Education Commons^™

The Benefits Of Acue Training: Effective Teaching Practices, Jessica Vierra

Q2S Enhancing Pedagogy

The following paper is an outline and reflection of lessons I learned throughout my time on canvas; ACUE training. Thanks to CSUSB’s TRC program they offer effective trainings to create a positive learning environment. I also include different challenges I experienced while implementing these lessons.

Reflection On Effective Teaching Practice, Cohort B Fall 2019-Spring 2020, Q2s, Trc, Acue Training, Jacqueline Romano

Q2S Enhancing Pedagogy

The contexts of the first reflections focus on what I did in preparation for “the first day of class”, “planning for effective lessons”, “delivering an effective lecture, and the last reflection focuses on the implementation of virtual class due to COVID-19 transition “setting learning objectives”. For the most part, the implementation of techniques was geared for a face-to-face classroom setting. However, the transition from F2F format to online in such a short amount of time was challenging as more time for preparation was what I needed. However, this interruption to my F2F classes was an opportunity to test my skills …

Effective Teaching Practices By Acue, Module Reflection, Lida Ahmadi

Q2S Enhancing Pedagogy

The online course,Effective Teaching Practicesis offered byThe Association of College and University Educators’(ACUE’s). This is a comprehensive course on teaching methods that are centered on improving student engagement and learning. This work is a summary report of my reflections on selected course modules.

Integrating Backward Design Principles For Course Curriculum Planning, Sang Seok Nam

Q2S Enhancing Pedagogy

The purpose of this project is to enhance curriculum planning by integrating backward design principles for a graduate course, ESPE 6662: Methods for Students with Moderate/Severe Disabilities. Backward design, a curriculum planning approach introduced by Grant Wiggins and Jay McTighe (1998), challenges college professors to begin their planning process by developing goals and outcomes for student learning. Backward design encourages instructors to establish the curriculum outcomes and goals before reviewing instructional materials. Therefore, backward design is an effective way of providing guidance for designing courses. Once the learning outcomes have been identified, the instructor is to develop assessments and instructional …

Integrating Precision Health In A Nursing Concepts Course, Evangeline Fangonil-Gagalang

Q2S Enhancing Pedagogy

There is a new and emerging approach to healthcare which is gaining momentum. It is called Precision Health (PH). This approach promises to maximize the benefits of medical interventions for an individual patient to achieve a more precise and safe care. In contrast to providing standardized care protocols (set of medical orders for a patient complaint, e.g. stroke procedures), which is outdated, this new treatment approach uses advances in scientific and technological innovations in patient care. The American Association of Colleges of Nursing (2019) calls on educators to integrate Precision Health in nursing curricula. The Department of Nursing at California …

Strategies To Mentor Teacher Candidates During Caltpa To Use Research-Based Practices To Facilitate Engagement And Learning For English Language Learners., Lasisi Ajayi

Q2S Enhancing Pedagogy

Developing the knowledge and skills to teach K-12 English language learners (ELLs) is a crucial aspect of the teacher candidate learning to teach. This is even more critical as school districts are increasingly enrolling English language learners into the mainstream classrooms. Hence, teacher candidates must become proficient in implementing appropriate research-based strategies that promote learning for K-12 students with disabilities.

The California Teacher Performance Assessment, CalTPA, requires teacher candidates to teach one student ELL and upload the video of the instruction for assessment. This aspect of this CalTPA presents some challenges to our students because they have not worked with …

Q2s Enhanced Pedagogy: Developing Critical Listening Skills In Business School Students To Enhance On-The-Job Performance, Matthew Habich

Q2S Enhancing Pedagogy

A common complaint heard from many business managers and executives is that while recent business school graduates are relatively well-equipped for the technical aspects of their jobs, they often lack critical communication-related skills, thus limiting their organizational effectiveness. This article describes feedback received from a group of Southern California business executives indicating that "active listening" is one of the most important of these communication skills - and one often lacking in recent business school graduates - and offers one classroom exercise that can be used to help students practice this critical communication skill.

