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This team represents a partnership between MCB and EEOB with a goal of improving the teaching and learning of BIOL1107 and BIOL1108. Building on the work of the 2019 BIOL1107 Lab Redesign FLC team, whose focus was on making the labs more discovery-oriented, this team will focus on redesigning both intro biology courses to infuse active-learning experiences throughout the courses.

The Intro Biology Course Redesign Team will revisit the learning outcomes for both BIOL1107 and BIOL1108, and work to align course materials, activities, and assessments to ensure that students are developing meaningful understandings of course content in ways that connect to their current and future career interests. This team will interface with faculty in MCB and EEOB departments to develop and obtain faculty approval for the planned revisions to BIOL1107 and BIOL1108, and will develop common active learning course materials and a plan for how to assess students learning across sections. Active learning materials and assessment plans will be piloted during the fall 2020 semester.

IMPORTANT NOTES: This team will be co-led by a faculty member in MCB and a faculty member in EEOB. While some members of this team may teach BIOL1107 or BIOL1108, it is also important for faculty who teach subsequent biology courses to be members of this team.

Building on the work of the 2019 Chemistry I Lab Redesign FLC team, this team will focus on redesigning the CHEM1212 labs to be more discovery-oriented. Through the FLC, this team will develop and pilot materials and assessments that will enable students to engage is discovery-based lab experiences with common guidance for instructors on how to foster learning with this new lab structure.

With parallel improvements occurring in CHEM1211L and the piloting of the CLUE curriculum in CHEM1211, the Chemistry II Lab Redesign Team will revisit the learning outcomes for CHEM1212L, and work to align course materials, activities, and assessments to ensure that students are developing meaningful understandings of course content in ways that connect to their current and future career interests. The Chemistry II Lab Redesign team will regularly interface with the department so that their work complements other efforts to enhance the teaching and learning of introductory chemistry with a goal of fostering broader, more inclusive student success in these courses.

IMPORTANT NOTE: While some members of this team should teach CHEM1212L, it is also helpful for faculty who teach CHEM1211, CHEM1211L, CHEM1212, or subsequent chemistry courses to be members of this team.

This team is affiliated with the mathematics department’s SEMINAL project. The goal is to improve teaching and learning in mathematics by engaging students in active-learning experiences that adhere to the following principles:

1. students learn meaningful mathematics by engaging in challenging, cognitively demanding problems;
   
   
2. students deepen and clarify their thinking through routinely discussing their own reasoning and considering the reasoning of others (peer-to-peer interactions);
   
   
3. instructors deepen their own understanding of mathematics content and pedagogical content knowledge when they elicit and make use of student thinking to advance the mathematical agenda; and
   
   
4. instructors foster a sense of belonging when they explicitly attend to issues of diversity, equity, and inclusion.

This team’s charge is to

1. improve teaching and learning in college algebra, trigonometry, or precalculus to address the SEMINAL active-learning principles;
2. organize course materials, activities, and resources so that other instructors can easily access and use those materials (e.g., through creating a dynamic course calendar with live links to course materials, activities, and resources); and
3. share information with other faculty about the team’s work through:
   • inviting other faculty to observe a lesson where you are using active learning
   • co-teaching an active learning lesson with a colleague
   • leading a teaching conversation that involves a component where you engage faculty in active learning experiences
   • holding a teaching enhancement session for students with involvement from colleagues
   • other ideas that would expose faculty to the breadth of ways to effectively engage students actively in learning mathematics.

This team is affiliated with the mathematics department’s SEMINAL project. Although SEMINAL focuses on active learning in precalculus, calculus 1, and calculus 2, this team is open to any mathematics faculty member interested in infusing active learning practices into your course. The goal is to improve teaching and learning in mathematics by engaging students in active-learning experiences that adhere to the following principles:

1. students learn meaningful mathematics by engaging in challenging, cognitively demanding problems;
   
   
2. students deepen and clarify their thinking through routinely discussing their own reasoning and considering the reasoning of others (peer-to-peer interactions);
   
   
3. instructors deepen their own understanding of mathematics content and pedagogical content knowledge when they elicit and make use of student thinking to advance the mathematical agenda; and
   
   
4. instructors foster a sense of belonging when they explicitly attend to issues of diversity, equity, and inclusion.

