Advanced Instructional Technology and Equipment

Instructional Programs, Including Curriculum Restructuring and Academic Assistance

Advising and Career Services

Rendering, Animation & Modeling Lab

Project Directors: K.R. Zweifel, College of Architecture and Environmental Design and Eric Johnson, College of Liberal Arts

Budget: $58,250

Based on collaboration between Art and Architecture faculty, student teams created computer animations using the latest in 3-D modeling and animation software. This cross-listed experimental class, "Collaborative Studio," was offered each quarter since Spring 1997 and has been approved by the respective departments for the 1999 catalogue, changing from three units to four.

The RAML project has been a major advance for Cal Poly in the quality of "21st Century" learning in the field of computer animation and modeling. Students in this program benefit through significant advances in the value of respective degrees by receiving instruction and course offerings, equipping them for new professional opportunities available in the next century. The RAML provides Art and CAED students exposure to the most sophisticated 3-D modeling and animation software currently available.

Network Server for College of Architecture and Environmental Design Students

Project Directors: K.R. Zweifel, College of Architecture and Environmental Design

Budget: $35,000

Hardware and software in the lab was designed to meet specific instructional requirements of lab-based courses. Development was based on recommendation from CAED's Instructional Technical Committee.

Server was designed to provide data access to an estimated 200 students.

College of Agriculture Studio Classroom Complex & Computer Specialist

Project Director: Douglas Genereux, College of Agriculture

Budget: $72,500

The CAGR Computer Classroom Network has grown and improved. Various resources, including faculty, student and staff monitors and software, were available to help students most weekdays, 8 a.m. through 10:30 p.m.
Four classrooms are part of the complex serving over 800 students per quarter in both scheduled classes and open lab time. Over 16 faculty members taught more than 23 full-time classes in the Studio Classroom.

Students self-reported a great deal of satisfaction using the facilities. They liked the increased speed, long open hours, ease of use, compatible office software and helpful attitudes of student monitors, faculty and staff. They indicated it was often easier to learn concepts that are tied to statistical and financial packages as well as being easier to access specific types of information through searches on the WWW.

Equipment for Mechanical Engineering Robotics Lab

Project Director: Saeed Niku, College of Engineering

Budget: $37,500

Updated equipment has been purchased and integrated into experiments and a lab manual was written for the Robotics Lab in Mechanical Engineering. The first course offering after this update is scheduled for Fall 1998.

Some old experiments and equipment in the lab were updated, altered, or combined for student use. New experiments were also designed and integrate new and donated equipment.

The updated Robotics Lab is now equipped with industrial or industry standard equipment which is accurate, powerful, and sophisticated. With the new equipment, students can perform higher level experiments, more precise operations, and more difficult tasks.

Civil Engineering Environmental and Engineering Computer-Aided Analysis and Design Studio

Project Director: Edward Sullivan, College of Engineering

Budget: $37,500

Specific benefits realized during the past year (and expected to continue in future years) include student access to advanced labs, direct enhancement of the educational quality of particular engineering design classes, better preparation for careers of the future, and increased institutional productivity.

• During AY 1997-98, the upgraded facility was utilized an average 6 hours per week each by 208 students enrolled in CE 114 (a required class offered every quarter), 60 hours each during Spring quarter by 15 students in CE 522, and on miscellaneous occasions by approximately 100 students enrolled in other courses.
• The studio has allowed the introduction and use of state-of-the-art professional design software in our introductory and advanced design classes which otherwise would not be utilized. These design classes can now operate in a way that accurately reflects the technical and human (team-based) environments which students will encounter in the real world.

Developmental Math/English: Computer Lab Upgrade

Project Director: Thomas Hale, College of Science & Mathematics

Budget: $75,000

During Spring 1998, approximately 450 students took MATH 100 and MATH 104 (developmental mathematics) in this newly designed and equipped studio classroom. Faculty trained during Winter quarter also taught developmental English in the facility.

Class & Community Connections (Study-Service Connections)

Project Director: Sam Lutrin, Student Affairs

Budget: $9,500

Class & Community Connections (formerly known as Study-Service Connections) is a service-learning program that engages students in community-based experiences directly related to material covered in General Education courses. Over 250 students in eight sections of five General Education courses participated in service-learning during AY 1997-98. These students provided more than 2,000 hours of assistance to 21 community nonprofit organizations.

The Class & Community Connections program relates to the Cal Poly Plan in the following ways:

• Assessment data over the past two years indicates that students' learning is increased not only in terms of the content of participating courses but also in life skills, community awareness and civic responsibility.
• Student Mentors provide class members with support as they select placements and complete their service. They also facilitate reflection sessions to help students prepare for paper writing.
• Through direct involvement with the off-campus community, the program "reinforces (Cal Poly's) hallmark 'learn by doing' approach to learning… and more specifically, emphasizes the Plan's commitment to field learning and service learning."
• The Plan calls for preparing students for "life and work in the 20th Century." Class & Community Connections is a concrete vehicle for preparing students for community leadership by encouraging the development of civic responsibility and appropriate skills for effective participation.

Supplemental Instruction for High Risk Classes

Project Directors: Armando Pezo-Silva and Bill Sydnor, Student Affairs

Budget: $48,800

Supplemental Instruction addresses the problem of "bottleneck" classes (classes so rigorous that students repeat them 1-2 times) by (1) detecting entry-level, undergraduate classes with 20%+ Ds or Fs annually, and (2) hiring and training qualified peer leaders to lead structured review sessions.

During 1997-98, 1,138 students were involved in Supplemental Instruction. Each quarter, Supplemental Instruction employs 18-19 trained, well-qualified leaders to give timely, specific help to students throughout the quarter, and one student assistant. As a result, more students passed the classes, reducing the number of repeats. Student comments about the program were positive and enthusiastic. 96% said they would use Supplemental Instruction again.

