Virtual Labs

ePortfolio Author ePortfolio Video Subject Campus Date
Applications of Virtual Reality to Improve Design Reviews and Code Evaluation in Construction Castronovo, Fadi ePortfolios - Construction Management East Bay 19-20

Project Abstract: Dr. Castronovo implemented a virtual reality educational simulation game. This games aim to support students in developing problem-solving skills related to the architecture, engineering, and construction (AEC) industry while stimulating their motivation and engagement. The game is the Design Review Simulator (DSR). The DSR is a virtual reality educational game that was designed to support construction and architecture students in developing analysis, review, and evaluation skills of design and construction of residential projects.

Physics Labs for LIT Egalon, Claudio ePortfolios - Physics Dominguez Hills 19-20

"Course Name & Description: Physics 130 and 120
Pedagogical Approaches: In-class demonstrations of experiments and videos."

CHEM 156 - Biochemical Laboratory Techniques Goto, Joy ePortfolios - Chemistry Fresno 19-20

Project Abstract:The redesign of this course will prepare students for the real world laboratory experience, and most importantly introduce them to a greater depth to all the various biochemical techniques and instruments. Above all, I want to modernize our laboratory course to prepare our students for the real scientific world and prepare them for future work in the laboratory. Augmented reality and virtual reality are already here and I think we need to educate our students to include these experiences in their scientific training.

CE 008: Surveying Greenwood, William ePortfolios - Civil Engineering San Jose 19-20

Project Abstract: Changes to industrial technology and employer demands have created a need to update the CE 008 curriculum to include topics such as 3D modeling, global navigation satellite systems (GNSS), unpiloted aircraft systems (UAS), and geographic information systems (GIS). To expand the current curriculum to encompass both surveying fundamentals, field methods, and the updated topics, efficient course instruction and seamless integration of the laboratory and lecture portions of the course. This project will create a learning pipeline of fundamental background (lecture), field implementation (laboratory), and data understanding (homework and laboratory) for students. The combination of direct hands-on learning opportunities in the laboratory and post-laboratory virtual data interaction will directly approach student limitations in spatial awareness and 3D data visualization which have contributed to struggles in related upper-division courses.

Extended Reality Integration in Nursing at CSU Channel Islands Hannans, Jaime; Nevins, Colleen ePortfolios - Nursing Channel Islands 19-20

Project Abstract: The aim of this project: Extended Reality Integration in Nursing, is to provide immersive simulated experiences in clinical courses across the curriculum at CSU Channel Islands (CSUCI) using extended reality: mixed and virtual reality, with both individual students and within small groups of students to enhance learning in ways not currently offered while also establishing standards of nursing education practice and faculty training.

Virtual Reality in General Chemistry Lares, Monica ePortfolios - Chemistry Sonoma 19-20

Project Abstract: Our goal is to use these virtual reality headsets along with the Sama Learning courseware to increase our ability to help students conceptualize abstract concepts that may hold them back from engaging in general chemistry and decrease the DFW rate and increase the number of students pursuing degrees in the STEM fields. We also anticipate that students who have traditionally been less successful in STEM classes to be able to interact with the material (with this courseware) in a way that supports them towards mastery.

eTour for Construction Management Education Luo, Yupeng; Wu, Wei ePortfolios - Construction Management Fresno 19-20

Project Abstract: In this project, we propose an enhanced virtual field trip (VFT) solution with multi-user virtual reality technology deployed over a cloud-based open platform to facilitate experiential learning experience for construction management students. The proposed solution, called “eTour”, unveils innovative learning and teaching opportunities that are not possible in traditional field trips or early VFTs. eTour allows both instructors and students to access desired field trip experience anywhere they have access to the internet.

CHEMISTRY 120B Redesign/td> Matthew, Beena ePortfolios - Chemistry Fullerton 19-20

Project Abstract: The purpose of this laboratory course redesign is to better align virtual lab components with the second semester general chemistry course curriculum specifically in the areas of kinetics, equilibrium, acid-base chemistry, thermodynamics and electrochemistry.  This redesign will incorporate OER (Open Educational Resources) and other free simulations, such as PhET Interactive Simulations (University of Colorado, Boulder) to better align with the curriculum.

Redesigned Calculus-Based Mechanics Lab Zou, Xueli; Petrova-Maayor, Anna ePortfolios - Physics Chico 19-20

Project Abstract: This project will revise the current calculus-based Mechanics lab of verification into inquiry-based hands-on activities with student design experiments following the research-based Investigative Science Learning Environment (ISLE) method (http://www.islephysics.net/index.php.). Students in ISLE laboratories design their own experiments to investigate new phenomena, test hypotheses, and solve multiple-part problems

Virtual Reality in Astronomy 100 Severson, Scott ePortfolios - Astronomy Sonoma 19-20

Project Abstract: This project incorporates an immersive Virtual Reality (VR) experience in an introductory astronomy course for non-science majors. The VR activity addresses the spatial origins of astronomical phenomena. The project includes a component to study the efficacy and the student attitudes of the VR activities. The study consists of splitting the population of the parent class into two comparable populations. One population completes a VR activity built upon the commercially-available application, Universe Sandbox 2. The other population completes an online activity from the Nebraska Astronomy Applet Project.

