Integrating High-Impact Practices


Provosts' Learning Collaboratory

Thirteen Resident Instruction Faculty and 2,640 Enrollments in Provosts' Learning Collaboratory for Course/Curriculum Redesign and Research on Learning

Faculty were invited to apply for a Provosts' Learning Collaboratory Award to support course redesigns of three types: (1) curriculum redesigns for multiple courses or a single large enrollment course; (2) mini course redesigns supporting a redesign of some aspect of a course; and (3) research grants to investigate learning and teaching at CSU with the intention to apply what was learned.

Provost's Learning Collaboratory Awards were provided to the following departments: Chemistry; English; Life Sciences; Mathematics; Mechanical Engineering; Economics; Natural Resources; Literature, and Culture; Psychology; and Communication Studies.

See Provosts' Learning Collaboratory Awards

Adaptive Courseware

Six Faculty Incorporate Adaptive Courseware in Conjunction with High-Impact Practices (HIPs) — 3,124 Enrollments Impacted

In an effort to augment the Student Success Initiative 2 (SSI 2) through high-impact practices (HIPs), TILT was awarded an Accelerating Adaptive Learning Courseware at Public Research Universities Grant from the Association of Public & Land-grant Universities (APLU) for the period of July 2016 through December 2019. CSU joins a cohort of eight institutions participating in the grant.

This funding was awarded to integrate the use of adaptive courseware into courses with high enrollments. When integrated strategically, adaptive courseware promotes the development of robust learning of content and skills, allows instructors to use HIPs and active learning during class time to promote integrative learning which, in turn, helps students make connections across topics, courses, and contexts.

The use of adaptive courseware enhances constructive feedback by tailoring problem sets and instructional resources to individual students' needs, thus augmenting instructors' feedback to students. This augmentation is particularly important in large-enrollment courses where it is not feasible for instructors to provide extensive feedback quickly and frequently.

The grant requires that 15-20% of CSU's general education enrollments are taught with an adaptive courseware component by December 2019.

Criteria Used to Identify Courses Eligible for Support Include:

  • Faculty interest in integrating adaptive courseware and HIPs
  • High class enrollment
  • High rates of students earning D, F, or W grades
  • High number of Pell Grant recipients

Additional Outcomes Include:

  • Faculty partnership with TILT instructional designers
  • Targeted faculty development workshops and consultation sessions
  • Interdisciplinary faculty collaboration workshops
  • An APLU strand at the May 2017 TILT Summer Conference
  • Relevant sessions offered during the CSU Professional Development Institute
  • Intercollegiate communities of practice sponsored by the APLU cohort

Academic Year (AY) 2016-17 Adaptive Courseware Participants

Semester Enrollments
Econ 202
Karen Gebhardt
Developed active learning lessons, incorporated the use of Learning Assistants to support students' engagement with those lessons, refined use of adaptive courseware, and developed a test-question bank.
Semester Enrollments
LFRE 100, LFRE 101
LGER 100, LGER 101
LSPA 100, LSPA 101
Courtenay Biser-Suarez
Gretchen O'Dell
Frankie Wilcox
Implemented the use of adaptive courseware and restructured courses from meeting five days a week to three days a week.
Semester Enrollments
PH 121
PH 122
Brian Jones
Emily Hardegree-Ulman
Developed active learning lessons, incorporated the use of Learning Assistants to support students' engagement in those lessons, facilitated adaptive courseware selection, and implemented the technical integration of adaptive courseware.


Students Impacted by Service-Learning Courses

  • Supported CSU Faculty teaching 140 unique service-learning courses serving 3500 Undergraduate and Graduate Students. Provided intensive support for approximately 30 courses and facilitated leadership opportunities in service-learning for approximately 30 faculty members.
  • Supported development of eight new or extensively re-designed service-learning courses through faculty mini-grant competition.
  • Completed campus-wide data collection for the service-learning component of CSU's successful application for the Association for the Advancement of Sustainability in Higher Education's Sustainability Tracking, Assessment, & Rating System (STARS) Platinum designation, its highest award for colleges and universities seeking to measure their sustainability performance (in 2015, CSU was the first and only campus to gain this status).
  • Based on STARS criteria and local data collection, CSU reported over 185,000 service-learning hours contributed to service-learning, community-based research, and community engagement through coursework. This data was generated through the CSU Faculty Service-Learning Phase I Assessment to calculate number of students engaged and hours contributed to service-learning, community-based research, and community engagement through coursework.
  • In partnership with the Student Leadership, Involvement, and Community Engagement (SLiCE) Office, submitted data for the President's Higher Education Community Service Honor Roll and tallied 23,300 students engaged with 243,658 hours of community service. Estimating that one volunteer hour in Colorado is worth $22.14 (based on national volunteer value provided by the National Corporation for Service), CSU's financial contribution to communities was $5,394,588.
  • Completed Winter Warming Shelter Pilot Studywith the City of Fort Collins (housed over 200 people), and established a collaborative CSU student service-learning training program in partnership with Catholic Charities and the City of Fort Collins.
  • Represented CSU as Board Member for regional Campus Compact of the Mountain West and co-sponsored the "Imagining America" Regional Engaged Faculty Institute with over 100 participants from 15 academic institutions.
  • Increased by 15%, the proportion of posters on service-learning and community-based research at CSU's Celebrate Undergraduate Research and Creativity (CURC).