Using Inquiry Based Experiential Learning To Teach Mindfulness To Students And Teachers, Jordan Fullam, Kurt Kowalksi

Q2S Enhancing Pedagogy

These artifacts from a faculty learning community (Q2S Enhancing Pedagogy Stipend) are focused on developing inquiry based approaches for teaching mindfulness to preservice teaching candidates in the College of Education, CSUSB students at large, and K-12 teachers working in local schools. We created a series of experiential learning activities that will ground the teaching and science of mindfulness in students’ own firsthand experiences with mindfulness practices. In this approach, students will be asked to reflect on their own brief experiences practicing mindfulness in class, or other settings, in order to examine its potential usefulness for themselves, teachers and K-12 students. …

Acue - Effective Teaching Practices: Module Reflections, Anne Lama

Q2S Enhancing Pedagogy

Association of College and University Educators (ACUE) Course in Effective Teaching Practices, a nine-month online module certification program, provides an opportunity to learn how to design courses, engage learners, and establish a productive learning environment in both online and face-to-face teaching format. Upon completion of each module, course participants reflected on technique chosen, successes and/or challenges, and plans for implementation.

A Compilation Of Written Instructional Practice Reflections On The Acue (Association Of College And University Educators) Course In Effective Teaching Practices, Sheryll Go

Q2S Enhancing Pedagogy

This is a compilation of written instructional practice reflections on The ACUE (Association of College and University Educators) Course in Effective Teaching Practices, from January – April 2020. This online course has prepared Nurse Educators like me in gaining a foundation in evidence-based teaching practices that increase student motivation, engagement, and learning. The attached assignment include reflections from completed modules.

Concepts To Remember For Preservice Teachers When Working With English Learners Students During Caltpa Cycle 1, Jacqueline Romano

Q2S Enhancing Pedagogy

The Community of Practice Q2S Enhancing Pedagogy where I participated focused on “Supporting and Mentoring Teacher Candidates during Teaching Performance Assessment”. This CP discussed and shared information on best pedagogical practices for teaching, supporting, and mentoring preservice teachers as they engage in identifying students with specific academic needs before planning, delivering, assessing and reflecting on tasks required by the state-mandated assessment (CalTPA). This test is required for certification. My contributions to this CP resulted in this reflection/handout. The most salient topics were Implementing Effective Instruction, which means being able to know and apply Standards-based Instruction, SDAIE methods, Lesson Planning, …

Embedding Problem Solving In The Math 30x Courses, Kelli Wasserman

Q2S Enhancing Pedagogy

The Math 30x Quarter Bridge courses have been designed to bridge the gap created in curriculum, as CSUSB transitions from quarters to semesters. The four course series will soon be a three course series, with the fourth course embedded in the other three. These classes will now incorporate reading, problem solving and reflection assignments from Powerful Problem Solving by Max Ray and Thinking Around the Box by Davida Fischman and Shawnee McMurran. These classes will also serve as a model for the Fall semester courses. The following outlines the Group Projects to be incorporated into the Quarter Bridge and Semester …

Syllabus For Semester Bridge Course: Fundamental Concepts Of Math For Educators: Fundamental Concepts Of Algebra And Geometry & Problem Solving Through Theory And Practice (Math 301a Qbr), Lamies Nazzal, Joyce Ahlgren

Q2S Enhancing Pedagogy

The Quarter-to-Semester transition at CSUSB brought a number of challenges for many courses or course series. One of those included the math requirement for Liberal Studies series, Math 30x courses. The challenge here is that the 30x series includes four courses, yet the transition to semesters will yield three courses. In the Fall of 2020, the fourth 2-unit course in the series, Math 308 (Problem Solving Through Theory and Practice), will no longer be offered. Instead, it will be embedded into the first three courses. Students beginning the series after Fall 2019, will not have enough time to complete the …

Written Reflections And Discussion Forums-- Math For Elementary School Teachers (Q2s-Ep: Math 301aqbr And Math 301bqbr ), Stephanie Creswell

Q2S Enhancing Pedagogy

Preparing for the transition from quarters to semesters, instructors of the mathematics sequence for future elementary teachers (Math 301ABC, Math 308 and their semester equivalents 3011, 3012 and 3013) applied research about best practices for online learning in mathematics to the quarter bridge courses Math 301AQBR and 301BQBR that each include 0.5 units of online activities. Successful activities piloted in the quarter bridge courses may be implemented in the 3011-3012-3013 semester sequence and their associated lab courses 3011L-3012L-3013L. This paper focuses on written reflections and group discussion forums associated with the class textbook Powerful Problem Solving by Max Ray.

