Funding provided by Qualcomm’s Institute for Innovation and Educational Success

Academic Achievement Digital-Age LiteracyInventive Thinking High ProductivityEffective Communication Basic, Scientific, Economic and Technological Literacies Visual and Information Literacies Multicultural Literacy and Global Awareness Adaptability, Managing Complexity and Self-Direction Curiosity, Creativity and Risk Taking Higher-Order Thinking and Sound Reasoning Prioritizing, Planning and Managing for Results Effective Use of Real-World Tools Ability to Produce Relevant, High- Quality Products Teaming, Collaboration and Interpersonal Skills Personal, Social and Civic Responsibility Interactive Communication 21 st Century Learning

Academic Achievement Digital-Age Literacy Basic, Scientific, Economic and Technological Literacies Visual and Information Literacies Multicultural Literacy and Global Awareness Example Course: African Studies 170 Afro-American History Multicultural Literacy Technical Literacy Visual and Information Literacy Courses Economics 101 Computer Science 596 English & Comparative Literature 533 Rhetoric & Writing 100, 200 Chemistry 200 Chicano/a Studies 141 Natural Science 100 African Studies 170 General Studies 100

Academic Achievement Effective Communication Teaming, Collaboration and Interpersonal Skills Personal, Social and Civic Responsibility Interactive Communication 21 st Century Learning Courses Information and Decisions Systems 290, 396W Linguistics 420 Child and Family Development 135 Rhetoric & Writing 305 Women’s Studies 340 General Studies 260 ABC Chicano/a Studies 111A Recreation 304 Journalism 300 Example Course: Chicano/a Studies 111A Oral Communication Interpersonal Skills Interactive Communication

Academic Achievement Digital-Age LiteracyInventive Thinking High ProductivityEffective Communication Basic, Scientific, Economic and Technological Literacies Visual and Information Literacies Multicultural Literacy and Global Awareness Adaptability, Managing Complexity and Self-Direction Curiosity, Creativity and Risk Taking Higher-Order Thinking and Sound Reasoning Prioritizing, Planning and Managing for Results Effective Use of Real-World Tools Ability to Produce Relevant, High- Quality Products Teaming, Collaboration and Interpersonal Skills Personal, Social and Civic Responsibility Interactive Communication 21 st Century Learning Courses Geology 100 Biology 100 Communication 408 Rhetoric and Writing 503 Recreation 404 Sociology 320 Homeland Security 601 Linguistics 550 Philosophy 102 Rhetoric & Writing 601 Computer Science 440 Example Course: Biology 100/RWS100 General Bio/Rhetoric of Written Argument Managing Complexity Curiosity Higher-Order Thinking & Reasoning

Academic Achievement Digital-Age LiteracyInventive Thinking High ProductivityEffective Communication Basic, Scientific, Economic and Technological Literacies Visual and Information Literacies Multicultural Literacy and Global Awareness Adaptability, Managing Complexity and Self-Direction Curiosity, Creativity and Risk Taking Higher-Order Thinking and Sound Reasoning Prioritizing, Planning and Managing for Results Effective Use of Real-World Tools Ability to Produce Relevant, High- Quality Products Teaming, Collaboration and Interpersonal Skills Personal, Social and Civic Responsibility Interactive Communication 21 st Century Learning Courses Philosophy 413 Information Decision Systems 396 Civil Engineering 101 Rhetoric & Writing 305 & 511 Communication 355 Television and Film 160 Chicano/a Studies 200 Psychology 101 History 400W Example Course: History 400W Seminar in the Historiography of Witchcraft Effective Use of Real World Tools Produce Relevant, High Quality Products

Little to no representation of existing scholarly debate Unbalanced coverage (focused on Britain, with little attention to other examples elsewhere) Very limited references No examples Few good external links History 400W: Create a Wikipedia Entry on Witchcraft Slide by Beth Pollard

Academic Achievement Digital-Age LiteracyInventive Thinking High ProductivityEffective Communication Basic, Scientific, Economic and Technological Literacies Visual and Information Literacies Multicultural Literacy and Global Awareness Adaptability, Managing Complexity and Self-Direction Curiosity, Creativity and Risk Taking Higher-Order Thinking and Sound Reasoning Prioritizing, Planning and Managing for Results Effective Use of Real-World Tools Ability to Produce Relevant, High- Quality Products Teaming, Collaboration and Interpersonal Skills Personal, Social and Civic Responsibility Interactive Communication 21 st Century Learning 30,453 Students “I recommend the fellowship because it is a great opportunity to reconsider teaching and learning in the company of other educators and resource people. Great opportunity.” Faculty Fellows’ Experiences “Thank you, it was a great experience. I have made some adjustments based on feedback I received last semester and am looking forward to implementing them this semester.” “Very happy to have had the opportunity and support to make it happen. Thanks.” “I was very pleased with the entire process. I especially liked the open houses. THANKS!!!!”

Academic Achievement Digital-Age LiteracyInventive Thinking High ProductivityEffective Communication Basic, Scientific, Economic and Technological Literacies Visual and Information Literacies Multicultural Literacy and Global Awareness Adaptability, Managing Complexity and Self-Direction Curiosity, Creativity and Risk Taking Higher-Order Thinking and Sound Reasoning Prioritizing, Planning and Managing for Results Effective Use of Real-World Tools Ability to Produce Relevant, High- Quality Products Teaming, Collaboration and Interpersonal Skills Personal, Social and Civic Responsibility Interactive Communication 21 st Century Learning 30,453 Students “The blogging increased my participation in the class and my interaction with the other students. I think we should’ve used the blogs a lot more during the semester.” Students’ Experiences “This project helped me better understand how to break the articles down and organize the material to better understand it“ “It makes students think about a similar idea in several ways (researching characters, understanding the ideas and thoughts of those people when putting those thoughts together in the dialogue, and finally acting out their characters creates a personal understanding of those people).” “The thing I liked best about Wikipedia assignment was that I got to have my scholarship on a subject on the internet for everyone to learn from. Since it was written by me I knew that it would be as objective as possible since this is what historians try to do.”

Current and Future Directions The 2007/2008 faculty cohort will work for 1-3 semesters to re-design their high enrollment courses to Utilize and maximize the NCREL 21st century skills student learning outcome approach Incorporate a developmental iterative model to design a blended teaching approach (combining face to face and online instruction emphasizing computer based technologies) Create small faculty learning communities to facilitate peer support, learning from common experience that leads to improved learning outcomes.

Current and Future Directions Follow a strategic plan that focuses on faculty development and a process that can be supported and sustained through current and developing institutional support infrastructures. Maintain close working relationships with our partners, to take advantage of several CSU system-wide initiatives as well as other funding venues. With funding from the CSU Transforming Course Design Initiative we are working with our partners to create a formative evaluation framework to facilitate development of blended and hybrid courses. Continue to evaluate/assess/monitor progress of former and current pICT fellows Seek other funding sources and continue to submit and present aspects of our projects at appropriate academic conference and journal venues

Institutional Impacts: faculty fellows have participated in pICT faculty development. At least 82 “high impact” courses will be modified. 25 disciplines or majors are represented. By the end of 2009, over 45,000 “student exposures” to 21st century skill sets will have occurred.

Beyond Institutional Impacts SDSU’s PICT program has provided a model of course re-design for the CSU system and a new CSU initiative oncourse re-design. The CSU Chancellor’s Office has retained the PICT Assistant Director as a consultant for a system-wide “Transforming Course Design Initiative.” Dr. Mark Laumakis, a first cohort PICT fellow,has received national attention for his extensive course re-design of Psychology 101. Presentations of PICT results include both national and international professional venues.