A popular brewing course is redesigned for online delivery
Professor Charlie Bamforth is redesigning his popular course on Beer and the Science of Brewing into a fully online format. The redesign is a collaboration with the College of Agricultural and Environmental Sciences, ATS, CEE, University Libraries, and Extension. This project is supported by funds from the Innovative Learning Technology Initiative (ILTI) through the Office of the Chancellor and President.
New Chemistry for Life Science series under development
A new course sequence will present chemistry as a powerful way of thinking using a pedagogical approach that has been proven effective to improve conceptual understanding. This sequence will enable lifecience majors to transfer knowledge to their own field of study, and complete general and organic chemistry in 5 quarters instead of 6. This project is supported by a PFIT grant.
TA use of active learning techniques improves student learning.
Serving ~3,500 students per year across all UC Davis colleges, the introductory biology course (BIS 2A) lays the foundation for student academic success and retention in STEM. Through extensive practice-based training, graduate teaching assistants have succeeded in improving student academic performance in BIS2A, compared with traditionally trained TAs. Specific instructional techniques that promoted student logic development, accountability and engagement were strongly associated with the observed improvement.
Learning gains measured in large enrollment General Chemistry course sequence
More than 3,000 students enroll in the General Chemistry (CHE) 2-series each academic quarter. New assessments within this course series have enabled analysis of learning gains made in each course to inform instructional changes, to increase student success and persistence, and decrease the number of students repeating the course
Hybrid learning in psychology promotes engagement and connects students to research
Professor Steve Luck has designed a hybrid version of PSY100 [Cognitive Psychology] to increase student engagement and emphasize critical thinking. Use of pre-lecture interactive online video mini-lectures, quizzes, short experiments and a discussion board has freed up face-to-face time for practice and application activities, including small group problem solving challenges and discussion of journal articles. Assessment built into the course blueprint allow constant measurement of student learning, and demonstrate that the hybrid format has increased learning. Visit Steve’s website about this course.