- 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.
- Engagement around a set of scholarly readings addressing the topic.
- Development of a product related to this teaching issue that can be shared via the campus ScholarWorks website.
Submissions from 2020
Q2S Enhancing Pedagogy: Reflections on Teaching SOC3020 Introduction to Community-Based Research, Ethel Nicdao
Useful and Effective Worksheets to Enhance Communicative and Reading Skills for Japanese Language Learners, Masako Nunn
Developing a Writing-Intensive Course in Animal Physiology, Tomasz Owerkowicz
Digital Culture or Gutenberg Culture: Some Reflections on the Design Principles of Online Courses., Julie Paegle
Q2S Enhancing Pedagogy: ACUE Module Reflections, Sharon Pierce
ACUE Certificate in Effective College Instruction Reflections, Zachary A. Powell
Integration of Case Based Instruction and Positive Learning Gains, Taylor Pupka
Up to Scratch: An Evidence-based (and fun!) Assessment Tool, Breanna Putman
International Business Project Assignment, Ranfeng Qiu
A rubric for grading laboratory research paper writing assignments in plant biology, David Rhoads
Concepts to Remember for Preservice Teachers when Working with English Learners Students during CalTPA Cycle 1, Jacqueline Romano
Reflection on Effective Teaching Practice, Cohort B Fall 2019-Spring 2020, Q2S, TRC, ACUE Training, Jacqueline Romano
Q2S Enhanced Pedagogical Approaches - Teaching an Old Dog New Tricks, Corrie Roozee
Alignment of online Health & Human Ecology course, Scott Rose
Rubric, Helen Ross
Some Strategies to Improve Student Success, and Reduce DFWI rates in large, introductory U.S. History classes., Rchard Samuelson
The Diffusion of Artificial Intelligence/Machine Learning Methods and Data Analytics into an Undergraduate Nursing Research Course, Mary Anne Schultz
Diffusion of Precision Health Phenomenon into an Undergraduate Nursing Research Course, Mary Anne Schultz and Mary Anne Schultz
Integrating Backward Design Principles for Course Curriculum Planning, Sang Seok Nam
SW 4011 Generalist Field (BASW syllabus), Herb Shon
SW 6042 Human Behavior and the Social Environment - Critical Topics (prototype semester syllabus), Herb Shon
Macro Social Work (SW 6061) Syllabus, Laurie Smith
ePortfolio for Physical Education Teacher Education in Kinesiology, Hosung So
Project-Based Learning in Kinesiology, Hosung So
Designing and Revising a Course Using Evidence-Based Teaching (EBT) in Higher Education, Becky Sumbera
KINE 4700 EKG Interpretation and Stress Testing, Justin Swanson
Active Learning in Science & Technology, Becky Talyn
Reacting to The Future: An Immersive Experience with The Hunger Games, Amanda Taylor
essay-From NES to ELL: The Struggle for the Language Rights of Public School Children in the United States, Nena Torrez
Effective Teaching Techniques to Engage Students: ACUE Course Reflection, Rerhime Uku
Approaches to Teaching in Kinesiology, Cameron Van Wye
LAS 2000: Introduction to Latin American Studies, Teresa Velasquez, Bibiana Diaz, Esteban Cordoba de la Barrera, Michal Kohout, and Jose Munoz
Presentation Poster: Foundations Course, NSCI1200- Scientific Thinking for Community Resilience, Gary Vieiro
The benefits of ACUE training: Effective Teaching Practices, jessica Vierra
Math 3100 - Mathematical Thinking: Communication and Proof - Week 1 Outline, Laura J. Wallace, Cory Johnson, Shawn McMurran, and Min-Lin Lo
Embedding Problem Solving in the Math 30x Courses, Kelli Wasserman
Syllabus for Clinical Exercise Physiology (KINE 4700 ), SANG OUK WEE
ACUE Teaching Effectiveness Course Lessons and Outcomes, Christine Weinkauff Duranso
ACUE Effective Teaching Practices: Module Reflections, Nancy Wolf
A Writing Intensive Upper Division Astrophysics/Planetary Science Course, Laura M. Woodney
Submissions from 2019
FLC - Comm 120 Revision, Guadalupe Alatorre
Campus as a Living Lab: Community Centered Environmental Service Learning, Jennifer Braswell Alford
Honors First-Year Curriculum Institute Reflection, Hadia Bendelhoum
Developing Self-Directed Learners: Reflection, Thomas Berry II
Helping Students Persist in Their Studies Reflection, Thomas Berry II
Providing Clear Directions & Explanations Reflection, Thomas Berry II
Using Active Learning Techniques in Small Groups Reflection, Thomas Berry II
Using Concept Maps and Other Visualization Tools Reflection, Thomas Berry II
Project Based Learning: Outline for Game Development Basics, Ronald Bourbeau
Draft: Department of Nursing Master of Science in Nursing ePortfolio Policy, Cheryl Brandt
Honor's First-Year Curriculum Institute: Reflection, Angelina Burkhart
FLC: ACUE, Angel Castro
Student Project: Exercise Prescription for Older Adults, Zhaojing Chen
Student Personal Profile Page, Kurt Collins, Sharon Pierce, and Lynn Diaz-Rico
