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.
|