----College of Letters & Science, African Studies----
“Enhancing African Studies: Expanding Undergraduate Course Offerings and Advising by Leveraging New Global Studies Framework”
The project will expand undergraduate course offerings and advising in African Studies to meet growing cross-campus needs by leveraging the new Global Studies major and minor framework. The team will develop new core courses that are informed by document reviews of peer programs and syllabi, a review of learning outcomes, faculty town hall meetings, and a student focus group. In collaboration with the Career Center, advising resources to better support students for post-graduation placement will also be created.
- Leonardo Arriola, Associate Professor of Political Science
- Martha Saavedra, Associate Director of Center for African Studies
- Manuela Travaglianti, Lecturer of Peace and Conflict Studies
----College of Engineering, Bioengineering----
“Enhancing Student Evaluation of Evidence: Modules to Integrate Research Skills into the Bioengineering Curriculum”
This project aims to enhance undergraduate research skills in bioengineering by creating three “evaluating evidence modules” embedded across courses in the Cell and Tissue Engineering concentration. Module 1 engages students in analysis of primary research papers to understand science and the process of research. In Module 2, students apply scientific evaluation skills to solving a specific and current biomedical problem in a group. In Module 3, students will present the outcome of directed research in a public poster session and dedicated website. The long term goal will be to implement the modules in all other concentrations of the the Bioengineering curriculum.
- Hayley Lam, Lecturer of Bioengineering
- Irina M Conboy, Associate Professor of Bioengineering
----College of Letters & Science, Ethnic Studies----
“Enhancing the Interdisciplinary Core Courses in Comparative Ethnic Studies”
The project team will engage in curriculum renewal of four core courses (2 lower division and 2 upper division methods courses) in the Comparative Ethnic Studies program. The curriculum renewal effort is guided by the following questions: (a) What are the central competencies we expect of students by the end of the Core? (b) How are we meeting those objectives? (c) What kinds of enrichment might benefit the Core Courses moving forward? In order to respond to these questions, the team will learn from student and faculty interviews, past course materials and syllabi, course enrollment and evaluation data, and curriculum information from peer undergraduate Ethnics Studies programs.
- Keith Feldman, Assistant Professor of Ethnic Studies
- Raul Coronado, Associate Professor of Ethnic Studies
----College of Letters & Science, Statistics----
“Statistical Methods for Data Science: A New Course to enhance Berkeley’s Data Science Curriculum”
A new course (STAT 28) will be created to fill a gap in course offerings in the Department of Statistics to allow students in various disciplines (non-statistics or –CS majors) to learn relatively advanced statistical methods without the need for extensive pre-requisites, all within the statistical programming language of R. The course will build on the unique pedagogical approach developed in ‘The Foundations for Data Science’ (STAT 8/CS 8), and add to Berkeley’s current Data Science offerings.
- Elizabeth Purdom, Associate Professor of Statistics
- Adityanand Guntuboyina, Assistant Professor of Statistics
Fellows propose to revamp the Biology 1A and 1B sequence by (1) revising cell and organ physiology laboratory exercises and creating a lab manual, so that there will be consistency in quality and evaluation criteria across instructors, and (2) ensuring that lectures and lab components are woven together across the curriculum.
Castillo (Environmental Science, Policy and Management), Potts (School of Public Health, Department of Community Health and Development) "Survival 101: Taking Control of Your Future"
Fellows will develop a large, multidisciplinary, undergraduate course with the goal of mobilizing students to understand and seek solutions to the unprecedented challenges they will confront during their professional careers, and over the rest of their lives. The pilot version of the course is cross-listed in the School of Public Health and College of Natural Resources, and continued course development goals aim to fulfill a breadth requirement for Berkeley students.
Bartu, Bhangoo Randhawa, Ogata, Travaglianti, Zook (College of Letters & Science, International and Area Studies Academic Program) "A New and Coherent Design for Peace and Conflict Studies (PACS) Curriculum"
Fellows propose a complete revamp of their undergraduate curriculum by (1) threading case-studies and theoretical and analytical framework across the curriculum, and (2) developing a new year-long (2 semester sequence) capstone seminar (PACS 190). The design of the new capstone seminar will involve benchmarking pedagogical practices with peer institutions, identification of needs and gaps from past 190 sections, and working with the Career Center to guide students for post-graduation.
