Arts and Humanities Commons^™

Las 2000: Introduction To Latin American Studies, Teresa Velasquez, Bibiana Diaz, Esteban Cordoba De La Barrera, Michal Kohout, Jose Munoz

Q2S Enhancing Pedagogy

Q2S Enhancing Pedagogy stipends were used to support the formation of a Faculty Learning Community to develop a new course, LAS 2000. Five faculty members from the College of Arts and Letters and the College of Social and Behavioral Sciences collectively designed and produced an fully online, team taught semester course. LAS 2000 is an introductory course to Latin American Studies, a requirement in the LAS Minor Program. The course introduces students to the study of Latin America from various perspectives: Anthropology, Sociology, Geography, Literature, and Theater/Film, with the goal of fostering greater cross-cultural understanding of the region and enhancing …

Providing Useful Feedback, Carol Damgen, Carol L. Damgen

Q2S Enhancing Pedagogy

This reflection is based on an educational assignment from my Oral Interpretation of Literature course at California State University, San Bernardino, April 2019.

Assessment is an essential part of education. However, assessment shouldn’t necessarily come from only one source-the teacher. I believe students benefit from receiving feedback from not only their instructor, but from their peers and lastly from themselves. This layered reflection allows one to learn from what others feel about their work. It is essential to have a second eye if we are to grow as learners.

This multi-perspective view allows the student to offer critical analysis to …

Responding To Writing By Responding To Learning By Giving Effective Feedback, Carol Damgen, Carol L. Damgen

Q2S Enhancing Pedagogy

This paper was a reflection on responding to your students writing by beginning the process with positive feedback. As writing instructors, it is important to focus on what our students are doing correctly with academic writing submissions and then offer suggestions for improvement.

Planning An Effective Class Session, Carol Damgen, Carol L. Damgen

Q2S Enhancing Pedagogy

This reflection is based on an educational assignment from my Intro to Theatre course at California State University, San Bernardino, April 2019.

As an educator, I am always interested in combining new techniques with tried and true approaches. My hope is twofold- enhance my students learning and keep me inspired.

The concept of a beginning, middle and end in all classes, provides structure for your students and keeps the pedagogy focused.

I incorporated the “I do, we do, you do” approach to support a well-balanced framework for the class period. This technique is a creative take on a beginning, middle …

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

Q2S Enhancing Pedagogy

This reflection is based on an educational assignment from my Intro to Theatre Arts course at California State University, San Bernardino, May 2019.

Providing students guidance when taking on a new assignment is essential. This direction may be achieved through a variety of sources: lectures, videos, examples of past students work, rubrics etc.

One approach, which may benefit the learner in the immediate and have a lasting impression, is teaching students to use the grading tool at hand (rubric/checklist) to improve assignments.

Following an example you have provided, the instructor will work with their students to use either a checklist …

Aligning Assessments With Course Outcomes, Carol Damgen, Carol L. Damgen

Q2S Enhancing Pedagogy

This reflection is based on an educational assignment from my Oral Interpretation of Literature course at California State University, San Bernardino, May 2019.

A consistent focus and goal for me as an educator is to align assessments with course outcomes.

The learning outcome for this class session focused on the cognitive approach- “students will develop the skills to communicate an oral interpretation of literature to an audience with believability, dramatic action and honesty.”

The intention of this class period was for my students to clearly understand the difference between acting, reading and oral interpretation. Oral Interpretation is a type of …

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

Q2S Enhancing Pedagogy

Giving students an opportunity to do group work in a Public Speaking course allows for an exchange of ideas from various points of view. This activity based on Persuasive Speech can further the students understanding of the assignment in a safe collective.

Working as a team develops strong foundations from which to build a powerful argument based not only on value but factual claims. The outcome of this group activity encourages the steps of building a problem/solution organizational pattern presentation.

