Hybrid Course Redesign Awardees - Round 1

Debby Keen
College of Engineering
Department of Computer Science
Course: CS 115 Introduction to Computer Programming
Award: $34,000
Start Date: 2/17/14
End Date: 2/16/15

The department of Computer Science offers the large lecture course CS 115 to incoming CS majors and to non-majors across the university from programs that require an introduction to the foundational concepts of computer programming. The course assumes no prior experience with computer programming. It currently enrolls nearly 300 students each fall semester in up to 16 sections of this course, with about 20% of those students having declared a major in Computer Science. Instructors will enhance the students’ experience through improved, planned peer interactions, and more face-to-face time with faculty. Students will view lecture materials on their own, asynchronously, freeing classroom time for highly interactive tasks and coaching. Classroom time will be spent in “sprint” sessions, planned by faculty teams with emphasis on conceptual goals.


Deanna Sellnow
College of Communication & Information
School of Library & Information Science, Division of Instructional Communication & Research
Course: CIS 111 Composition & Communication II
Award: $35,000
Start Date: 2/17/14
End Date: 2/16/15

This proposal request is for funding support to redesign and “flip”CIS 111, a large-lecture class, and deliver it in hybrid format. Instructors will use Camtasia to record lectures for lessons that will be much shorter and more focused than the traditional lecture of a section. Assignments will be explained online, leaving face-to-face time to answer additional questions about them and focus on experiential learning and hands-on skills practice. The Division of Instructional Communication and Research (ICR) in the School of Library and Information Sciences and the College of Communication and Information currently serves over 2000 students each year in delivering the CIS 111 course. The hybrid version will continue to address all of the student learning outcomes of the existing UK Core Composition and Communication II course as described in the bulletin description.


Samuel Franklin & Magdalena Muchlinski
College of Medicine
Anatomy & Neurobiology
Course: ANA 109 & 110 Anatomy & Physiology for Nursing Students
Award: $34,690
Start Date: 2/17/14
End Date: 2/16/15

Anatomy and Physiology for Nursing Students is a required two-semester course designed for pre-nursing students. Funds will be used to digitally revamp the gross anatomy laboratory using Adobe Captivate. eLearning modules will be used to provide written text, audio, and video to help prepare the students for lab. Pre-lab assessments will be interactive and in digital format. Students will be able to “walk through” the lab activity prior to lab and they will use eLearning videos to start the activity in the lab. Finally, eLearning modules can be used as a review tool, assisting middle and lower tier students to succeed in this fast paced course by allowing them to review technically dense material several times, thus strengthening their anatomical foundation.


Rebekah Radtke
College of Design
Interior Design
Course: ID 346 Professional Practice Preparation 
Award: $25,000
Start Date: 2/17/14
End Date: 2/16/15

ID 346 is a comprehensive review of professional career development needed in preparation for an interior design work experience or internship (CIDA II-10). The course would move from a lecture based format with students completing a series of printed assignments, to a community based learning environment in which students submit their work to their own website for review and critique. The design of the course will identify innovative teaching strategies that improve the student experience and integrate academic content through technology. The objective is to redesign the course to actively utilize current UK resources and seek out new ways to employ social media to enable students to communicate and collaborate in ID 346. The learner would be able to illustrate focused and iterative community based design responses that integrate feedback from multiple audiences. This would be identified by data collected from groups, live chats, and interactions with other students and professors throughout the duration of the course.


Matt Page, Sarah Wylie VanMeter, & Robert Dickes
College of Fine Arts
A-S 200 Introduction to Digital Art, Space & Time
A-S 280 Introduction to Photographic Literacy
A-S 340 Graphic Design Hybrid Redesign
Award: $75,000
Start Date: 2/17/14
End Date: 2/16/15

The three proposals were combined in a block grant for the Department of Art in the College of Fine Arts. All three are UK Core inquiry courses, and they cover history, theory and practice of digital art; history, theory and practice of photography; and history, theory and practice of graphic design. Lecture will be converted into creative interactive presentation units that include video, animations, audio and built-in learning assessments. Within the multimedia units, instructors will use different modes of presentation and assessment, including typical multiple choice and true/false questions as well as written, image-based, audio, or video responses. Faculty will work cooperatively under the block grant to achieve common goals and develop resources.