Courses Integrating Educational Technologies

Courses Integrating the Use of Technology — 5,410 Enrollments Impacted

  • Technology Enhancements for Resident Instruction
    • 5410 enrollments and 75 faculty partnerships impacted
  • LMS Integration
    • Coordinated a standalone instance of Canvas for NR 220 at the Mountain Campus
    • Consulted with Semester at Sea IT staff on the possible implementation of a standalone instance of Canvas for SES as was accomplished for NR220
    • Representation on the Digital Tool Integration Committee
    • Consulted on accessibility issues in Canvas
  • 3D Printing: 650 Enrollments
    • Biochemistry and Molecular Biology: built a custom, multi-use 3D printer
    • Natural Resources/CSU Ventures: grant involving the printing of large scale relief map, development of a projection system and the development of GIS software for projection.
    • The Outdoor Program at Colorado State: printing a large scale topography
    • Civil Engineering: printing a large scale hydrographic topography
    • Partnering with a post-doc in Civil Engineering on printing a large scale hydrographic topography for research and student use.
  • Courseware
    • Math 160 (792 enrollments): implementation of the Ximera Courseware platform and open textbook
    • Unizin Engage: Recruitment of faculty for the eText pilot (13 courses and 3,173 enrollments in Fall 2017). Courses include: CO 150, CO 301B, GEOL 120, LIFE 210, BC 353, STAT 301, MATH 155, CS 163, CS 164, CIS 355, FIN 342, FIN 470, FIN 603
  • Mobile App Development: 295 enrollments
    • Todos Santos faculty of Natural Resources: CSU Baja Field Guide App
    • Environmental and Radiological Health Sciences: Environmental Health App
    • NR 220: Pingree Park Field Guide App
  • Virtual Reality: still under development
    • BioChemistry and BioMedical Sciences: integration of Virtual Reality technology into undergraduate courses
  • Accessibility
    • Worked with a student who is blind, on Canvas accessibility issues in conjunction with the CDT team


Faculty Partners

Approximately 70 Faculty are Engaged in Online Course Design and Development Encouraging the Use of HIPs and Effective Instructional Design

The online course development team works closely with faculty to fully design and develop a limited number of online courses, which CSU Online selects.

Online Course Development Collaborations

From Fall 2016 through Summer 2017, members of the online course development team collaborated on eight unique projects with six different colleges/schools/departments. These projects included curriculum redesign, course design processes and ACNS open labs and support.

Online Course Development Partnerships

  • CSU Online
  • Academic Computing and Networking Services (ACNS)

Online Course Development Projects

In AY 2016-17, members of the online course development team:

  • Shot, edited and produced videos and lectures
  • Developed multimedia simulations including Flash, Captivate, and C# (ANTH 275, CSU MOOC: Conflict Management for College Students, PSY 152)
  • Redesigned the Course Design and Development section of the TILT Web site
  • Created shareable, online bibliography of teaching and learning resources and research

Online Courses Developed

Online Courses Designed and Developed Encouraging the Use of HIPs and Effective Instructional Design — 1,384 Enrollments Impacted

A pie chart showing student impacts
For the Approximately 70 Online Courses Developed or Enhanced in AY 2016-17:
  • Impacted an estimated total of 1,384 enrollments in TILT-built online courses
    • 312 enrollments in Spring 2017
    • 560 enrollments in Summer 2017
      • Of these enrollments, 381 (68%) are resident-instruction enrolled in an online course for the summer.
    • 512 enrollments in Fall 2017

Supported Online Courses

Approximately 400 Online Courses Continually Supported

  • Daily Support:
    • Continued support of all TILT-developed online courses—approximately 400 total. This support includes:
      • Completing minor edits, updates and enhancements regarding course organization, materials, assessments, videos, learning objects and technology.
      • Troubleshooting and resolving issues with content, videos, learning objects, technology and the Canvas LMS.
      • Providing solutions and advice related to instructional design and online course development.
      • Responding to questions related to the Canvas LMS, grading, course setup, materials, assessments, technology and best practices in instructional design and online course development.
  • Massive Open Online Courses (MOOCs):
    • Continued support of two MOOCs for faculty and enrollees:
      • Science of Relationships(SoR): Fall 2016 (874 enrollments)
      • Exploring the Student Affairs in Higher Education Profession (SAHE): Fall 2016 (1,183 enrollments)
  • Master of Tourism Management (MTM)-China:
    • Continued support of 13 Mandarin online courses for faculty and students.
    • Collaborated with two faculty members and impacted 21 students from Fall 2016 through Summer 2017.