Center for Teaching and Learning

Biology Professor
Ken Long

Human Anatomy and Physiology:
In addition to integrating technology into the teaching strategies, the project complete revised the approach to the subject. This project restructured the class teaching style from a traditional "atom to human reproduction" sequence to a modular approach centered around diseases. Products include a workbook, web site, and class/lab activities (modules). The modules can be re-purposed for other anatomy and physiology courses.

EUREKA!
This interactive California History project incorporates technology into the course curriculum in order to model for future teachers how to incorporate multimedia lessons into their lesson plans. The project is, however, multi-purposed as well as multi-faceted. Included is a "dig" into the geology and anthropology of California from the paleozoic era to the present, a series of interactive maps and study questions, an introduction to the major habitats in the state, interactive timelines, a series of activities including an interactive rebus-style trip on the trail to California, resources including the best of the internet, and an annotated bibliography.

Psychology Professor
Leanne Neilson

Introduction to Christian Ethics: WebCT facilitated the integration of presentation software to deliver lectures, incorporation of online discussion groups/chat rooms, greater use of online database resources, and extended development of web resources with links to ethics sites. Some of the additional features include on-line tests, course management system for students to monitor their own progress, and system to promote small group project collaboration and peer review of projects completed in the course. The instructor adapts her successful case study approach to the course content. The University used this course as a pilot-test for WebCT.

Religion Professor
Pamela Brubaker

Geology Professor
William Bilodeau

Geology 111 Physical Geology:
The objective of this project is to use technology to enhance learning in my Physical Geology class via WebCT. Geology is a very visual subject and putting my 35mm slide geologic slide collection online, adding video clips of geologic processes in action and constructing virtual geology field trips will help students to learn and experience geology in a more realistic way. Links to 3-D visualization software for chemical formulas and crystal structures will increase the student level of understanding of mineralogy. I plan to integrate some of the vast web resources on volcanoes and earthquakes through links to the WebCT page and have assignments dealing with real-time geologic events around the world. WebCT also provides online course syllabus, lecture calendar with assignments, a grade book template, links to related web sites and class discussion area.

CS405 "Graphics"
This course meets the ever emerging challenges in the computer graphics field. Its focus is the theory and practice of 3-D graphics and 3-D animation. Students use 3-D graphics software, RayDream Studio 5 as a tool to acquire competency in 3-D graphics and animations. All course materials are on-line. Weekly best pictures from students are displayed in an on-line gallery. Example pictures created weekly by the instructor are displayed in the on-line gallery. MetaStream allows web users to demonstrate pictures interactively through rotation, scaling, and translation. Students submit their 3-D graphics work in WebCT as e-mail attachments. The instructor can grade on-line and return student grades on-line on a regular basis. Students can login and check their grades with privacy.

Computer Science
Professor Mungsook Klassen

Math Professor
Cindy Wyels

Math Professor
Karrolyne Fogel

Calculus III extends the standard Calculus concepts of differentiation and integration to three or more dimensions. We have identified applications that motivate the material in the areas of Geology, Computer Graphics, Life Sciences and Electrodynamics. A course web page provides the students with a reference for the interconnections between the concepts and the applications. In order to assist students in grasping the nuances of these more abstract concepts, this course also incorporates lab assignments and in-class demonstrations. The lab assignments are designed to decrease student reliance on the professors as information providers, to increase student discovery of concepts, and to provide experience in using mathematical concepts to solve non-routine problems arising naturally in various fields.