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ID Showcase – Introduction to Public Health

Public Health 50A – Introduction to Public Health

Screenshot of Public Health 50A website

This showcase highlights how a Bruin Learn course site and its integrated tools have been selected and adopted in this newly designed Introduction to Public Health course. By utilizing the Bruin Learn course site, the instructor builds an efficient online learning space that helps students easily navigate course lectures and other materials and resources. Adopting Jones & Bartlett e-Textbook and its interactive lectures and quizzes provides rich opportunities that foster student interaction and collaboration. Zoom has been selected and creatively designed by the instructor and instructional designers as a solution for simultaneous screen-sharing and front-of-classroom camera views

What to Expect in the Showcase

The PH 50A Introduction to Public Health course is a newly designed course by Dr. Kim-Farley in collaboration with UCLA Instructional Designers. It is for the new Undergraduate Public Health Major at the UCLA Fielding School of Public Health. The following pedagogical strategies and design approaches will be shared during the presentation.

  • Utilization of Bruin Learn course site to showcase highlighting such features as a lecture-by-lecture home page with links to modules;
  • Adoption of LTI Integration with the Jones & Bartlett eTextbook, interactive lectures, and quizzes;
  • Implementation of an upload site for the Opinion Editorial written assignments with “Turnitin” and grading rubric; and
  • Use “dual-feed” Zoom as a solution for simultaneously screen-sharing and “front of classroom” camera views.

Presenter Bio

Dr. Kim-Farley currently serves as a Professor with joint appointments in the Departments of Epidemiology and Community Health Sciences at the Fielding School of Public Health at the University of California at Los Angeles (UCLA). From 2004 to 2018, he served as the Director of the Division of Communicable Disease Control and Prevention at the Los Angeles County Department of Public Health. His responsibilities included supervision of the Acute Communicable Disease Control Program, the Vaccine Preventable Disease Control Program (Immunization Program), the Tuberculosis Control Program, the Veterinary Public Health and Rabies Control Program, and the Public Health Laboratory.

Dr. Kim-Farley holds degrees in Electronic Engineering, Public Health, and Medicine from the University of California. He is Board Certified in Preventive Medicine and Public Health. He is the author of numerous articles and publications in the field of public health.

ID Showcase – Care Work – Disability Justice and Health Care

Nursing M172 & M172XP – Care Work: Disability Justice and Health Care

NURS172XP course site

This showcase highlights accessibility and engaged learning through the instructor’s experience designing a multidisciplinary two-course package. Community-engaged learning personalized disability care policy and caregiving practice through reflective relationship building. For instance, the course integrated Perusall to center disabled voices, deepen student preparation, and provide flexible engagement. It authorizes students to become creators of accessible information. By creating small groups called bird flocks, the course simulates carewebs that accomplish class activities. In addition, it structures community engagement through reflective relational logs, a field trip to the Momentum partner agency, attendance at the Ability Expo, and movies supported by the library mini-grant program, which creates a highly engaged learning environment for students. 


What to Expect in this Showcase

In this session, the instructor will share her experience designing a multidisciplinary two-course package that showcases accessibility and engaged learning. Course topics of accessibility and carework were mirrored in course design. Community-engaged learning personalized disability care policy and caregiving practice through reflective relationship building. Topics to be covered include:

  • Using Perusall to center disabled voices, deepen student preparation, and provide flexible engagement.
  • Authorizing students to become creators of accessible information.
  • Creating small groups called bird flocks to simulate carewebs that accomplish class activities.
  • Structuring community engagement through reflective relational logs, a field trip to the Momentum partner agency, attendance at the Ability Expo, and movies supported by the library mini-grant program.

Presenter Bios
Lauren Clark is a public health nurse and the Shapiro Family Endowed Chair in Developmental Disability Studies in the School of Nursing. She teaches health professions students to advocate for health equity and quality of life for people with intellectual and developmental disabilities. She works with the UCLA Tarjan Center and is on the Board of Directors of Disability Rights California.

Yuri Matsuo is a psychiatric-mental health nurse practitioner and a PhD student studying Down syndrome, aging, and family care. She is a Teaching Assistant in the Care Work community-engaged learning course.

ID Showcase – ENGCOMP 403

ENGCOMP 403 – Language Pedagogy: Form, Meaning, and Function

What to Expect in this Showcase

This Instructional Design Showcase will explore several online-synchronous course design elements that were developed during the pandemic and have been continually refined in the years after based on student feedback. Through the course demonstration, the instructor explained how the homepage and modules had been setup, discussed several student engagement solutions such as flipped course design, audio-video content packages, and interactive class sessions, and also explored a few effective feedback practices through audio-video feedback packages and extended zoom conferences.The specific items that will be covered are as follows:

  • Course Organization (Homepage Design & Module Setup)
  • Student Engagement (Flipped Course Design, Audio-Video Content Packages, and interactive Class Sessions)
  • Feedback Practice (Audio-Video Feedback Packages and extended Zoom Conferences)

Presenter Bio

Jeremy Kelley serves as the Associate Director of UCLA’s Writing Programs, UCLA’s academic home for both English composition and English as a Second Language. In addition to teaching both undergraduate and graduate language and writing courses, he teaches the language teacher training seminar for graduate student ESL instructors and mentors new graduate instructors through their initial teaching appointment. He also teaches the core language pedagogy seminar for the language-learner emphasis of Writing Programs’ Graduate Certificate in Writing Pedagogy.

