Completed RASI Projects

Spring 2012

ENGL 1020 - Mercy Cannon

• Students encountered a flipped course through a hybrid format.
• Students had access to multimedia tutorials.
• Student had access to online learning modules.
• Students received immediate feedback through Turnit.com.

Fall 2011

BIOL 2300 - Chad Brooks

• Students participated in daily, low-impact i>clicker quizzes.
• Underperforming students prepared for exams with online remediation quizzes.

HHP 1250 - Marcy Maurer and Donna Dey

• Students attended high-occupancy classes for 2/3 of the instructional time and online labs for the remaining 1/3.
• Graduate Students oversaw half of the students during on-ground activities, assisted with student scheduling at the Foy Center, and provided one-on-one help during the online labs.

MATH 1410 - Ann Assad, Jackie Vogel, Andy Wilson, Mary Lou Witherspoon, and Ashley Stonecipher

• Students reflected on the relationships between course content and research in a journal that they are to keep for the duration of their studies in the program.

MATH 1810 - Ben Ntatin

• Students had access to multimedia tutorials.
• Students learned through dynamic instructional software.
• Students participated in weekly reflective exercises.

POLS 2010 - Marsha Lyle-Gonga

• Students experienced presentations that target multiple learning styles.
• Students learned through hands-on activities once a week.
• Students participated in group work.
• Students answered D2L discussion questions that require higher-order thinking skills.
• Students took online quizzes and examinations.

CSCO 1005 - Jim Vandergriff, Wei Ding, and Nancy Smithfield

• Students encountered a standardized course that targeted the objectives of all of the academic programs that the course services.
• Students learned through multimedia tutorials.
• Students designed, implemented, and analyzed spreadsheets and databases.

CSCI 1010 - Jim Vandergriff and Nancy Smithfield

• In addition to lecture, students experienced a web-based instructional environment.
• Students had access to video and audio tutorials.
• Students participated in hands-on exercises.
• Students took online assessments that provide immediate feedback.

Spring 2011

MATH 1730 - Shirley Hagewood, Raman Sahi, Kirk Menser

• Students across sections encountered standardized content.
• Students dedicated one day each week to concept questions to improve higher-order thinking skills.
• Additionally, students learned through an online homework system that provided them with immediate feedback.
  

PSY 1010 - Charles Woods

• In lectures and discussions, students across sections experienced a common schedule of topics.
• Students had access to other instructors’ lectures.
• Additionally, students learned through software-guided tutorials that encouraged meta-cognition and provided immediate feedback.
  

Fall 2010

COMM 2100 - Kathy Heuston, David Von Palko

• Students experienced more hands-on opportunities.
• Peer cohorts provided social learning opportunities.
• The course delivery also increased instructor-student contact.
  

BIOL 1110 - Karen Meisch, Chad Brooks

• In addition to lectures, students participated in smaller enrollment labs under the direction of graduate assistants to increase individualized attention.
• Both online and through i>clicker activities, students learned through low-impact, high-frequency quizzes.
• Underperforming students took mandatory online remediation quizzes.
  

Fall 2009

BIOL 2010 - Gilbert Pitts, Cindy Taylor

• Students participated in i>clicker activities that promoted classroom engagement.
• Students also had access to Structured Learning Assistance under the direction of successful students from previous semesters who could bridge the faculty-student divide.
  

MATH 1530 - Matt Jones

• Students attended lectures twice each week and participated in smaller, computer-assisted activity sessions once each week which provided students with active-learning opportunities.
  

COMM 1010 - Mike Gotcher, Stacie Wilson Mumpower, Caroline Sawyer Downes

• Students participated in both large lectures and smaller classes with peer cohorts to enhance individualized attention and increase social learning opportunities.
• The course delivery included an online component, pre- and post-chapter quizzes, significant group work, and in-class activities that enabled students to apply concepts. The online component and quizzes provided students with active learning opportunities and immediate feedback. The group work offered social learning opportunities. The in-class activities gave students an opportunity to practice higher-order thinking skills in an active learning environment.
• A Public Speaking Lab provided students with additional active learning opportunities and one-on-one interaction.

HHP 1250 - Marcy Maurer, Blair Thornton

• The course provided an additional lab to increase active learning opportunities.
• Students took more quizzes in lieu of midterm and final exams so students could learn through their assessments and receive more feedback.
• A graduate assistant responded to student questions and monitored discussion boards to increase individualized attention.
  

CHEM 1110 - Carrie Brennan, Rebecca Jones, Robin Reed, Lisa Sullivan, Robyn Ritchie-Janetta

• Students had fewer but longer class periods.
• The course included an online homework system that increased the active learning opportunities and provided immediate feedback.
• The faculty created a newly standardized list of learning objectives.