Sample Activities Of Certification Course, Effective Teaching Practices: Cohort C, Fall 2019 – Spring 2020, Carmen Beck

Q2S Enhancing Pedagogy

This publication provides a summary of the experience and application of the Certification Course, Effective Teaching Practices: Cohort C, Fall 2019 – Spring 2020, offered by California State University San Bernardino (CSUSB). The course, developed by the Association of College and University Educators (ACUE) was offered by the Teaching Resource Center (TRC) at CSUSB. It consisted of 25 modules and it was mostly delivered in an online setting. The purpose of the course was to enhance teaching practices and to prepare for the conversion from the Quarter System into the Semester System at CSUSB for the 20-21 academic year. Also, …

Project-Based Learning In Kinesiology, Hosung So

Q2S Enhancing Pedagogy

In this syllabus, project-based learning (PBL) was integrated and implemented in physical education teacher education course (KINE473). Students were guided to choose a project that promotes physical activity and meets learning outcomes required by national and state standards for K-12 physical education. As learning outcomes for the project-based learning (PBL), students in a group of 3-4 planned and produced a video clip that could be used for physical education classes with minimum and limited equipment, which could solve current issues facing with physical education classes, such as school finance, space limitation, and limited resources to teach physical activity. An example …

The Diffusion Of Artificial Intelligence/Machine Learning Methods And Data Analytics Into An Undergraduate Nursing Research Course, Mary Anne Schultz

Q2S Enhancing Pedagogy

The project is the adoption of principles of Artificial Intelligence (AI)/Machine Learning and Data Analytics into a traditional nursing research (hypothesis testing) course. Necessitated by the recent entrance of “Big Data” use in health care, there is an urgent need to inject an understanding of the AI/ML techniques necessary to extract, organize and derive meaning from this huge amount of evidence in clinical decision-making. In fact, our department recently approved the adoption of Precision Health (PH) (the clinical use of the plethora of highly-individualized data in health & medical decisions) principles into six undergraduate courses, NURS 4222 (Nursing Research & …

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) …

Developing A Writing Intensive (Wi) Microbiology Lab Course, Jeremy Dodsworth

Q2S Enhancing Pedagogy

Students at CSUSB will be required to take two courses designated as writing intensive (WI) after the quarter-to-semester (Q2S) transition in Fall 2020. Having WI courses in the Biology major will allow Biology students to satisfy the WI requirement and a major requirement/elective with one course, and having WI course in the major will help students develop discipline-specific critical thinking and writing skills. The current upper-division Microbiology course involves a significant amount of writing. Here I present plans for augmentation and modification of the writing activities and assignments in this Microbiology course associated with Q2S to potentially fulfill the WI …

Designing Writing Intensive Upper Division Laboratories In Physics, Sara Callori

Q2S Enhancing Pedagogy

California State University San Bernardino is currently transitioning from quarters to semesters, starting in Fall 2020. As part of this transition, the Department of Physics has transformed its curriculum to better suit the needs of its students. One major facet of this redesign has been the creation of two writing intensive, upper division laboratory courses. From a practical standpoint, under the revamped general education program, we are able to incorporate upper division writing into the major. More importantly, there are many benefits where having a writing-intensive major course aligns with program goals and professional organization recommendations. This includes designing activities …

Reacting To The Past Course Outline And Materials, Arturo Huipe

Q2S Enhancing Pedagogy

Reacting to the past pedagogy. Including course outline and example character role sheet. Examination of a critical change in the natural sciences through the study of the context and impact of a specific idea, innovation or discovery. Using the Reacting to the Past approach, students play complex role-playing games informed by important historical sources (specific themes and topics may vary). Students will develop skills in information literacy, collaboration, speaking, and writing as they pursue the objectives of their assigned role by convincing classmates of their views. Following the game, debriefing will facilitate deeper understandings of the focus concepts and provide …

English Teaching Methods Course: Unit Plan Description And Rubric, Nicole Klimow

Q2S Enhancing Pedagogy

This unit plan describes expectations for a unit plan that serves as the cumulative performance assessment for the ESEC 506-E course that single-subject-teacher-candidates in English Teaching Methods Course. In small groups, clustered by the grade level they will be teaching, create a six-week unit plan that incorporates multiple learning standards, assessment practices, and texts grounded by an overarching question(s). This assignment mimics expectations and dispositions that in-service teachers demonstrate daily. The unit must define the academic focus—the big learning expectation that will be assessed summatively—by identifying the learning sequence and formative checkpoints so that learners are “ready” to demonstrate their …

A&P Workshop Summary—Uniting Anatomy And Physiology Through Case Studies, Angela Horner, Stuart Sumida, Tomasz Owercowicz

Q2S Enhancing Pedagogy

Introducing problem-solving based methods of pedagogy is one approach to engage students early in their careers with developing analytic and diagnostic skills. PBL approaches in anatomy and medical teaching are a logical extension of clinical case studies, wherein an example of a pathology or clinical procedure is provided, and students must ascertain the anatomical and/or physiological basis for it. Students report a deeper understanding of material presented in clinical case studies, as the ‘real world’ relevance and importance is immediately clear (Cliff and Wright, 1996).