Math Workshop Program

Project Directors: Armando Pezo-Silva and Susan Somppi, Student Affairs

Budget: $47,900

During AY 1997-98, 648 students were enrolled in math workshops adjunct to designated sections of math classes. A total of 54 workshops were offered, 32 of which were funded by the Cal Poly Plan. Program goals focused on targeting high-risk courses, hiring and training facilitators, and enhancing student learning in math courses.

Math workshops engaged students in facilitated math learning experiences, challenging them to apply concepts and solve problems beyond the scope of required class work and homework. Workshop participants were provided structured worksheets and other in-class assignments used to develop critical thinking skills in mathematics, not merely recall or "plug and chug" data.

The Math Workshop Program met campus needs by enhancing student learning in mathematics, improving students' satisfaction with their mathematics learning experiences, and supporting throughput to graduation.

Integrated Five-Year Teacher Education Program

Project Director: Robert Cichowski, College of Liberal Arts/University Center for Teacher Education

Budget: $15,000

The Revision of Liberal Studies and Credential Program project is designing an interdisciplinary program that will provide earlier induction into the teaching profession; hasten progress by at least one year towards the completion of the bachelors degree, teaching credential and masters degree in education; and improve the quality of career advising for future teachers. This revision is in line with the CSU's President's Committee on Teacher Preparation which called for creating "integrated undergraduate academic programs which are interdisciplinary, linking subject matter content with professional preparation, including multiple field experience."

A 1997-98 status report includes:

• A draft of a "4 years + a summer" B.A. in Liberal Studies/Credential Program;
• Development of interdisciplinary General Education for Liberal Studies majors (open to all students);
• A re-examination of how Language Arts is taught; and
• More opportunities for early teaching field experience.

Integrated Undergraduate Business Core Curriculum/MBA Core Curriculum

Project Directors: Michael Stebbins and David Peach, College of Business

Budget: $66,600

Undergraduate

This project re-engineered the mode of delivery of the six functional core courses required of undergraduate business students. Instead of six separate lecture style courses this program presents one integrated program. The program features team-taught integrated sessions, student projects with heavy team work, case study evaluation, discussion and testing, writing assignments, and oral project presentations.

Students complete the six core classes in two quarters, rather than taking classes in a scattered fashion and enrolling over 3 to 6 quarters contributing to the Cal Poly Plan goal "Student Progress to Degree." Completion of the core courses in two quarters is a clear advantage to the students because they can progress into their concentration courses more efficiently.

MBA

During AY 1997-98, the Cal Poly Plan supported the first offering of the revised, integrated MBA I core curriculum. The new curriculum was offered as three 12-unit courses in Fall, Winter and Spring quarters, and taught by a team of eight faculty members.

The three new 12-unit courses replaced a set of twelve 4-unit courses, the content of which was formerly delivered in modular fashion over three quarters. The revised MBA I curriculum reduces the number of units in the required core by 25 percent, from 48 to 36 units. This gives regular MBA students 12 additional units of elective and provides additional flexibility to allow additional dual degree programs.

Using World Wide Web to Enhance Teaching and Learning

Project Director: Peggy Lant, College of Liberal Arts

Budget: $33,000

During AY 1997-98, the College of Liberal Arts received funds to support eleven CLA faculty in developing electronic course materials for teaching. These materials included web sites, interactive online components (such as mailing lists), and media collections.

Faculty met weekly learning to author instructional web sites and to find and convert media for their sites. During Winter quarter, participants scheduled multimedia-equipped classrooms for Spring, when they used the course sites and materials for teaching and participated in project assessment.

Student Electronic Access to Institutional Information (MustangInfo)

Project Director: Euel Kennedy, Enrollment Support Services

Budget: $20,000

MustangInfo was conceived with the intent of re-engineering the delivery of a student's personal institutional information using Internet and web delivery systems. Enhanced service to Cal Poly students has always been the prime objective of the project.

From July 1997 to August 1998, 15,229 different Cal Poly students used MustangInfo. 76% of our students have used MustangInfo at least once during the last year. Data shows that slightly more than half of the usage was for grades and registration schedules. The balance of the usage included Address, Holds information, Financial Aid, Name Display, CAPTURE Clear to Register, and smaller percents for Information Release Restrictions and PIN Number changes.

The bottom line is that MustangInfo has been incorporated into the average student's toolkit for accessing information and not only are the vast majority of students using MustangInfo, but students are spending increasing amounts of time with MustangInfo at each session due to increased features.

Multicultural Agriculture Program

Project Director: Robert Flores, College of Agriculture

Budget: $15,000

The Cal Poly Plan funding for 1998 was used to expand the role of Student Peer Advisors (SPAs) to the Multicultural Agriculture Program (MAP). Their employment provided the equivalent of 85+ hours per week of services to student users of the program.

A major component of the program is the operation of a student center located in the Erhart Agriculture Building. The program encourages "students helping students." SPAs provide advisement and tutorial assistance. The MAP Student Center is "home" to many students who have learned to work together in cooperation to address academic needs and access available resources. Rather than duplicating existing resources, MAP strives to redirect or refer students to existing resources on campus.

A conservative estimate of the number of students using the MAP student center would be close to 60 students daily, totaling nearly 300 students per week. An estimate of students using the College of Agriculture computer labs "after hours" would be approximately 50 students daily, resulting in about 250 students per week.

Off Campus Student Success

Project Director: Ken Barclay, Student Life

Budget: 2000-01 $5,400 and 2001-02 $6,100

The Off-Campus Student Success Program (initially created in 1999) is a collaborative effort that seeks to integrate students living off-campus into the mainstream of University life by offering a series of structured events designed to enhance academic success and co-curricular involvement.