Integrating Virtual Simulation into a Nursing Interventions Lab Course Shea, Kathleen ePortfolios - Nursing San Francisco 19-20

Project Abstract: The N450 Nursing Interventions II is a nursing skills laboratory course which includes a combination of didactic, skills demonstration, skills practice with peers and 2 high fidelity simulation activities. Evaluations are done using the traditional skills checkoff method and online quizzes. Lab time is utilized for teaching, practicing and demonstrating nursing skills. Using Laerdal Medical and Wolters Kluwer Health's virtual simulation software (vSim) and electronic health record software (Docucare) students will have the opportunity to complete a patient care virtual simulation. Each patient scenario will support the content and skills already covered in the Nursing Skills Lab and Medical Surgical Theory course.

Photovoltaic Lab Stands Tyukhov, Igor ePortfolios - Thermal Engineering San Jose 19-20

Project Abstract: This project is to develop laboratory experiments on photovoltaic conversion of solar energy that enrich students’ lab experience, stimulate interests to green ecologically clean energy generation, and bring more versatile exercises. At the same time, the proof-of-concept PV lab model will help alleviate the pressure on department staffing when some installations need maintenance and repairing works.

Virtual Lab for Chemical Process Control: Bridge the Gap between Lectures and Hands-on Experience Yang, Yu ePortfolios - Chemical Engineering Long Beach 19-20

Project Abstract: In this project, PI will design a virtual lab by using SIMULINK 2D/3D animation and machine learning toolboxes in the MATLAB for CHE 460 to bridge the gap between theory and practice. The program contains front-end with interactive 2D/3D animations of typical process units and back-end with mathematical models identified from the real process data. The students’ design will be evaluated by machine learning tools to find potential flaws or safety issues.

ME313L Fluid Mechanics Virtual Laboratory Reimagination Zhao, Priscilla ePortfolios Videos Engineering Pomona 18-19

ME313L, Fluid Mechanics Laboratory. 1 unit course that meets 3-hour per week that contains experiments to enhance the knowledge in Fluid Mechanics. Students are also expected to practice acquisition, processing, and analysis of data by manual and automated methods, as well as report writing. This project is to develop pilot AR/VR fluid mechancis laboratory experiments that enrich students’ lab experience, stimulate interests, and bring more individual exercise time. At the same time, the proof-of-concept hybric lab model will help alleviate the pressure on department staffing and facilities in the future.

Visual Laboratory Instructions Sagi, James ePortfolios - Engineering Fullerton 18-19

Unified Laboratory, Observations and measurements as an introduction to the experimental method, Static and dynamic measurements on engineering systems (beams, columns, pendulums, gyroscopes) using mechanical and electrical transducers, Principles of probability and statistics and their applications to experimental measurements. The laboratory course considered for this pilot project is the standard Strength of Material lab which includes materials testing, evaluating mechanical properties of materials and microstructural analysis. The conventional text-based instructions used for Strength of Materials laboratory experiments is complicated and difficult to read and fully understand. The instructions are often very lengthy, and students often do not perform the experiments correctly, takes longer than usual time and compromise specific safety guidelines. Statistics suggest that students only remember 10 % of what they read. Use of visual aids, images, videos, and interactions can help improve this percentage significantly. Using multimedia visuals as tools in the laboratory teachings is an efficient way for efficient knowledge transfer and enhance the student learning experience. New technologies have opened new possibilities to integrate multimedia visual aids in the laboratory courses. However, these aids are not being adequately exploited. The proposed project addresses this issue by implementing Visual Laboratory Instructions (VLI) as a tool for knowledge transfer of the standard laboratory procedures and practices. The graphic nature of the VLIs allows students to perform the laboratory tasks accurately, timely and most importantly, safely. The visual instructions help the students reduce the errors for repetitive experiments, utilize the lab space efficiently thereby gathering accurate data necessary for the material property evaluations. The VLIs also help reduce variations between the experiments done by different students and helps them understand the experiments better.

Implementing Next Generation PET and Learning Assisstants Van Dusen, Ben ePortfolios Videos Natural Science Chico 18-19

SCED 141 - Concepts in Physical Science: My lab innovation will be the implementation of a suite of new tools with the support of Learning Assistants (LAs). The hub for this transformation will implement the Next Generation Physical Science and Everyday Thinking (NGP) curriculum. NGP is a research-based curriculum that is a modernized version (technologically and otherwise) of the Physics of Everyday Thinking (PET) curriculum (Otero & Gray, 2008; Goldberg et al., 2010). NGP and PET were both developed and tested by faculty in the CSU system. The NGP curriculum is being developed through an NSF funded project (NSF # 1626496) being led by Fred Goldberg (Professor at San Diego State) and Ed Price (Professor at CSU San Marco). As a member of the Expert-Cadre NGP development team I am providing feedback on the curriculum and serving as a mentor over a 4-year period to 12 faculty members across the country who are adopting the NGP curriculum. Learning Assistants (LAs) will support the course transformations. The LA model is a near-peer model used in over 80 university’s around the world (Otero et al., 2016; learningassistantalliance.org). An LA is an undergraduate student who, through the guidance of course instructors and a special pedagogy course, facilitates discussions among groups of students in a variety of classroom settings that encourage student engagement and responsibility for learning.

