Health in a Nursing Concepts Course, Evangeline Fangonil-Gagalang

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ACUE - Effective Teaching Practices: Module(s) Reflections, Patrick Flaherty

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Revisions to the Teaching of Child Therapy in the MCCP Program, Stacy Forcino

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Using Inquiry Based Experiential Learning to Teach Mindfulness to Students and Teachers, Jordan Fullam and Kurt Kowalksi

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(Haunted) Talk Show: Performance Pedagogy for Large Lecture Courses, Ann Garascia

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Effective Teaching Techniques and Strategies, Jaime Garcia

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Module Reflections from ACUE Course in Effective Teaching Practices, Thomas Gardner

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Approaches to Teaching in Kinesiology: KINE 2640 Lesson Plan Outline and Teaching Rubric, Christopher Gentry

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A Compilation of Written Instructional Practice Reflections on The ACUE (Association of College and University Educators) Course in Effective Teaching Practices, Sheryll Go

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ACUE Course Has Applications Beyond the Classroom, Jo Anna Grant

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Redesign of Math 1601 Modeling with Calculus, Dustin Grindstaff

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FLC: Mentoring Pre-Service Teacher Candidates, Mark Groen Ph.D.

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SMIF ePortfolio, Liang Guo

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Q2S Enhanced Pedagogy: Developing Critical Listening Skills in Business School Students to Enhance On-The-Job Performance, Matthew Habich

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Approaches to Teaching in Kinesiology, Bryan L. Haddock

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ACUE Cumulative Reflections - Effective Teaching Practices, Mahbuba Hammad

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Designing a nutrition course to develop collaborative and effective teamwork among the students though emphasis on informal and formal group work and cooperative learning, Kassandra Harding

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Semester Syllabus Template SW 6021 May 2020, Alicia Harris

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Advanced Generalist Field Work III & IV, Shyra Harris

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Collaboration (Reacting to the Past/Math/History/Writing), James Hayashi

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Tools for PhysicistsL Creating a Major-Based Foundational Course, Carol Hood

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A&P workshop summary—Uniting Anatomy and Physiology through case studies, Angela Horner, Stuart Sumida, and Tomasz Owercowicz

Reacting to the Past Course outline and materials, Arturo Huipe

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Approaches to Teaching in Kinesiology, Matthew Jackson

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Electronic Portfolios as Assessment Tied to Course Outcomes, Todd Jennings

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Reacting to the Past Pedagogy, Jesus-David Jerez-Gomez

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Teaching Don Quixote Online - Course Redesign (Span 290 Literatue in Translation), Jesus-David Jerez-Gomez

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Math 3100 Mathematical Thinking: Communication and Proof - Sample Syllabus, Cory Johnson, Shawn McMurran, Laura Wallace, and Min-Lin Lo

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Human Behavior and the Social Environment: Fall 2020 Syllabus, Rigaud Joseph

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Transcending Diversity: Redefining Critical Pedagogies to Enable Students as Creators of Knowledge, Hareem Khan

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Writing rubric for Research in Special Education (ESPE 6602), Jemma Kim

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A syllabus revised for the writing assignment, Younglee Kim

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English Teaching Methods Course: Unit Plan Description and Rubric, Nicole Klimow

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Large Lecture Class Activity for Multi-Ethnic American Literature (English 1200), Claudia Kokalari

NSCI 1200: Scientific Thinking for Community Resilience, A Foundation Seminar in Environmental Sustainability Pathway, Safieh Ladani

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ACUE - Effective Teaching Practices: Module Reflections, Anne Lama

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SW5900: Social Welfare and American Indians/Alaska Natives Course Syllabus, Deirdre Lanesskog

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Reflections on Pedagogy for Large Lecture Humanities Courses, Stephen Lehigh

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The Implementation of ePortfolios as a High Impact Practice In the Real Estate Practice Class, Yu Liu

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MATH 3100 Mathematical Thinking: Communication and Proof-sample writing (including typesetting) assignments, Min-Lin Lo, Cory Johnson, Shawn McMurran, and Laura Wallace

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Curated ACUE Reflections, Michelle Lorimer

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Course Syllabus for English 1120 - Speculative Fiction, Chad Luck

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Large Lecture Best Practices List (plus sample activity), Jessica Luck

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Reflections on Effective Teaching Practice Modules from ACUE, Susan Lujan

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A Reflection: ACUE Made Teaching Effective and Enjoyable, Sailesh Maharjan

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ePortfolios as a High Impact Practice, Neal Malik

Efforts to Improve Student Engagement in Introductory Physics (Phys 121 & 221), John McGill

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Math 3100: Communication and Proof - Assessment, Shawn McMurran, Min-Lin Lo, Corrine Johnson, and Laura Wallace

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Reflection and Application of ACUE Course for Effective Teaching Practices, Diane Mejia

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Conducting Meetings, Writing Agendas, Drafting Minutes, Liliana Monteil-Doucette

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English 1200 (Multi-Ethnic American Literature) Exercise for the Large Lecture Classroom, Omar Agustin Moran

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ACUE Certificate in Effective College Instruction Curated Reflections, Fadi Muheidat

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Pilot E-Portfolio Project for Communication Studies Graduate Program, Ahlam Muhtaseb

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Syllabus for Semester Bridge Course: Fundamental Concepts of Math for Educators: Fundamental Concepts of Algebra and Geometry & Problem Solving Through Theory and Practice (Math 301A QBR), Lamies Nazzal and Joyce Ahlgren

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Essential Concepts and Learning Outcomes for Cell and Molecular Biology, Laura L. Newcomb PhD, Mike Chao PhD, Dan Nickerson PhD, Paul Orwin PhD, Jeremy Dodsworth PhD, and David Rhoads PhD

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Q2S Enhancing Pedagogy: Reflections on Teaching SOC3020 Introduction to Community-Based Research, Ethel Nicdao

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Useful and Effective Worksheets to Enhance Communicative and Reading Skills for Japanese Language Learners, Masako Nunn