The hope of this assessment is to scaffold into a solo presentation building from what the learner has employed from …

Acue Effective Teaching Practices: Module Reflections, Makiko Amaya

Q2S Enhancing Pedagogy

This is a collection of reflection journals assigned by ACUE’s (Association of Colleges and University Educators) online “Course in Effective Teaching Practices.” This course is designed for college educators to gain a foundation in evidence-based teaching practices that increase student motivation, engagement, and learning.

This collection includes eight “Instructional Practice” reflection journals and two “Plan to Implement” reflection journals.

The journals include reflections from the following ACUE modules:

Connecting with Students (Module 2C)

Teaching Powerful Note Taking Skills (Module 4C)

Leading the First Day of Class: (Module 2 A)

Planning and Effective Class Session (Module 1E)

Delivering and Effective …

Course Syllabus For English 1120 - Speculative Fiction, Chad Luck

Q2S Enhancing Pedagogy

This document contains a syllabus for a new version of the large-lecture course English 1120: Speculative Fiction. This version of the class focuses on horror fiction, in particular, and structures the course according to a series of discursive contexts crucial to that genre. So, the course is organized around five thematic units including: psychology, religion, gender, race, and science. Each of these units presents key texts in that given area and asks students to think critically about the relationship of fiction to that particular cultural context. The course, in general, cultivates in students the ability to analyze cultural objects—in this …

Large Lecture Best Practices List (Plus Sample Activity), Jessica Luck

Q2S Enhancing Pedagogy

Includes a list of tips and best practices for running Large Lecture classes effectively, as well as a Bibliography of helpful resources (focused on English/Humanities). Ends with a sample engaging large lecture activity in which students perform Edgar Allan Poe’s “The Bells.”

Digital Culture Or Gutenberg Culture: Some Reflections On The Design Principles Of Online Courses., Julie Paegle

Q2S Enhancing Pedagogy

This short essay explores online course design, especially in the crisis conditions of the coronavirus pandemic. We reflect on the question of whether the basic design orientation in online classes should be toward textual or non-textual content, and we consider the view that textual content may in fact be far better.

Reflections On Pedagogy For Large Lecture Humanities Courses, Stephen Lehigh

Q2S Enhancing Pedagogy

In this short essay, lecture technique used by Professor Michael Sandel is adapted to the task of shaping productive lectures in a large lecture course in the humanities, here literature. A brief discussion of Sandel’s method distills it into four points. A brief example follows.

Teaching And Testing Textual Analysis In Reacting To The Past: Thucydides And Jigsaw Method Discussion, Cary Barber

Q2S Enhancing Pedagogy

The activity this work presents is designed to both strengthen and evaluate students’ ability to think critically about ancient texts within a Reacting to the Past gaming environment (specifically in the game ‘The Threshold of Democracy: Athens in 403 B.C.’). The activity is part of a preliminary set of assignments meant to improve students’ sense of the game’s historical, social, political, economic, and religious context. Moreover, the activity helps to ensure that students can incorporate texts appropriately into speeches, writings, and general gameplay.

Using the Jigsaw Method of discussion, I organize students into ‘numbered’ (I, II, III, etc.) groups of …

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

Q2S Enhancing Pedagogy

This course syllabus was developed thanks to the E-Learning Academy workshop in course redesign and Quality Matters online workshop for online teaching innovative development. The redesigned course, SPAN 290: Spanish Literature in Translation, was piloted in Fall 2019, and it is being offered again with improvements and revisions this Spring 2020.

Transcending Diversity: Redefining Critical Pedagogies To Enable Students As Creators Of Knowledge, Hareem Khan

Q2S Enhancing Pedagogy

While adhering to the course learning objectives, the final project for my Ethnic Studies 100: Race and Ethnicity in America course has transformed into an opportunity for students to grapple with the pandemic through the critical lens they build on this quarter. It asks them to center their myriad experiences as CSUSB students and use them as guides to engage with their choice of an academic text from the course. Ethnic Studies, a discipline that emerged out of political movements that addressed systemic racism at the level of higher education, requires us to transcend the banking models of education that …