Biomechanics Takehome Labs: Build-Your-Own Test System Leineweber, Matthew ePortfolios Videos Biomedical Engineering San José 18-19

BME 167 - Introduction to Engineering Biomechanics: The application of engineering mechanics to biological systems is an integral part of any Biomedical Engineering (BME) curriculum. This general application is usually termed “Biomechanics”, and consists of the analysis of bodies at rest (engineering “statics” and “strengths of materials”) and bodies in motion (engineering “dynamics”). These topics are often particularly challenging to students since they rely on advanced mathematics to describe abstract concepts, such as stress, strain, and virtual coordinate systems. The LIT-redesigned BME 167 — Introduction to Engineering Biomechanics curriculum aims to strengthen student understanding of the fundamental relationships in Biomechanics through hands-on activities. A series of “take-home” lab assignments are used to reinforce the connection between physical phenomena, mathematical relationships, and abstract concepts. Students work in groups on these take-home labs to construct their own materials testing and motion capture test systems, then use these systems to conduct experiments directly related to their traditional pencil-and-paper homework assignments. The hands-on activities introduced through the LIT-redesign will provide a stronger foundation in the basics of biomechanics, as well as an introduction to the essential hardware required for empirical data acquisition, thereby preparing the students to more easily draw connections between these fundamentals and the more complex applications in Biomedical Engineering.

Enhancing Higher Level Thinking in Introductory Electricity and Magnetism Lab Pechkis, Hyewon and Arpin, Paul ePortfolios Videos Physics Chico 18-19

Physics 204B: Physics for Students of Science and Engineering: Charge and matter, electric field, Gauss' law, electric potential, capacitors and dielectrics, current and resistance, magnetic field, Ampere's law, Faraday's law of induction, magnetic properties of matter, electromagnetic oscillations and waves. Calculus used. 3 hours discussion, 3 hours laboratory. We are planning to redesign our more traditional introductory physics Electricity and Magnetism labs to enhance students’ higher-level thinking and problem-solving skills, introducing physics education research based instructional technology (e.g. “virtual” experiments) into our labs, reducing DFW rates, and building a faculty learning community.

Embedding Virtual Content into Physical Chemistry Wolcott, Abraham ePortfolios Videos Chemistry San José 18-19

Chemistry 160: Physical Chemistry; P-Chem covers fundamental topics in Thermodynamics, Kinetics, Quantum Mechanics and Spectroscopy: Redesigning of Physical Chemistry at San Jose State University with virtual and augmented reality is needed to decrease DFW rates and increase learner outcomes. Physical chemistry courses are usually considered the hardest in the chemistry series because of the mathematics, abstract concepts and quantitative rigor that the class demands. Visualization tools coupled to physical models are the key drivers for this project and are expected to accelerate the retention and application of key objectives in the physical chemistry curriculum. VR googles and tablets have been purchased and are distributed to all students in the physical chemistry course. To create a custom VR environment, Prof Wolcott will use UNITY software to generate immersive curricula.

Developing Novel Hardware Controllers for Hands-on Virtual and Augmented Reality Science Labs Hamadani, Kambiz M. ePortfolios Videos Chemistry San Marcos 18-19

CHEM 105/105L (General, Organic, and Biochemistry) and CHEM 341 (General Biochemistry): The present project seeks to provide students with realistic tactile feedback in virtual, mixed, or augmented reality lab experiments. We are designing and testing a series of prototype hardware tools which augment the functionality of standard laboratory equipment and allow them to pass into the virtual environment while still allowing students to manipulate and sense them as they would in a traditonal hands-on lab. The novel hardware includes augmented pipetteman, test-tubes, tube racks, tip racks, and graduated cylinders. We are also making a virtual lab using Unity3D to showcase the advantages of truly "hands-on" virtual reality labs.

Biology 101L Hybrid Labs Pilot Chaffee, Carol L. ePortfolios - Biology Fullerton 18-19

Biology 101L Elements of Biology Lab: Biology 101L (BIOL 101L) is general education biology laboratory that fulfills the CSU GE B.3 Laboratory Experience requirement. At CSUF, enrollment limits due to space constraints are a more significant bottleneck than repeatable grades in BIOL 101L. The goal of this project is to pilot the use of hybrid labs to expand the maximum enrollment that can be supported within the current space limitations, so that students will be able to fulfill their GE B.3 graduation requirement without delays.

