Hybrid Program Proposal - Summer '16

Hybrid Proposal for Art110

This Incentive Program has a slightly unusual proposal process. Instead of the faculty member creating a document which the Director of the School of Art and the Dean of the College of the Arts can then read and approve, there is an online form that must be filled out and have attached to it the Hybrid Approval Form which the Director & Dean have previously signed. Further, there is no way to save the application for the Director & Dean to read before signing. As the online application states:

The online application form must be completed in one sitting. You will not be able to save your online application to complete it at a later time.

Therefore the SOA Director has asked me to prepare a document with the answers that would eventually be placed in the online form, so that she and the Dean can know what they're approving before approving it.

Hybrid or Flipped Teaching Incentive Program

Call for Proposals
May 3, 2016

Academic Technology Services (ATS) is accepting proposals from faculty for the Hybrid or Flipped Teaching Incentive Program until Friday, May 27, 2016. Program awardees will participate in a two-week training which will begin on Monday, August 1, 2016 and will end on Friday, August 12, 2016 for both flipped and hybrid course conversions.

Application

Q1. Hybrid or Flipped Teaching Incentive Program Application (Cohort 4)

The online application form must be completed in one sitting. You will not be able to save your online application to complete it at a later time.
* Indicates required field

Q2. Faculty Information *
Name: Glenn Zucman
Email Address: glenn.zucman@csulb.edu
Employee ID: 000092324

Q3. College: *
College of the Arts

Q4. Department: *
School of Art

Q5. Department Chair Information *
Name: Karen Kleinfelder
Email Address: karen.kleinfelder@csulb.edu

Q6. Course Information: *
Course Title (i.e. ECON): ART
Course Number (i.e. 100): 110

Q7. Number of students in the course: *
126

Q8. Are you applying for a hybrid or a flipped course conversion? *

Hybrid

Flipped

Q9. Have you previously taught any course in the following instructional modes: online, hybrid, or flipped? If yes, specify mode below. *

Yes (specify mode below)

No

Online

Q10. Have you previously received a CCPE or Academic Technology Services Hybrid or Flipped award? If yes, please provide details. *

Yes (provide details below)

No

CCPE award in Spring 2013 to develop an online course for Summer 2013.

Q11. Do you currently use BeachBoard? *

Yes

No

Q12. Are you using a publisher's site for your content, learning activities and/or assessments for this course? (E.g. McGraw Hill Connect, Cengage Learning, etc) If yes, please explain. *

Yes (explain below)

No

Q13. Explain why converting this course to a hybrid or flipped format will enhance student success in your class. (250 word limit, approximately 2000 characters) *

I've taught face-to-face for the past 11 years, and 100% online for the past 3 summers. Each of these formats is ideal in meeting the needs of some students. Along the way I have come to believe that Hybrid may represent the best mode for the most students. By spending half the course in F2F mode we can maximize student creative interaction and utilize the 5 School of Art, Art Galleries where Art110 students can interact with SOA student artists. By spending half the course in Online mode we can maximize discussion, critical thinking, and analysis. My experience with online courses has shown that compelling discussion spaces like Slack can foster more and better discussion and critical thinking than a cavernous never-meant-for-discussion room like UT-108.

CSULB students today want to spend part of their time on campus and interacting with other students, faculty, and staff. But this isn't Princeton, and this isn't the 19th century. CSULB students today manage multiple responsibilities and commitments. As Marshall McLuhan observed 40 years ago, the student's life is faster paced and more information rich everywhere outside the classroom. Students appreciate it when a course utilizes the technology they actually live with. A course with mobile-friendly (responsive) content and easy mobile discussions inspires and engages them.

A Hybrid Art110 will best fit the learning styles and lifestyles of many students. Engaged in a course that works the way they work, more students will be more successful. More students will learn more about art, think more critically, and appreciate art more.

Q14. List all Student Learning Outcomes (SLOs) for the course and the corresponding assessments used to measure achievement of each SLO. *

Student Learning Outcomes

  1. Students will acquire entry-level competency with a range of art media from traditional to new media. (Acquire Competency)
    A. Measurable Benchmarks: Attempt weekly art activities ranging from traditional media such as Painting & Sculpture to new media such as Ephemeral Messaging & 3D Design. (activities may vary by instructor)
    B. Evaluation Instruments: Weekly essays on the student's personal ePortfolio analyzing their experience and synthesizing new ideas
    C. Strategies for Skill Development: Encourage diversity and facility for students by exploring 12 art activities that are as diverse as possible

  2. Students will confront fears of embarrassment, failure, and other limits, to take Activities (projects) beyond original parameters and into new materials, forms, ideas & solutions. (Taking Risks)
    A. Measurable Benchmarks: In weekly Art Experiences, Weekly Conversations with SOA Artists, and Weekly Conversations with Art 111 Peers, students demonstrate new forms of formal and conceptual understanding and willingness to experiment and explore.
    B. Evaluation Instruments: several dozen essays on the student's personal ePortfolio. Each essay should exhibit critical thinking and new insights into art, media, and aesthetics.
    C. Strategies for Skill Development: Feedback from instructor and classmates encouraging students to continue to expand their willingness to explore new media, new ideas, and the edges of art.

  3. Students will explore novel and unique ideas in the creation of new, boundary crossing solutions to Activity prompts and encounters with Artists. Students will challenge their ideas of art and its domain. (Innovative Thinking)
    A. Measurable Benchmarks: Weekly activities by students with fast feedback from faculty and classmates.
    B. Evaluation Instruments: several dozen weekly essays on the student's personal ePortfolio.
    C. Strategies for Skill Development: Through weekly SOA Student Gallery visits students will engage in the SOA gallery culture and expand its dialog. In weekly Art Experiences students will be encouraged to try new media and expand their technical, conceptual, and personal comfort zones.

  4. Students will connect relevant experience and academic knowledge (life experience, academic experience) to deepen understanding & broaden point of view. (Connections to Experience)
    A. Measurable Benchmarks: Level of ideas and experience integrated into student work and analysis across the weeks of the semester
    B. Evaluation Instruments: several dozen weekly essays on the student's personal ePortfolio.
    C. Strategies for Skill Development: Group and individual feedback showing examples of where students have made strong connections to life and academic experience, or where such connections might have been more robust.

  5. Students will demonstrate a developing sense of self as a creative learner, building on prior experiences to respond to new and challenging contexts in the arts.
    A. Measurable Benchmarks: Degree of Reflection and Self-Assessment exhibited across the weeks of the semester as students try new Art Activities and have Conversations with SOA artists. (Reflection and Self-Assessment)
    B. Evaluation Instruments: several dozen weekly essays on the student's personal ePortfolio.
    C. Strategies for Skill Development: Group and individual feedback showing examples of where students have demonstrated a sense of self as a creative learner. Examples of where students have built on prior experiences to respond to new challenges or how they might have more deeply connected prior experiences to new and challenging contexts.

Q15. Upload your course syllabus in a PDF format. Make sure your filename is your LastNameFirstNameSyllabus (e.g. WuAmySyllabus) *
Drop files or click here to upload

Q16. Upload a completed and scanned copy of the Dean and Department Chair Approval Form with signatures in a PDF format. Make sure your filename is your LastNameFirstNameForm (e.g. WuAmyForm) *
Drop files or click here to upload

Submit

Art110 students holding the letters