ACUE Reflections, CSUSB TRC
Faculty Learning Community: Approaches to Teaching in Kinesiology, Nicole Dabbs
SCIPP: An Expanded Community of Practice - Community Publishing, Juan Delgado, Kelly (KL) Straight Dortch, Daiana Rodriguez, Alex Avila, William Beshears, Juliana Cruz, Gina Hanson, Frank Houlihan, Lacey Kendall, Larry Light, Cati Porter, Molly Tor, Timothy "Isaac" Pieper, Bianka Sanchez, Sara Trowbridge, Daniel Aguilar, Bernardo Benigno, Arely Bernal, Alejandra Bueno, Emily Campos, Jason Cannon, Griselda Caudillo Gallo, Joshua Clemente, Sarah Coblentz, Diana D'Arcangelo, Georgia Darwin, Mary Grace Deasis, Kaylan Els, Keith Fernandez, Maria Flores, Khiyara Frontela, Anthony Galvan, Monica Galvez, Martin Garcia, Jessica Godin, Freda Guzman, Madison Hall, Diana Huitron Munoz, Jennifer Ledesma, Maria Lias Chacon, Rebekah Linares, Prisma Loya, Elijah Magana, Alberto Mancillas, Lorinda Maya, Jennifer Pimentel, Nancy Ramirez, Angelica Rodriguez, Alexis Ruvalcaba, Sandra Sandoval De Rosas, Emily Stoddard, Andrea Tinajero, Lesly Velez Montenegro, Saulo Velez Montenegro, Matthew Vigil, Sergio Zamora, Marylou Alvarez, Roxanna Cervantes, Tenaya Fuentes, Wendy Moreno, David Valenzuela, Philip Colunga, Augustine "Auggie" Fuentes, Nadia Fuentes, Olive Fuentes, Sophia Fuentes, Miraya Martinez, Diego Mercado, Iker Valenzuela, and Roma Valenzuela
E-Portfolio for MA-TESOL Candidate Assessment (Q2S Course Redssign), Lynne Diaz-Rico
Developing Self-Directed Learners, Alexander Dorado
Project Based Learning Course Integration for Elementary Science Methods, William Dwyer
Sports Nutrition Project Based Learning Assignment Reflection, Guillermo Escalante
Enhancing Pedagogy Through ACUE Certification, Janelle Espling
Reflection on use of the "Reacting to the Past" pedagogy in a History of Mathematics course, Davida Fischman
Oral Communication Course Guidelines (semesters), Donna Gotch
Effective Teaching Practices Reflections, Corey Gustafson
SCIPP: An Expanded Community of Practice - Community Publishing, Gina Hanson
Project Based Learning in Family Communication, Brian Heisterkamp
Increasing Interactivity in Archaeology Courses at the Undergraduate and Graduate Levels, Guy Hepp
A Collection of Reflections on Instructional Design, Shaoyi He
FLC: Kinesiology Teaching Orientation to Kinesiology, Christopher R. Hill
FLC: Kinesiology Teaching Sociology and Psychology of Physical Activity, Christopher R. Hill
Holliman PA 611 Q2S Training and Course Submission, Alvin Holliman
Project Based Learning (PBL) Cause Marketing Event Collateral, Frank Houlihan
Project Based Learning (PBL): Professional Identity Development (PID) Activity, Young Hwang
Project on Designing Activities for Teaching Grammar, Sunny Hyon
Project-based Learning for Span 316E: Criminal Justice Spanish, Carmen Jany
Project Based Learning for Administrative Law, Ann M. Johnson
Implementing High Impact Practices to Address DFW Rates: Universal Design for Learning and Multiple Means of Expression, Tiffany Jones
FLC: Implementing High Impact Practices to Address DFW Rates, Ryan Keating
ACUE Effective Teaching Practices: Module Reflections, Jenni Keys
Measuring sustainability (GEOG 100 Intro to Human Geography), Michal Kohout
E-Portfolios for Team-Based and Project-Learning Based Marketing Classes, Melika Kordrostami
Project-Based Learning: What Did I Do and Learn?, Amy Leh
Q2S Enhancing Pedagogy - Lowering DFW rates for Large Lecture Courses, Kate Liszka
Instructional Designs for Expository Writing Using ACUE Practices, Beatrice Longshore
Without Borders: Culture and Immigration, Oraib Mango
Honors Program First Year Curriculum Guidelines, David Marshall
Applying ACUE Strategies to Online French Literature in Translation course - Reflection, VALERIE MORGAN
Encouraging Participation and Connecting with Students in First Year French Classes, VALERIE MORGAN
Implementing New Strategies in FLAN 312: Pedagogies in Foreign Language Teaching, VALERIE MORGAN
Q2S Faculty Learning Community, History Department (Murray, HIST 142), Jeremy Murray
Creatively Enhance Teaching through Sustained Study of the Issue of "Legibility" and Why It Matters, Kathleen Nadeau
Honors Interdisciplinary Seminar Syllabus (Letters & Natural Sciences/Math), Terri J. Nelson and Davida Fischman
How EBTs might be incorporated into public relations coursework to promote deep learning, Jessica Nerren
Course Design - Sample Syllabus for an Environmental Exercise Physiology Course, Jason Ng
Project-Based Learning, PaulChris Okpala
ACUE Experience Spring 2019, Brenda Ortiz
4 Speech Assignments: Student Requirements, Sarah Patzold
Reflective Statement and Revised Syllabus For Large Lectures, Timothy Pytell
Student’s Professional Practices Materials in a Digital Repository, Alison Ragguette