Implementation of Virtual Reality in Construction Graphics Brittle, Patrick ePortfolios Videos Construction Management Chico 18-19

CMGT 110 - Construction Graphics

EEE64-CpE64 Introduction Digital Logic Design Dahlquist PE, Dennis ePortfolios Videos Electrical Engineering Sacramento 18-19

EEE-CPE 64. Introduction to Logic Design. Covers the following topics: logic gates, binary number system, conversion between number systems, Boolean algebra, Karnaugh maps, combinational logic, digital logic design, flip-flops, programmable logic devices (PLDs), counters, registers, memories, state machines, designing combinational logic and state machines into PLDs, and basic computer architecture. Lab emphasizes the use of software equation entry design tools, the use of a schematic entry, and the use of a logic simulation design tool. Lab assignments are design-oriented. Lecture three hours; laboratory three hours.: The proposed model includes; simulation software, and instructional videos of lab equipment, tools, and lab assignments. The simulation software would include MultiSim. To facilitate student use initial logic circuit layout would be set up for the students and then show them how it relates to actual logic circuits. This way they can do the labs in simulation before the actual lab. The videos will help students “see” how to use the tools and equipment, and what the lab assignment is all about.

Virtual and Remote Industrial Robot Laboratory Du, Winncy ePortfolios Videos Engineering San José 18-19

ME192 Robotics & Manufacturing Systems — Scientific and engineering principles of industrial (serial) robots/manipulators. Homogenous transformation, robot kinematics, statics, dynamics, Jacobin, trajectories, control and programming. Lab experiments to support the lectures, verify the theories taught, and provide the students with hands-on robot operation, control (both computer and manual), and programming experiences and skills. Robot design, sensing (especially machine vision system), actuation, and applications. Other types of robots and applications.: Laboratory exercises are critical for the students to learn how to control, program, and operate the industrial robotics, such as Cartesian, SCARA, articulate robots. However, real industrial robots are expensive and require regular maintenance and frequently upgrading on both control hardware and software. In addition, due to the limited space and the number of robots, not every student gets a chance to operate a robot. This project aims at creating a virtual industrial robot laboratory that has various robot configurations, so that students can operate these “robots” anytime anywhere. Most importantly, these virtual robots have exactly same features, functions, programing codes, control algorithms, and movement just like the real industrial robots do.

MiXR in Kinesiology Tumay, Tunur ePortfolios - Kinesiology San Marcos 18-19

KINE301 Motor Control and Learning: Movement in eXtended Reality Lab (MiXR) is developed to serve to enable students experience scenerios, otherwise would be limited or impossible in a traditional learning environment. My main goal is to increase student interaction with the material, stimulate active learning, and increase the students' literacy and skill level pertraining the new technological advancements in the eXtended reality field.

Advanced Construction Structures: Virtual Lab Redesign using Technology for Adapted Models Luo, Vivien ePortfolios - Construction Management Fresno 16-17

This course introduces various material property testing methods. Through this course students are expected to learn and understand the techniques and effort involved in the mechanical testing of engineering materials; verify various principles and theories of mechanics of materials and their limitations; and gain experience in the acquisition, reduction and analysis of experimental engineering data.

Virtual Labs Redesign for Physical Geography using Web Based Technology Huh, Kyung In ePortfolios - Geography Pomona 16-17

This course redesign project aims to integrate the virtual lab into the existing GE lecture course for the remaining quarter years until we start the semester system in Fall 2018. This course fulfills GE Sub-area B1. Lab exercises, including computer based labs and field based labs, will be part of the course with the lectures.

Virtual Pre-Labs for Hydraulics Laboratory Poindexter, Cristina ePortfolios - Civil Engineering Sacramento 16-17

Hydraulics Laboratory is a required course for all civil engineering students at Sacramento State that examines six hydraulic phenomena via six experiments. Because of time and equipment constraints, each student’s hands-on experience is limited, likely contributing to the 6% repeating grade rate for the course (in AY 2014-15). The course redesign will add virtual “pre-labs” based on computational simulations of the physical phenomena covered in the course. These “pre-labs” will allow every student to perform extensive manipulations of the conditions affecting the hydraulic phenomena under study and are expected to increase student engagement and learning.

Biology Course Redesign for Virtual Labs to Supplement On Campus Labs for Student Success Ernst, Alan ePortfolios - Biology Sacramento 16-17

The cadaver lab at CSUS may or may not be discontinued in the near future. In order to prepare for the possibility that the cadaver lab may be discontinued, I propose to implement a number of virtual labs in Spring 2016 to test feasibility, effectiveness, student attitudes, and student success with virtual anatomy/cadaver labs. It is hoped that virtual labs that incorporate drawing exercises may also improve student success in the course.

Virtual Labs Redesign for Physical Geography using Web Based Technology Wu, Lin ePortfolios - Geography Pomona 16-17

We plan to develop web based tools and materials that can be incorporated into learning modules that intergrade self-guided field observation/data collection (e.g. sun angle, solar radiation, weather elements, plant associations, rock structures, etc.), with scientific data accessible via the web (e.g. from NASA, USGS, etc.) to help students to connect the concepts they are learning from textbooks to the real world they live in. We are exploring tools and software for this project.

