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 2019

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Project Based Learning: Outline for Game Development Basics, Ronald Bourbeau

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Project Based Learning Course Integration for Elementary Science Methods, William Dwyer

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Sports Nutrition Project Based Learning Assignment Reflection, Guillermo Escalante

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Holliman PA 611 Q2S Training and Course Submission, Alvin Holliman

Project Based Learning (PBL) Cause Marketing Event Collateral, Frank Houlihan

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Project Based Learning (PBL): Professional Identity Development (PID) Activity, Young Hwang

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Project on Designing Activities for Teaching Grammar, Sunny Hyon

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Project-based Learning for Span 316E: Criminal Justice Spanish, Carmen Jany

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Project Based Learning for Administrative Law, Ann M. Johnson

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E-Portfolios for Team-Based and Project-Learning Based Marketing Classes, Melika Kordrostami

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Without Borders: Culture and Immigration, Oraib Mango

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Creatively Enhance Teaching through Sustained Study of the Issue of ‘Legibility’ and Why It Matters”, Kathleen Nadeau

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Project-Based Learning, PaulChris Okpala

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Project Based Learning: Applying PBL in a Social Theory Course, Karen Robinson

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Syllabus and Lecture Slides for a Revised Social Work Practice Course on Diagnosing with the DSM-5 Using Case Studies and Active Learning Techniques to Enhance Student Engagement., James D. Simon

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Formative Assessment through Reading Reflections, Julie Taylor

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Project Based Learning in a Sociology Qualitative Research Course: Campus Climate and Students' Strategies for Success, Paloma Villegas

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Equal Employment Team Project, Jing Zhang

Submissions from 2018

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Evidence-Based Teaching Strategies for Behavioral Neuroscience and Biological Psychology Classes, Richard Addante

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Conversion of PA 611 Public Administration Theory and Practice, Jonathan Anderson

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Lead in the environment, MSN module, Dawn Blue

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Project Based Learning Syllabus - CSUSB Art Department Brand Identity Re-design, Andrew Oakes

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Writing Intensive in the Major: Literature, Laura Quinn