DELTA Grants Assessment


College of Humanities and Social Services

  • The Justice System in the American Political Process (PS305)
    The purpose of the course redesign was to explore methods of course flipping, and other ways of offering the course to large numbers of students twice a year rather than smaller sections multiple times a year.
  • Introduction to Film (ENG 282)
    A summary of the investigation of flipping ENG 282 using recorded video lectures, Moodle and iPads for new approaches for encouraging student engagement in the learning process.
  • Academic Writing and Research (ENG101)
    The English Department worked with DELTA staff to improve the reliability and validity of a Direct Self-Placement (DSP) project via an online instrument, and added elements that would help students to identify the best instructional environment for them for ENG 101 – online, face-to-face, or blended – in addition to helping direct students to ENG 101, ENG 100, or FLE 101 (reserved primarily for ESL learners).

College of Agriculture and Life Sciences

  • General Microbiology (MB351)
    The redesign of MB351 was intended to improve student engagement and outcomes between traditional lecture, flipped (SCALE-UP classroom), and fully online sections of the course.

College of Sciences

  • Calculus for Life and Management Sciences B (MA231)
    MA 231 was redesigned to improve the rigor and relevance of the course to students, as well as to improve the efficiency and consistency with which the course is taught.
  • Introduction to Statistics (ST311)
    Introduction to Statistics (ST311) Continued Course Redesign Assessment
    The Statistics Department leveraged innovative learning technologies in the redesign of the delivery of course content in ST311. The course redesign project was implemented as a strategy for increasing instructional efficiency without sacrificing quality in student learning. Online learning modules are used to introduce students to basic course concepts and examples, while a weekly class meeting centered on group activities bridges abstract module material and hands-on exploration of real-world situations.
  • Physics for Engineers and Scientists I (PY205N)
    This report discusses outcomes associated with the redesign of laboratory exercises in PY205 by providing students with meaningful lab experiences in alternate settings through the use of kit labs and accompanying web-based feedback and assistance from a TA.
  • Spring 2013, Precalculus Algebra and Trigonometry (MA111)
    The Department of Mathematics leveraged innovative learning technologies to provide flexible delivery methods for students taking MA111. The redesign objectives were focused on reducing grades D and F and course drop/withdrawal rates, reducing attrition, and increasing mastery of student learning without spending additional funds for instruction.
  • Spring 2013, Chemistry – A Molecular Science (CH101)
    The chemistry department was awarded a course redesign grant for the purposes of planning and executing a “flipped section” of CH101. The plan was not to “flip” every single class period, but to select specific classes during the semester in which the flipped model might be helpful.

Poole College of Management

College of Engineering

  • Data Structures and Algorithms (CSC 316)
    The CSC 316 redesign project focused on improving inconsistencies in learning performance, increasing engagement, providing an effective presentation of online materials, and improving connections between this course and key Computer Science prerequisites.
  • Chemical Engineering Bridging Course (CHE 596)
    CHE 596 (Core ChE Concepts I and II) is a new comprehensive two-course sequence (three credits each) consisting of core undergraduate level chemical engineering topics to aid students without a chemical engineering background to bridge into the graduate program before getting to campus.
  • Introduction to Computing – Java (CSC116)
    This project designed to improve the relevance, efficiency, and consistency of this important introductory computer science course. Improving on the existing flipped classroom structure, the project used Moodle books, an orientation module, and active learning strategies to create a well-organized and effective course.
  • Programming Concepts – Java (CSC 216)
    CSC 216 focused on moving the course to a lab-based class centered on active learning. It incorporated new course resources, updated automated grading technologies, and provided additional support through the implementation of interventions targeting main challenges noted in the traditional course.
  • Materials of Construction (CE 332)
    CE 332 was redesigned to incorporate a flipped laboratory experience that used lab demonstration videos to prepare students for hands-on laboratory experiments, as well as selected lecture videos to provide foundational support and knowledge.
  • Fundamentals of Environmental Engineering (CE 373)
    CE 373 was redesigned to meet the needs of a diverse student population by reordering and streamlining course content, providing supplemental online learning materials and tools, and creating new opportunities for student engagement and participation via case studies and guided animations.
  • Mechanical and Aerospace Engineering Statics (MAE206)
    This report specifically examines pre- and post-redesign indicators across time from fall 2006 through the fall of 2013, by redesign phase, academic year and semester, and the transfer of knowledge to MAE208.

College of Design

  • Design Thinking (D100) Course Redesign (2012-2013)
    This report discusses a summary of how the course redesign funding benefited the instructor’s efforts to investigate and analyze the future redesign of D100 using the course flipping model and/or develop a DE section of the course.

College of Veterinary Medicine

  • Equine Primary Care (VMC949) Competency-Based Education course redesign
    This hybrid model of a distributed learning course uses both campus- and community-based clinical training for teaching and learning in VMC949. The Veterinary Education Tracker (VET) “app” (a.k.a. Moodle Mobile) was created to improve the dissemination of education goals for Equine Primary Care for both participating students and community practice clinical instructors, and in response to the clinical competencies requirement directed by the AVMA.