Using Virtual Labs to Reinforce Learning in Transportation Engineering Khan, Ghazan ePortfolios - Engineering Sacramento 16-17

CE 147 (Transportation Engineering) is a 4 unit required course in the Civil Engineering curriculum. It is an introductory course for some students and the only course in the area of Transportation Engineering for students who do not pursue an elective in the Transportation area. The course serves as a pre-requisite to other Transportation elective courses and serves students to prepare for their Fundamentals of Engineering (FE) exam which the first step towards eventual Professional Engineering (PE) certification. Lectures and labs are conducted every week. Each lab activity is two to three weeks in duration. Depending on students’ interests in pursuing other Transportation electives, students will take this course either in their junior or senior level semesters. In this course redesign, the lab section of the course will be redesigned using two separate models of virtual labs. First, a number of pre-lab learning modules will be developed which will be used to introduce students to background knowledge and information on the concepts used in the upcoming labs. Second, students will be provided information and guidelines on how to effectively conduct field data collection for upcoming lab exercises to help them better prepare for the challenges associated with field data collection.

Redesigning Geography Labs using Virtual Labs Sato, Nori ePortfolios - Geography Chico 16-17

This project redesigns the existing face-to-face lab section so that it will be a virtual lab section. Some relevant existing content will be converted to virtual content, whereas new content will be added to enhance students' active learning without classroom meetings. This redesign addresses bottleneck issues, including the reduction of DFW rates as well as the reduction in the number of students on the wait list.

Redesign Virtual Labs in Math 105 Statistics Gray, Kathy ePortfolios - Math/Statistics Chico 16-17

This is an introductory statistics class which covers the traditional introductory topics and uses StatCrunch as the statistical software package. Project Abstract: This project entails creating virtual labs for the online portion of Math 105.

General Biochemistry with Labster Virtual Lab Modules Kambiz, Hamadani ePortfolios - Biochemistry San Marcos 16-17

This course provides biochemistry fundamentals to non-biochemistry students in the biology and chemistry departments. It currently does not have an associated lab. This class is impacted and has been over-enrolled every year for the past 3 years. We will use virtual labs created by Labster Inc to provide students with virtual exposure to key concepts in biochemistry including enzyme kinetics, metabolism, bioenergetics, regulation, and protein/nucleic acid structure-function. Here we examine the effects of these virtual labs on student achievement and satisfaction in the hopes that the DFW rates will decrease, student satisfaction with the course will increase, and student self-efficacy and intrinsic motivation to learn the material is enhanced.

Redesigning Maufacturing Automation Virtual Lab using Robot Emulation Technology Anderson, Nathan ePortfolios - Engineering Chico 16-17

There are a limited number of Programmable Logic Controllers (PLC) and robots available in our lab, hindering the ability of individual students to utilize them and truly understanding how to program. Hence, this redesign will implement the use of emulation tools that will mimic PLC operation and robotic programming. The robot emulation tools are intended for robotics programmers who want to design their code and simulate the movements before uploading it and testing it on a physical robot. Moving to emulation we can scale the course to any size, will be able to properly evaluate student knowledge, and most of all, would dramatically improve the depth of knowledge.

Scientific Computing: Through the Learning Glass Flores, Cynthia ePortfolios - Math Channel Islands 16-17

The goal was to redesign the course to take place in a computer lab for lecture and design customized Virtual Lab videos using the Learning Glass. The Virtual Lab videos are to demonstrate how to use MATLAB software. The combination of lecture time to practice Scientific Computing labs and having access to the demonstrations will allow students to complete lab assignments successfully at home.

Virtual Labs for Biostatistics Desharnais, Robert; Son, Ji ePortfolios - Biology Los Angeles 14-15

Biometrics (BIOL 300) was redesigned by replacing the weekly face-to-face laboratory sessions, which are held in a computer classroom, with online labs. Virtual lab activities were developed and integrated into the assignments so that students were involved in both data collection and data analysis. The lecture remained face-to-face. This mode of delivery decreased the cost per student by 55% and allowed more sections of the course to be offered. Pre- and post-surveys were administered to sections using traditional labs and sections using virtual labs. Analyses of the survey responses and course grades showed that there were no significant differences between the two delivery modes in the students increase in knowledge about statistics or in their attitudes towards statistics. These results suggest that the biostatistics virtual labs are just as effective pedagogically as the traditional labs, but more cost efficient.