This team’s charge is to

1. improve teaching and learning in calculus 1 and beyond to address the SEMINAL active-learning principles;
2. organize course materials, activities, and resources so that other instructors can easily access and use those materials (e.g., through creating a dynamic course calendar with live links to course materials, activities, and resources); and
3. share information with other faculty about the team’s work through:
   • inviting other faculty to observe a lesson where you are using active learning
   • co-teaching an active learning lesson with a colleague
   • leading a teaching conversation that involves a component where you engage faculty in active learning experiences
   • holding a teaching enhancement session for students with involvement from colleagues
   • other ideas that would expose faculty to the breadth of ways to effectively engage students actively in learning mathematics

IMPORTANT NOTES: While it does not cover every topic, a suite of active learning resources, tasks, and activities is already available on OneDrive. While you may come across good resources or develop new materials that you should certainly share on OneDrive, your team should primarily focus your efforts on piloting, improving on, and organizing materials to provide guidance for faculty that addresses the four active-learning principles. Faculty on this team should be past, current, or future instructors of courses at or beyond the Calculus 1 level.

Several efforts are underway in the Physics department that are focused on enhancing student success in physics. One such effort involves helping students connect what they are learning in algebra and calculus to what they are studying in physics. Because of its centrality to students’ success in physics, the ²ÝÁñÊÓƵing Mathematics in Physics Team will focus on fostering students’ application of mathematics concepts in physics contexts. In particular, this team will develop and pilot materials in physics lecture and/or recitation that will help students with this knowledge transfer, and will develop and pilot a plan for assessing students’ understanding over time. Team members will also gather information and data on the varied needs of students to inform improvement plans.

IMPORTANT NOTE: While some members of this team should teach the introductory physics courses, PHYS1111, PHYS1112, PHYS2211, or PHYS2212, it would be helpful for any physics faculty member interested in student success to be members of this team.

Recent changes to general education requirements coupled with the developing undergraduate degree in statistics have prompted the need for a new statistics and data analysis course to be created for the general education core curriculum. This FLC team will focus on developing this new course as distinct from existing statistics offerings, and will ensure that the design of the course fosters a meaningful and applied understanding of statistics and data analysis that connects with students’ current and future interests.

The Statistics/Data Analysis Team will develop learning outcomes, a sample syllabus, and other materials required for the course to go through the curriculum review process with a goal of launching the new course in spring 2021. The team will develop and organize course materials, activities, and resources so that future instructors can easily access and use those materials (e.g., through creating a dynamic course calendar with live links to course materials, activities, and resources). Team members will pilot some materials with students and gather information and data on how to foster success for students with varied interests and needs.

IMPORTANT NOTE: While some members of this team should be interested in teaching the new statistics and data analysis course, it would be helpful for any interested statistics faculty to be members of this team.

Recent changes to general education requirements for ²ÝÁñÊÓƵ1101 have created an opportunity for the CSM to tailor the first-year experience course to the particular needs of CSM students. The ²ÝÁñÊÓƵ1101 to CSM1101 Team will work together to develop learning outcomes, a sample syllabus, and other materials required for the course to go through the curriculum review process with a goal of launching the new course in fall 2020.

In consultation with the CSM departments, ²ÝÁñÊÓƵ1101 to CSM1101 Team will develop, organize, and align course materials, activities, and resources to develop skills that are germane for being successful in science and mathematics courses and programs, and that will connect to students’ current and future career interests. Course materials will be organized so that future instructors can easily access and use those materials (e.g., through a dynamic course calendar with live links to course materials, activities, and resources). Throughout the process, team members will gather information and data on how to foster success for students with varied interests and needs to inform the course design.

IMPORTANT NOTE: Members of this team should have interest in teaching the new CSM 1101 course.

*Other lower-division or upper division CSM courses (as identified by applicants) will be considered based on information discussed in the application.