What’s in the Noise? Classifying Teaching Practices with DART (Decibel Analysis for Research in Teaching)

Melinda Owens
San Francisco State University

Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains compared with lecture-based pedagogies. Here, we describe the machine-learning–derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze audio recordings of STEM courses quickly, cheaply, and without human observers to estimate the frequency of active learning. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.

Supplemental Instruction through Learning Glass Video Technology

Cheng Chen
San Francisco State University

Professor Cheng Chen from the SF State College of Science & Engineering used a type of light board technology, an illuminated glass chalkboard, called Learning Glass in a Structural Analysis course to augment classroom lectures in order to adapt to students’ knowledge and learning needs, with the goal of improving student academic performance. Professor Chen created dynamic, visually sophisticated videos that supplement and enhance the traditional course lectures, offering students the opportunity to view and review the material. The summer course with Learning Glass modules showed improved student performance while providing a more active learning environment outside classroom.


Strategies for Student Success: Academic Technology Programs and Infrastructures

Maggie Beers
Teggin Summers
San Francisco State University

This session shares San Francisco State’s strategies to support student success, with attention to the ecosystem of technologies and programs that best align our efforts and resources to facilitate graduation, reduce time to degree, narrow the achievement gap, and foster holistic development for underrepresented minorities. The majority of the session is devoted to engaging participants in discussions around their current tools and programs that speak to retention, achievement, holistic development and related areas for growth and support. Through a variety of media, ideas for supporting and growing success-related outcomes will be collected as a crowd-sourced reference shared with attendees.

Sharing SF State’s Strategies for Success with Affordable and Open Educational Resources

Heidi Fridriksson
Brian Beatty
Gavin Deare
San Francisco State University

Since 2014, SF State has saved students over 3 million dollars with its affordable materials initiatives. Academic Technology, The Leonard Library, the Disability Programs and Resource Center, and the SFSU Bookstore support faculty in replacing costly textbooks with lower cost alternatives such as open educational resources (OER), library resources, digital textbooks, and/or faculty-authored materials. Through these types of resources faculty can make their courses more affordable and equitable. Efforts to support faculty in this process include providing AIM (affordable instructional materials) grants to instructors who significantly reduce the cost of materials, offering OER workshops, and recruiting faculty and student ambassadors.

SF State’s Affordable Learning Website
SF State’s AIM Faculty Highlights Video

Scaling Discipline-Specific IT Support for Curricular Excellence

Andrew Roderick
San Francisco State University

Increased centralization of IT services has challenged the coordination point and delineation of discipline specific needs and services. Central services seek scale and standardization. IT compliance and complexity require increased IT management. Discipline needs can frustrate and challenge emerging service strategies and compromise curriculum and teaching. However, these challenges can become opportunities.

San Francisco State University’s Academic Technology Desktop Service provides IT support to a majority of academic programs on campus and is focused on balancing common baseline IT support with discipline-specific needs that are responsive and strategic to department needs, faculty curriculum, and IT sustainability.

Quality Online Learning and Teaching (QOLT): Assuring Quality Course Design at San Francisco State University (SF State)

Kenji Ikemoto
Kurt Daw
San Francisco State University

QOLT is an ongoing initiative established in 2013 at SF State, co-led by Academic Technology staff and a lead faculty fellow, with additional support from a cohort of faculty ambassadors and multiple administrative and faculty committees, to assure quality course design and teaching practices in online and hybrid courses at SF State. At the core of the QOLT initiative is an evaluation instrument containing 10 sections and 58 objectives. It is used to evaluate and inform the quality of courses through a peer review and course certification process. QOLT also provides outreach, professional development, instructional design support, mentorship, and recognition for instructors seeking to improve the quality of their courses.


Improving Student Learning through Novel Mobile Laboratories and Flipped Laboratory Learning Modules

Zhaoshuo Jiang
Zahira Merchant
Alec Maxwell
San Francisco State University

Profs. Zhaoshuo Jiang from the College of Science & Engineering and Zahira Merchant from the Graduate College of Education developed and implemented a new approach for teaching engineering laboratories and assessed its effectiveness in advancing student learning. In this project, we harnessed the power of mobile technology and Internet of Things to develop a mobile laboratory learning module for engineering students to master theory by using practical examples and physical experimentation through interactive apps. The developed module was applied as a flipped laboratory to an undergraduate course in Fall 2016 and will be applied in the upcoming Fall 2017 semester.

Promotion Video

Building Agency and Ownership of Learned Experiences through ePortfolio Instruction

Andrea Taylor
Constance Ulasewicz
Mindi Ann Golden
San Francisco State University

ePortfolios, as a high impact practice, encourage students to think about their learning in a broader context of career, culture, and experience. With an ePortfolio connected to a program or plan of study, students can become more actively involved and responsible for achieving their own educational and life goals. This exhibit will demonstrate successful outcomes of two capstone courses in Communication Studies and Family, Interiors and Nutrition and Apparel and their use of ePortfolios to motivate students to build agency in their achievements and accomplishments.