Flipping a Stats Course-Online Lectures and Supplemental Instruction Levine, Rich ePortfolios - Statistics San Diego State 14-15

Stat 250 is a general elective introductory statistics and data analysis course for students throughout the sciences, social sciences, health and human services, and business. This course redesign develops a flipped classroom format whereby students learn core statistical concepts in online videos created by the instructors and participate in computer data analysis labs and directed problem-solving discussions. The aim of this approach is to teach statistics by doing, internalizing key concepts in experimental design, data collection, and analysis as well as statistical communication and assessments through an active classroom learning environment. The ultimate goal is to scale this effort up to all introductory statistics courses taught on campus, through online core concept lectures and subject-specific data analysis/statistical problem solving laboratories.

Quantitative Analysis Virtual Prelab Course Redesign Russell, Scott ePortfolios - Quantitative Analysis Stanislaus 14-15

Principles and practice of analytical chemistry. Topics include error analysis and statistical treatment of data, gravimetric and volumetric analysis, electroanalytical techniques, chromatography, and selected quantitative instrumental techniques.

Chem 100 Virtual Lab Sathianathan, Gita ePortfolios - Chemistry Fullerton 14-15

This is a one unit General Chemistry Lab for non-science majors that is offered online. The course requires students to run eleven virtual labs offered by external vendor, Latenitelabs.com and submit lab reports online. Students ‘enter’ a 3D portal that is representative of the actual lab space and use virtual glassware, instruments and chemicals which resemble the actual lab materials. The Lab requires physical class participation three times during the semester where students come to campus for a three hour Lab lecture sessiom. Students have the opportunity to ask questions and learn how to do the online experiments using Latenitelabs tools, learn how to obtain relavant data to prove hypotheses, analyse results, perform calculations, and discuss how their observations and methodologies help achieve the goal. During Lab lectures, Students are tested on the Chemical principles, protocols, data collection, analyses, calculations and error sources etc with the aid of hand-written exams. Assessment of student learning shows that this method is equally efficient in teaching students the theory and methodology of Chemistry Labs.

Virtual Lab in Chemistry Bridges, Michael ePortfolios - Chemistry Fullerton 14-15

In AY 2013-2014, we redesigned CSUF's second semester General Chemistry course, CHEM 120B, which includes concurrent lecture and laboratory components. Serving as a required pre-requisite for Chemistry, Biochemistry, and Biology majors, as well as for many other students pursuing career paths in the health professions, total course enrollment is limited by a lack of space and materials in the laboratory component. Additionally, the course had a high average failure rate (C- or lower) of 23% due to what we suspect are poor topical parallels between the laboratory and lecture lessons. Our redesign of the course involved a complete rewrite of the laboratory portion of the course, which included the incorporation of a virtual laboratory component to complement the students’ wet lab experience. The pilot year of our redesign proved successful in increasing the average passable rate of the course, and so we were granted additional support funding to continue our work.

Incorporation of Virtual Labs and On-line Simulation Activities to an Upper Division General Education Science Course Ng, Karno ePortfolios - Chemistry San Marcos 14-15

This course does not have a lab component. In order to enhance the student’s learning experience, virtual labs and on-line simulation activities are adopted and implemented to the course. Submission Templates are developed and provided for students. Students are asked to submit filled activity template upon completion of the corresponding virtual lab.

Fully Online Geospatial Concepts Virtual Lab Malloy, Nick ePortfolios - Geospatial Concepts Humboldt 14-15

In the spring of 2010, the Humboldt State University Geospatial Task Force was formed to improve the geospatial curriculum. The group was assigned to develop an effective series of Geospatial courses that would serve students across multiple programs. Multiple areas of redundancy were identified across the different specializations within the geospatial curriculum, including Cartography, Geographic Information Systems, and Remote Sensing. Each of these courses share a similar set of fundamental concepts related to the geospatial sciences. Geospatial Concepts serves as a gateway course for the remainder of the Geospatial Curriculum. The course topics include the history and fundamental concepts common among all the geospatial sciences. In addition, the course covers introductory material and techniques specific to each geospatial discipline that follows. The result is an information-dense course that establishes a strong foundation moving forward. Relieved of the necessity to cover introductory material, subsequent courses have been free to shift upward in content, technique, and application. Since the implementation of Geospatial Concepts as a gateway course, a measurable level of improvement and sophistication in later courses has been observed.

Virtual Exercise Physiology Lab Kwon, Young Sub ePortfolios - Physiology Humboldt 14-15

The purpose of this project was to compare student learning outcomes from the Virtual Exercise physiology lab with that from traditional exercise physiology laboratory activities. Student participants from the spring 2015 Exercise Physiology course were randomly assigned to either experimental group 1 or group 2. Group 1 completed traditional laboratory activities, whereas group 2 completed the Virtual Laboratory. Both groups then completed the same assessment to evaluate their understanding of Aerobic and Anaerobic Power laboratory concepts. Mean Aerobic Power Lab activity assessment scores were 80.5 ± 5.5 and 80.6 ± 6.7 and mean Anaerobic Power Lab assessment scores were 81.5 ± 8.0 and 82.0 ± 6.4 for groups 1 and 2, respectively. In this investigation, 50% of the students indicated a preference for the traditional laboratory activity, and exact half percent of the class either actually preferred the Virtual Exercise Physiology Laboratory program (28.9%) or did not prefer one laboratory type over another (21.1%). Students agreed that the Virtual Exercise Physiology Laboratory program was at least moderately educational (21%), but most students thought that the Virtual Exercise Physiology Laboratory program was very educational (78.9%). These findings support that virtual laboratories instruct students as effectively as traditional laboratories.

