Culpeper Projects Archive
In 1999, a grant from the Charles E. Culpeper Foundation provided for a customized approach to the integration of technology into our academic curriculum. The Culpeper projects were developed in cycles following the timelines of our academic curriculum from Fall 1999 through Spring 2002.
View Culpeper Projects in:ARTS AND SCIENCESEDUCATIONBUSINESS
Arts and Sciences Projects
| Project | Faculty | Description |
|---|---|---|
| Human Anatomy and Physiology | Ken Long (Biology) | 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! | Michaela Reaves (History) | 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. |
| Human Cognition, Psychology 420 | Leanne Neilson (Psychology) | This project's WebCT page provides on-line access to course materials, including the syllabus, assignments, handouts, links to related web sites, a grade template, and access to a bulletin board for discussion of course material. PowerPoint presentations visually illustrate many of the research studies that are explained in class, and these are included in the WebCT page. Some of the presentations are linked to Excel programs which analyze results of in-class demonstrations, and to relevant web sites and video clips. Interactive web links are used as homework lab assignments for students to experience their own cognitive processes. |
| Introduction to Christian Ethics | Pamela Brubaker (Religion) | 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. |
| Geology 111, Physical Geology | William Bilodeau (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 | Mungsook Klassen (Computer Science) | 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. |
| Calculus III | Cindy Wyels & Karrolyne Fogel (Mathematics) | 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. |
School of Education Projects
| Project | Faculty | Description |
|---|---|---|
| The Service Learning Module | Silva Karayan | The Service Learning Module is a web site (log in as guest, password clunet) to be used by faculty and students. Faculty will use the module to incorporate service learning into a course. Students will use the module to learn the basics on service learning. Both groups will have access to a collection of sample service learning projects, a database of sites where students may go to find service learning opportunities, and a collection of materials on service learning including Internet resources and organizations. Silva will also have a service learning WebCT course where all of her students from different classes will come together to share experiences in the online community created within WebCT. |
| Methods of Teaching Reading and Language Arts | Judith Crowe | The instructor in this School of Education "Methods of Teaching Reading and Language Arts" course had a great deal of material that needed to be more accessible to the students. The project involved transferring course materials and lesson plans to a redesigned web site, the development of topical web link pages, the addition of students' work to the web site, and the digitizing of videotaped teaching examples that are now distributed via CD ROM. Desired student outcomes include an increase in: electronic discussions related to teaching reading strategies; the number of successful, proven strategies that students share with each other; discussion of the reading content addressed in the textbooks beyond the dimension of class time; number of student work samples published to the page; and the amount of collaborative feedback.This project incorporates streaming video of experienced teachers presenting reading lessons. |
| Introduction to Special Education | Leah Herner | Leah Herner was concerned with better integration of technology within her course, Introduction to Special Education. Leah was looking at the benefits of the system and whether or not it was possible to use both Webfolio and WebCT to enhance the course.She created a course in WebCT, enhancing it with graphics and layout. She liked the many positive elements of WebCT and was able to create many links and resources that facilitated better instruction. |
School of Business Projects
| Project | Faculty | Description |
|---|---|---|
| The Economics of the Environment, Economics 414 | Jim Damooei (Economics) | Econ. 414 is designed to be equally instructive and pertinent to the professional pursuit of Business and Non-Business students at CLU--creating an electronic medium/format for the presentation of the course material, forum for exchange of ideas, facility for course work, vehicle for research, and tools for the assessment and the evaluation of the students' performance is the centerpiece of this project. The WebCT format provides students with a link to the course website, where Students submit their projects electronically: one requires them to visit pre-assigned society websites and journals and post a short/summary report for students; another requires an extensive free format search of references (electronic and/or traditional). |
| Business Administration, Managerial Accounting 252 | Carol Coman (Accounting) | This course had a stand-alone lab that has not been successfully integrated with the course. The course redesign included the elimination of the lab component and replaced it with a hands-on self paced excel tutorial that interrelates with the principles of managerial accounting. There is also an emphasis on developing electronic portfolios of students' work to be used as a final program defense at graduation and when job hunting. |
| Financial Planning Database | Somnath Basu (MBA Financial Planning) | An online database that offers financial planning advice to the University and surrounding communities, while training MBA students in financial planning. |
| Organizational Theory and Development (MBA Program) | Harry Domicone (Business) | Most of the University's non-residential MBA students lead demanding professional lives and live far from campus or must travel a great deal for work. This course is a pilot-test for delivering one of the core courses online. The final product includes PowerPoint lectures with audio tracks, pointers to Web resources, and assignments. Students will correspond with the instructor and submit assignments via email. |