Lesson Plan Template, Karen Escalante

Q2S Enhancing Pedagogy

Lesson planning supports beginning teachers in their development as an educator and it helps to ensure PK-12 students are being taught to think and engage with the content area, with the ultimate goal of transferring that knowledge to global understandings and patterns. Becoming an effective teacher takes time, preparation, purposeful planning and deep knowledge of your students and the content / curriculum.

Eportfolios As A High Impact Practice, Neal Malik

Q2S Enhancing Pedagogy

An e-portfolio has been recognized as a High Impact Practice (HIP). High Impact Practices are defined as “educational experiences that are meaningful, require student action and participation, and contribute to the life-long learning of the student.” (AACU, 2019, ¶2). Preliminary research has revealed that students that engage in HIPs are more likely to achieve higher grades, more readily retain and transfer information, and may narrow equity gaps (Kuh, Gambino, Ludvik, & O’Donnell, 2008). An e-portfolio is an interactive personal digital archive that may contain artifacts (such as resumes, curricula vitae, personal statements, etc.) or examples of achievements (such as projects, …

Reflections From Acue Online Course In Effective Teaching Practices (Cohorts A, B, & C), Diana Alexander

Q2S Enhancing Pedagogy

Title: ACUE Online Course in Effective Teaching Practices

Description: The Association of College and University Educators’ (ACUE’s) online course in Effective Teaching Practices ensures that faculty learn about—and implement—the approaches that improve engagement and persistence and promote deeper learning. This 25-module course concentrates on teaching practices effective in face-to-face instruction. Comprehensive in scope and organized around five units of study, faculty members learn together in cohorts and implement approaches to (1) design an effective course and class, (2) establish a productive learning environment, (3) use active learning techniques, (4) promote higher order thinking, and (5) assess in ways that inform …

Math 3100: Communication And Proof - Assessment, Shawn Mcmurran, Min-Lin Lo, Corrine Johnson, Laura Wallace

Q2S Enhancing Pedagogy

As a group, we hope through this FLC project to develop a course that promotes departmental SLOs, as well as University learning outcomes for a writing-intensive course. We focused on our new foundational course (MATH 3100 Mathematical Thinking: Communication and Proof). This course, designated as a writing-intensive course, introduces students to disciplinary ways of thinking and communicating in mathematics with emphasis on the construction of valid mathematical arguments, critiques of arguments, and structure of professional mathematical writing including typesetting. We would like to develop a library of useful materials that faculty members can adapt in their classrooms in order to …

Curated Acue Reflections, Michelle Lorimer

Q2S Enhancing Pedagogy

This curated set of ACUE reflections provides insight into the pedagogical skills learned through the ACUE program offered through the TRC at CSUSB. This set of reflections highlights the teaching techniques and skills implemented during the fall 2019 and winter 2020 terms. The techniques include “Implement practices that support student success: Focus on learning,” “Send motivational messages,” “Connect learning to career and other long term goals,” and “Implement classroom or online assessment techniques to obtain responses from your entire class: Analyze student responses for patterns to inform your teaching.” Overall, the ACUE techniques worked to improve the level of instruction …

Eportfolio For Physical Education Teacher Education In Kinesiology, Hosung So

Q2S Enhancing Pedagogy

The ePortfolio as a High Impact Practice (HIP) was implemented to Physical Education Teacher Education (PETE) course in Kinesiology during Winter 2020. Preservice physical education teachers enrolled in the course (i.e., KINE473 - Instructional Strategies for Physical Education) were required to create an individual ePortfolio, a framework for individual learning experiences to collect and compile evidences of learning experiences in the course of PETE program. The course, KINE473, is a senior level with extensive prerequisite courses for graduation and requirement to meet the California Commission on Teaching Credentialing (CCTC). Prior to graduation and preparation to advance to credential programs, ePortfolio …

Acue - Effective Teaching Practices: Module(S) Reflections, Stephen Abbott

Q2S Enhancing Pedagogy

This is a collection of ACUE (Association of Colleges and University Educators) reflection assignments on implementing concepts from the program. The Teaching Resource Center partnered with ACUE and the corresponding modules were offered to a set of accepted instructors at CSUSB. These assignments focused on teaching practices designed to enhance the learning experience for both on-ground and online instruction.

CSUSB - JHBC Full-time Lecturer, Stephen Abbott, completed the ACUE Effective College Instruction certification program from January 2019 thru June 2019. The attached assignments include reflections from a selection of completed modules.