3D Lab: Design, Discover, Discuss Lab Gredig, Thomas ePortfolios - Physics Long Beach 14-15

The Virtual Lab for Electricity and Magnetism is enhanced through team-based learning, which is an essential part of laboratories. It is based on an inexpensive (~$60) home kit and Koondis (social networking platform for small cooperative teams). Students collaborate in small teams of 4-5 members to perform "3D Labs", 3D = design, discover, and discuss. The experiments are not rigid, allow for openess and lead to discovery. The experiments are designed, approved, documented, peer evaluated, and shared through the collaborative Koondis online platform.

Virtual Labs: PHYS 151 Pickett, Galen ePortfolios - Physics Long Beach 14-15

We have constructed a fully online course in introductory physics at the calculus-based level providing students an authentic means of interacting with both the instructor and their peers as members of a local scientific community while deeply engaging the scientific process. Through the use of an innovative online interaction tool, Learn.Koondis.com, we aim to provide 1) excellent preparation for downstream STEM coursework, 2) an authentic experience of physics as an academic discipline and career, and 3) and affordable and flexible online course.

Virtual Lab in Ordinary Differential Equations Flores, Cynthia ePortfolios - Physics Channel Islands 14-15

CSUCI is one of the fastest growing institutions in the U.S. As the number of students grows in our classes, bottleneck challenges have arisen for several reasons. As the class size increases, the amount of grading done by the sole instructor greatly increases. Consequently, the amount of time left to the instructor to prepare materials is significantly reduced. The use of an Online Homework Management System as a Virtual Lab provides ample opportunity to transition from practice to mastery—an opportunity that otherwise would be missed simply because there is a limitation to how much grading an instructor can complete while also being responsible to deliver knowledge to a diverse group of students throughout a semester.

Virtual Lab Biology 104: Human Biology Robertson, Lyndsey ePortfolios - Biology San Marcos 14-15

BIOL 104 (4) Principles of Biology: Human Emphasis Principles of cellular, organismal and population biology with primary representation relating to the human organism. Includes study of cells, tissues, and mammalian organ systems. Enrollment restricted to Kinesiology majors. Three hours of lecture and three hours of laboratory.

Flipping Stats-Online Lectures and Supplemental Instruction Duncan, Kristin ePortfolios - Statistics San Diego State 14-15

Stat 250 is a general elective introductory statistics and data analysis course for students throughout the sciences, social sciences, health and human services, and business. This course redesign develops a flipped classroom format whereby students learn core statistical concepts in online videos created by the instructors and participate in computer data analysis labs and directed problem-solving discussions. The aim of this approach is to teach statistics by doing, internalizing key concepts in experimental design, data collection, and analysis as well as statistical communication and assessments through an active classroom learning environment. The ultimate goal is to scale this effort up to all introductory statistics courses taught on campus, through online core concept lectures and subject-specific data analysis/statistical problem solving laboratories.

Virtual Lab in Introduction to Earth Science Brady, Mara ePortfolios - Earth Science Fresno 14-15

The goal of the course re-design is to enhance science teacher preparation through the incorporation of virtual labs that engage students with Earth Science content and practices in ways that were not possible with previous lab activities. This course integrates the Next Generation Science Standards (NGSS) core ideas, crosscutting concepts, and scientific practices as an organizing framework. The use and development of virtual labs will also enhance student information, communication, and literacy skills as they prepare to teach 21st century learners. Eventually, by replacing half of the face-to-face lab meetings with virtual labs, this re-design will also allow us to offer additional sections of the course and lab, in light of a graduate instructor shortage.

Incorporating Virtual Labs in Introductory Geology Courses Weinman, Beth ePortfolios - Geology Fresno 14-15

Bottlenecks in introductory geology (EES1) labs arise from two compounding limitations: the number of students a lab room can hold and the number of graduate students available to serve as teaching assistants (TAs). This past Fall 2014, EES1 had ~500 seats available for ~5400 eligible GE B1students. Despite that bottleneck, lack of TAs resulted in the cancellation of 1 lecture and 5 accompanying labs. Given that the number of EES1 sections offered each semester is limited by the lab, there is a huge potential to make EES1 less vulnerable to limitations on lab size and TA availability by offering hybrid labs, where half of the labs are online and half are hands-on. This redesign seeks to implement virtual labs to reduce bottlenecking while updating EES1 lab curriculum into something that engages students at more innovative, modern levels of learning.