Fellows will redesign an interdisciplinary research course (LS154 International Human Rights). The course will immerse 80-100 undergraduate students from various disciplines into real-world human rights problem-solving and policy-making from an empirical lens. Fellows will explore how the course can meet curricular needs for interdisciplinary research methods in various majors.
Fellows will develop a junior seminar course that will bridge a current curricular gap between the foundation course (ART 8) and the senior capstone course (ART 185). The course will include a research component where students will be engaged in the inquiry process of studio practice.
Fellows will revamp the computational biology track in the Department of Bioengineering through (1) review, revision, broadening and strengthening of the computational biology track in the Department of Bioengineering undergraduate curriculum, (2) development of two new courses in foundational concepts from computer science, math and statistics to improve the effectiveness of advanced computational biology algorithms courses offered in the department, and (3) creation of an online repository for Computational Biology and Data Science curricula and tools which other departments can use in developing their own tracks.
Saul & Donegan (Department of English) "Foundation Work: Developing the Research Component of the English Major"
Fellows will design a supplement to the English department curriculum that targets the teaching of research skills. First, fellows will create a website dedicated to the teaching of research methods that will serve as a resource library for all faculty members in the department. Second, Fellows will design a one-unit online course called “Research Bootcamp: The Foundations of Critical Writing.” This course will introduce students to the skills they need to master to do research, providing a progressive series of lessons that will prepare them for success in advanced seminars.
Norena, Schneider, & Laqueur (College of Letters and Science, Department of History) "The Development and Implementation of a New Introductory Course on the Foundations of Historical Studies"
Fellows will develop a new course, History 1, that will give students a critical overview of the foundational concepts of the discipline while also introducing them to the kinds of questions that historians have been asking over the past fifty years—and that have not had a significant impact on high school curricula or in our own lower-division offerings.
Fellows will develop specific and detailed course materials needed to commence implementation of a new lower-division course sequence that will (1) clearly delineate, by way of course revisions and new course development, parallel lower-division curricular sequences for undergraduates majoring in physics and those satisfying major requirements from other disciplines, and (2) develop new interactive courses to foster peer learning and enhanced student engagement.
Satariano & Barcellos (School of Public Health) A Capstone Course for the Undergraduate Major in Public Health"
Fellows will enrich the core curriculum for the undergraduate program in public health by developing a capstone course to review, integrate, and apply concepts and methods presented in the core courses. This capstone project is proposed as part of a larger planning effort to expand and better integrate the core curriculum in the Undergraduate Program in Public Health.
Johnson-Hanks & Carson (College of Letters and Sciences, Social Sciences Division) “Introductory Quantitative Methods for the Social Sciences”
Developed a new course in introductory quantitative methods designed specifically for undergraduates in the Social Sciences.
Baranger, Arnold, Marsden, & Robak (College of Chemistry) “Development of a Teacher-Scholars Development Program”
Created a community of undergraduates responsible for facilitating scientific discussion, the Teacher-Scholars Program, in both non-majors and majors in introductory, general, and organic chemistry courses, which are required for students in many or most STEM majors.
Potts, Fung, Firestone, Goldstein, Rhew (Environmental Science, Policy, & Management) “Flipping the Classroom: Revitalizing Gateway Environmental Science Courses in ESPM”
Revamped and enhanced ESPM’s gateway environmental science education to better align course content with ESPM’s evolving vision and more importantly to provide students with an experimental learning experience.
Sahlins & Bhandari (Interdisciplinary Studies Field Major) “Data Collection for Program Improvement”
Gathered quantitative and qualitative student pathway data that served as the basis to develop an overall revision and reform of the ISF Major. As a complementary effort, the project examined the effectiveness of a new capstone research methods course for ISF majors.
Reid, Rael, & Hill (Department of City and Regional Planning) “Design, Cities and Ecology: Innovations in Undergraduate Education”
Undertook research into innovative pedagogy within the CED disciplines in order to pilot new approaches to teaching undergraduates about the built environment and work collaboratively across the three gateway courses to coordinate themes, assignments, and evaluation.