E-Portfolios For Dance In The Classroom 2019-20, Leslie Bryan

Q2S Enhancing Pedagogy

Many times university students struggle with maintaining course materials and resources from one academic term to another. They may not have the wherewithal to save these resources in one location for easier access and to then use them when they become practitioners in the field of education. This project focuses on using e-Portfolios as the means for students to compile their work, connect to various networking sites and showcase their knowledge and accomplishments when applying for positions in the field of education. This submission presents the description, purpose and details of an ePortfolio for K-12 pre-service teachers at California State …

Acue Cumulative Reflections - Effective Teaching Practices, Mahbuba Hammad

Q2S Enhancing Pedagogy

The following reflections emerged after completing the Association of College and University Educators Training on Effective Teaching Practices. Reflections span a wide array of topics from valuing student diversity to conducting interactive class sessions in large lecture halls. The practice and reflect pieces in these selections identify the techniques chosen to be implemented in an actual classroom setting and the reason why they were selected. These reflections also share the success and challenges associated with implementing this techniques in the classroom; and provide some strategies on how to improve their future implementation.

Module Reflections From Acue Course In Effective Teaching Practices, Thomas Gardner

Q2S Enhancing Pedagogy

Five Module Reflections from ACUE Course in Effective Teaching Practices

(1E) Planning an Effective Class Session: use an engagement trigger

(3C) Delivering an Effective Lecture: end with an effective closing

(3D) Planning Effective Class Discussions: sequence questions to progress toward higher-order thinking

(3E) Facilitating Engaging Class Discussions: manage the dominant talker

(4B) Using Concept Maps and Other Visual Tools: integrate visual tools in a class session

Electronic Portfolios As Assessment Tied To Course Outcomes, Todd Jennings

Q2S Enhancing Pedagogy

ePortfolios, and portfolios in general, are typically used to collect student work across time to show evidence of learning and development, enabling students to reflect upon and demonstrate their unique understandings and mastery of concepts. However, besides being useful longitudinally, they can also prove valuable as summative assessment tools within quarter or semester long courses. As an alternative to traditional examinations that require students to conform their learning/memorization to information pre-selected by instructors, ePortfolios allow students to show what they have learned in highly individualized ways that are applied to their unique lives and social contexts. In the example presented …

The Challenge Of Just-In-Time Teaching (Jitt): A Case Study In Music Education Pedagogy, Nicholas Batcher

Q2S Enhancing Pedagogy

It is nine o’clock in the morning in my “Intro to Music Education” classroom. The students enter the class room and begin to almost immediately begin debating important current trends in music education. Topics range from making sure music classrooms utilize a diverse range of repertoire (music) and literature; to LGBTQ+ students in the classroom; to teaching music to students with special needs; to the efficient use of technology in the music classroom. This is not your typical “sage from the stage” lecture. These students are actively participating and engaged from the moment class begins, and as the class continues, …

Collaboration (Reacting To The Past/Math/History/Writing), James Hayashi

Q2S Enhancing Pedagogy

This is an assignment for a Freshman level course in the College of Natural Science. By the end students will have an understanding of valid research, collaboration and communication skills. Faculty that chooses to use this assignment will be preparing students for an active learning environment, and understanding a “Big Idea”, valid research, technology and communication skills.

Faculty should give an example of what is valid research. As students are completing this assignment mini deadlines (check-ins) shall be set. With the check-ins for this assignment focus on how the group will communicate the check point and the collaboration.

The focus …

Useful And Effective Worksheets To Enhance Communicative And Reading Skills For Japanese Language Learners, Masako Nunn

Q2S Enhancing Pedagogy

The purpose of this project is to create useful and effective worksheets to accord with the current textbook (Genki I, published by the Japan Times) in the aim of enhancing Japanese language learners’ communicative and reading skills. Therefore, this project includes the following worksheets in learning Japanese language in accord with the current textbook, Genki I (2^nd edition) to enhance communicative and reading practice. This package includes the following: 1) worksheet; 2) worksheet answers; 3) vocabulary worksheet; 4) three PowerPoints with voice recorded; 5) reading supplement- PowerPoint with vocabulary and sentence practice; 6) reading supplement with auditory aid; 7) …

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

Q2S Enhancing Pedagogy

I argue that merely causing individuals to have knowledge of racial injustice and race relations in society is insufficient to prevent them from coming to hold false racist beliefs. I also argue that causing individuals to have understanding of racial injustice and race relations is sufficient to prevent individuals from coming to hold false racist beliefs. I suggest that if these two claims are correct, then educators should compose curricula such that they engender deep understanding of racial injustice and race relations in students.

