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Past Recipients

Provost's Distributed Learning Course Development Grant

The purpose of the Provost's Distributed Learning Course Development Grant is to create state-of-the-art Distributed Learning (DL) courses that enhance the overall quality, scope, and reach of teaching and learning at the University of South Carolina. 

Award Recipients Spring 2015

The following faculty have been awarded grants, expert instructional design assistance and technological support to develop and implement courses for delivery through Distributed Learning methods.

Shemsi Alhaddad
(STAT 201)

The traditional face-to-face version of Statistics 201 at the regional campuses, like USC Lancaster, requires fewer contact minutes than the Columbia campus. Though the regional students are still meeting the essential requirements for the course, getting more time to develop a fuller understanding through hands-on activities would be beneficial. A flipped version of the course enables more time in class to be devoted to applying the material, while students would learn the core concepts outside of class time using online resources.

Shemsi Alhaddad Provost Distributed Learning Course Development Grant RecipientAlhaddad

Khalid Ballouli
(SPTE 590-004)

Special Topics in Live Entertainment and Sport: Social Media (STLES 590-004) is the only course at USC that carefully examines the different social media platforms and their impact on organizations and consumers. The traditional classroom version of this course has already proven to be effective at combining theory and practice. However, a distributed version will bring the course to the next level as students apply what they are learning to the class itself. Through this course, students will attain practical and relevant knowledge about blogging, selling on the web, brand management, and leadership.

Khalid Ballouli Provost Distributed Learning Course Development Grant RecipientBallouli

Gloria Boutte
(EDTE 776)

Educating African American Students (EDTE 776), is a graduate course which analyzes historical and contemporary factors that influence the education of African American children. Developing a distributed version of this course will benefit both our education majors and their students. Since African Americans make up 42 percent of the population of students in South Carolina, it is important for the content of this course to be accessible to a wider audience. In addition, an online version will provide a more consistent learning experience, regardless of which of our instructors teaches it.

Gloria Boutte Provost Distributed Learning Course Development Grant RecipientBoutte

Catherine Castner
(LATN 109, 110)

Learning Latin focuses more on reading comprehension—acquiring forms, vocabulary, and grammatical concepts—than on speaking and listening skills. Because it is a non-spoken language, the requisite memorization can be achieved by the individual students. In order to enable students to work at their own paces, Professor Castner is developing a fully online version of the first two semesters of basic Latin. This new format, being more flexible, will likely increase the enrollment, while helping students learn the material more efficiently.

Catherine Castner Provost Distributed Learning Course Development Grant RecipientCastner

Christopher Emrich
(GEOG 535)

Hazards Analysis and Planning explores approaches to environmental hazards planning and analysis based on theoretical foundations in the geographical sciences. In order for this course to become more problem-based, the material usually taught in the classroom will now be transferred to an online format, which will free up class time to discuss the issues with greater depth and attention. Further, Dr. Emrich plans to give a greater service learning emphasis in the course, so that students can gain real-world practical experience.

Christopher Emrich Provost Distributed Learning Course Development Grant RecipientEmrich

Matthew Irvin
(EDPY 707)

Educational Psychology is required for those who want to earn a M.A.T. or for teacher certification in districts in and around Columbia. Because this course has been offered in face-to-face format only, some students struggle to make it on time (or at all) because of lengthy commutes or their full time workload as a teacher. Developing this course to utilize distributed learning methods will enable people to fit this required course into their schedules without sacrificing quality.

Matthew Irvin Provost Distributed Learning Course Development Grant RecipientIrvin

Paul Malovrh
(SPAN 121, 122)

The Spanish program has initiated a program-wide restructuring to propel the pedagogical mission toward flipped and blended course design. Through distributed learning, class time can be spent on affective activities–e.g., oral presentation or personal opinions. Referential activities—more objective things like memorization and multiple choice questions—can be accomplished by the student outside of class time. The goal is to switch the students' mindset from thinking they are mere language learners to seeing themselves as language users.

Paul Malovrh Provost Distributed Learning Course Development Grant RecipientMalovrh

Ronda Sanders
(MAT 111)

Though Math 111 is not required, it is a prerequisite for courses required by more than sixty majors throughout the university. Since some of the material was covered in a high school course, many students are extra hesitant to ask questions, often assuming they are simply not good at math. Professor Sanders wishes to change that by developing and presenting interactive notes online. This format will enable students to take their time learning new concepts because they will be able to watch, rewind, and review the different videos without fear of judgment from their peers or instructor. They will then be able to come to class with more confidence that they understand the material.

Ronda Sanders Provost Distributed Learning Course Development Grant RecipientSanders

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