Virtual Clinical Labs in Medical Surgical Nursing Course Abuatiq, Alham ePortfolios - Nursing San Bernardino 14-15

This project aims to redesign the NURS220 course, a 4 unit intermediate medical surgical nursing theory course, that is offered in the spring and fall quarters of each academic year, it is a required course for nursing major. The purpose of re-designing this course is to first, improve the quality of this course, by introducing nursing students to the e-learning method known as “Virtual Clinical Excursions” (VCE), and second, to investigate nursing students’ perceptions about the effectiveness of implementing the VCE in improving their learning experiences and learning outcomes. Third, to provide students with access to virtual hospital setting in which they will have self-paced time, and safe virtual space to perform intermediate medical surgical nursing care for virtual patients.

Biol1BL Inquiry-Based Hybrid Labs Lent, David ePortfolios - Biology Fresno 13-14

This project seeks to redesign the Biology 1BL Lab course, which is part of the Introductory Biology sequence for Biology Majors, to incorporate more active-learning modules in combination with computer simulations to effectively engage students. Our goal is to increase student success within this class and help prepare students with relevant laboratory skills, a proper conceptual framework, and effective learning strategies to improve their progress throughout the Biology major.

Adding a Virtual Lab into CHEM 120B Bridges, Michael ePortfolios - Chemistry Fullerton 13-14

In AY 2013-2014, we redesigned CSUF's second semester General Chemistry course, CHEM 120B, which includes concurrent lecture and laboratory components. Serving as a required pre-requisite for Chemistry, Biochemistry, and Biology majors, as well as for many other students pursuing career paths in the health professions, total course enrollment is limited by a lack of space and materials in the laboratory component. Additionally, the course had a high average failure rate (C- or lower) of 23% due to what we suspect are poor topical parallels between the laboratory and lecture lessons. Our redesign of the course involved a complete rewrite of the laboratory portion of the course, which included the incorporation of a virtual laboratory component to complement the students’ wet lab experience. The pilot year of our redesign proved successful in increasing the average passable rate of the course, and so we were granted additional support funding to continue our work.

Virtual Labs for GE Biology Desharnais, Bob ePortfolios - Biology Los Angeles 13-14

We redesigned a GE biology course by using existing web-based software to replace traditional wet labs. Two new modes of lab instruction were compared to the traditional offering: (1) all labs online with a "drop-by" help center and (2) a hybrid "flipped lab" model with two tracks of online and in-person labs alternating every week. Both modes included a face-to-face lecture. Engaging inquiry-based exercises were developed around each online activity where students are provided background information, guided though a series of basic experiments, encouraged to design their own experiments, and required to produce a simple scientific report that is delivered electronically. A rubric was designed so that graduate assistants can grade reports. The course offerings with online labs were piloted during the 2013/14 academic year. Formative assessment involved the tracking of students’ attitudes and performance. Summative assessment compared student performance for the online, hybrid and traditional modes.

Online Science Course with Active Learning Zayas, Natalie ePortfolios - Environmental Science Monterey Bay 13-14

For this course redesign, I surveyed students about what worked and did not work for them in the online environment for this course. Discussion forums are always a tough area in an online course and students wanted more direction. Students did not like the virtual labs I had used in the Spring '14 course and wanted more hands-on labs. I redesigned components of the course to implement more engaging labs and discussions. I also incorporated aspects of proven course design such as discussion rubrics and LMS exam strategies.

Physics Hybrid Lab Lim, Say-Peng ePortfolios - Physics Northridge 13-14

PHYS 100AL is the laboratory that accompanies the first algebra-based introductory course on Physics. Due to increased demand, we are having difficulty offering enough sections of this laboratory course unless we renovate and create a new physical laboratory. A way to solve this problem is to “hybridize” the PHYS 100AL. This will allow us to double the capacity of these labs so we can offer fewer sections but still accommodate more students. Our hybrid lab comprises 6 in-class labs which are the traditional labs done in a controlled environment employing specialized and more sensitive equipment plus 6 take-home labs which are experiments that students perform outside on their own schedule. These take-home labs are "wet labs"; they are actual experiments performed with physical objects and not simulations performed on a computer. This reminds the students that science does not happen only inside a lab but is all around us. It also reinforces the importance of errors in any measurement as the take-home labs tend to be less precise due to the simpler equipment used. We also took this opportunity to update the lab manual to introduce the use of EXCEL in data analysis. In addition, although errors in measurements, their treatment and propagation of errors are emphasized in the old lab manual, we find that the majority of the students have a very poor understanding of what they are doing and are not able to interpret their use. The redesigned lab manual incorporates changes to address this problem.

Hybrid Labs for Entry Level Math Stevenson, Katherine ePortfolios - Math Northridge 13-14

We focused on improving student success in entry level math classes in the California State University and California Community College System. Our consortium has developed an innovative, technology-enhanced hybrid course model that has significantly improved course completion and content mastery outcomes in entry-level mathematics courses. The model relies on five primary components that are carefully articulated to create a reliable “flow of learning” for students.

 

Further details regarding the ePortfolio development process:

For questions and/or assistance with the ePortfolios, email eportfolio@cdl.edu..