Q2S Enhancing Pedagogy | California State University, San Bernardino

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Q2S Enhancing Pedagogy

The Q2S (Quarter to Semester) 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:

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.

Documents produced from the Enhancing Pedagogy project are archived here.

Submissions from 2019 2019

Interdisciplinary Lesson Plans to study Art and Romantic Poetry (1775-1837), Luz Elena Ramirez

FLC: ACUE Legacy Administration, Krystal Rawls

Roberts: ACUE Online Course in Effective Teaching Practices-Cohort A, Sabrina Roberts

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

Pedagogical Strategies for Student Success in US History Survey Course, Q2S Enhancing Pedagogy Report, Marc A. Robinson

KINE 3510 Exercise Science Research Seminar Syllabus and Project, Amanda Rymal

Addressing DWFI Rate Through Backward and Aligned Course Design, Yvette Saavedra

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

Project-Based Learning (PBL) via Segmented Lectures and Peer-Reviews: Programed Instruction for APA Style Literature Reviews, Dwight P. Sweeney Jr

Formative Assessment through Reading Reflections, Julie Taylor

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

ACUE Reflection from a STEM Perspective, Ashley Vizenor

Oral Communication: Sample Speech Outlines & Bibliographies, Amy Wassing

ACUE Course in Effective Teaching Practices: The Impact on Student Learning, Danuta Wojnar

FLC- Implementing High Impact Practices to address DFWI rates - History 140, David Yaghoubian

Public Perceptions toward the Current Economy: A Report to the U.S. Congress, King-To Yeung

Enhanced Pedagogy FLC: Differentiating the First Year Honors Curriculum, Megan Zane

Equal Employment Team Project, Jing Zhang

Submissions from 2018 2018

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

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

Lead in the environment, MSN module, Dawn Blue

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

Writing Intensive in the Major: Literature, Laura Quinn

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