I suggest curricula should include Charles Mills’ classic book The Racial Contract because this book involves …

Reflective Group Writing Project For Eng 3140, David J. Carlson

Q2S Enhancing Pedagogy

This assignment is a culminating group writing project/presentation for ENG 3140 Native American and Indigenous Literatures. Students are asked to assess the course content and pedagogy through two lenses: (1) theories regarding the nature of decolonizing pedagogy derived from the field of indigenous studies, and (2) CSUSBs specific GE "Diversity and Inclusion" and "Global Perspectives" designations. The goal is for students to assess whether the way our institution frames its GE ILOs is compatible with decolonial practice as defined within the field.

Some Strategies To Improve Student Success, And Reduce Dfwi Rates In Large, Introductory U.S. History Classes., Rchard Samuelson

Q2S Enhancing Pedagogy

HIST 200 is a challenge for many students at CSUSB. For many students it is one of the first college level classes they take, and the transition to college can be difficult. In addition, reports indicate that as of 2018 roughly 40% of entering first year students in the California State University System probably need some remedial classes to get up to speed for CSU studies.

Conventionally, such classes, often with 150 students, take the form of classic large lectures and textbook classes. The trouble is that lecturing has been shown, repeatedly, to be inferior to more active approaches. …

Reacting To The Past Pedagogy, Jesus-David Jerez-Gomez

Q2S Enhancing Pedagogy

This project was the product of the Reacting to the Past Pedagogy workshops provided by Dr. Terri Nelson during various years for the Q2S transformation and innovative course redesign strategies.

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

Q2S Enhancing Pedagogy

This document outlines a culminating activity for ENG 1120 Speculative Fiction: Science Fiction, Horror, Fantasy that weds out-of-class preparation, as well as in-class participation and literary role-playing: “Haunted Talk Show.”It is a talk show-style assignment featuring major characters from the various texts that we have read throughout the semester. This document sketches out: A brief outline of my potential ENG 1120 theme, units, and sample texts; and, more detailed discussion of the specific assignment including a general overview, more detailed steps for execution (for students and instructor), and an explanation of the activity potentially aligns with pedagogical best practices for …

Reacting To The Future: An Immersive Experience With The Hunger Games, Amanda Taylor

Q2S Enhancing Pedagogy

Description of an immersive, role-play based assignment centered on The Hunger Games by Suzanne Collins. Designed for a ENG 1120 Speculative Fiction course focused on dystopian literature. The assignments adapts elements of Reacting to the Past pedagogy and was developed as part of a Q2S Enhancing Pedagogy Faculty Learning Community focused on large lecture literature courses.

Q2s Enhanced Pedagogy Flc Syllabus Studies In Literature & Creativity, Nancy Best

Q2S Enhancing Pedagogy

This syllabus was written in response to the FLC symposium led by Jessica Luck. It draws on elements I have previously used in teaching the large lecture 170—Studies in Literature—and adapts those elements to address the issues raised in Q2S Enhanced Pedagogy discussions, particularly to develop best practices, and to include a creative component for a new course offering which combines analysis with creative practice.

English 2180 Skeleton Syllabus And Sample Assignment, Jennifer Andersen

Q2S Enhancing Pedagogy

Approaches that I consider to teaching English 2180: the Function of Stories, include:

1) Legal Argumentation as Story-telling: the role of stories in jurisprudence

2) Philosophical explorations into cognitive and affective benefits from fiction

3) Socio-historical arguments about the rise of the novel

4) Fiction as cautionary tales for maturing adolescents

5) Psychological benefits: storytelling as a source of analogues for subjective experience