ID Showcase – English Composition 2

English Composition 2 – Approaches to University Writing | Meta-Narrative and the Narrative Self

In this course showcase session, Shane Crosby will share his experiences, the pros and cons, of using a variety of Bruin Learn tools to actively engage undergraduate students in the content of a first-year composition course.

This showcase demonstrates how the instructor uses Bruin Learn to actively engage undergraduate students in a first-year composition course. Several essential Bruin Learn tools and features, such as homepage, modules, assignments, and gradebook, are discussed. The exploration of different tool settings throughout the course design process with the support of the Bruin Learn Center of Excellence is shared.

The tools reviewed include:

  • Home Page
    • Attendance, ebook integration, syllabi, course notification settings
    • eBook integration: They Say, I Say: The Moves That Matter in Academic Writing
  • Modules
    • Organization
    • The “getting started” / Course Resource module
    • Lock Until | prerequisites | requirements
    • New feature: dropdown arrow options
    • Creating all assignments from within the Modules(?)
  • Assignments
    • Creating grading rules
  • Grades / Gradebook Settings
    • When to make it available, pros and cons, likes and dislikes
    • Late submission policy considerations
    • Grade posting considerations
    • Advanced feature settings

Presenter Bio

Shane Crosby is a Continuing Lecturer in Writing Programs at UCLA. He completed his BA at UCLA, MA in Special Education at Clark Atlanta University, PhD in Special Education at Georgia State University, and his MFA degree at UC Irvine.

This ID Showcase is a collaboration between the UCLA Teaching and Learning Center and the Bruin Learn Center of Excellence.

ID Showcase – Engaging STEM Students with Perusall – CLUSTER M71 and SOC GEN M144

Engaging STEM Students with Perusall – CLUSTER M71 and SOC GEN M144

In this course showcase session, the instructor will compare two different Biology and Society courses that have integrated Perusall as one of the engagement solutions for a large general education course and an upper division elective in the Human Biology and Society major.

The presentation will include the following aspects:

  • How Perusall has been selected and integrated
  • Benefits for collaborative learning and critical thinking 
  • The challenges of using Perusall in interdisciplinary science courses

Presenter Bio: 

Prof. Michelle Rensel is an adjunct assistant professor in the Institute for Society and Genetics (ISG) and the coordinator of the freshman Biotechnology and Society GE Cluster course. Prior to joining the Institute, she completed a PhD and postdoctoral work in behavioral endocrinology. As full-time teaching faculty in ISG, she teaches a broad range of upper and lower division courses that bridge the life and social sciences, and regularly implements new instructional strategies to improve learning, belonging, and retention in the life sciences.

Presented: Wednesday, April 26, 2023

Selected Q&A from the Showcase


QuestionAnswer
What is the average enrollment in the cluster?Cap enrollment is 240 (usually reached); 6 TAs all year; sometimes a little dropoff in enrollment in winter but little from winter to spring.
If copying a course to a different quarter, will the Persuall set up be copied over too, such as the assignments list, instruction, etc.?Yes – you can select what you want to copy! (You could just copy over the library, or you could copy individual readings, or you can copy the whole thing).
How much do you/other faculty in the cluster annotate in Perusall, or comment on annotations?Prof. Rensel usually does not intervene. Sometimes students tag her and ask a question, and then she responds. But usually not! If she intervened, it would be in a smaller course to guide discussion. Students also benefit from feeling like Perusall is “their thing”.

There haven’t been issues so far with students saying anything horrible – they spend time talking about codes of conduct.

It seems that you have to manually build individual assignments in Perusall, is that correct?Yes and no. Once you add your resource you can create your annotation assignment for that resource. Please note that you can use your Perusall course scoring settings for all your assignments – you do not have to set your scoring settings for each individual assignment.
Do students see other people’s annotations before they post their first comment? Did you have any issues with repeated points or syntax?Students have noted plagiarism by other students. Students can choose to turn off seeing other annotations but they need to make that choice.

Oftentimes there are double annotations (could be from wifi issues or glitches) – there is a setting to automatically flag duplicates.

Is the grading that happens in Perusall automatic?Yes – you can set (and later change) the scoring settings and the annotations are auto-graded. You can set a formula in the grading scheme so students have multiple ways to reach full credit. You can also adjust students’ scores before releasing them to the gradebook.
How is “Reading to the end” determined?The reading metric gives credit based on how many pages the student has viewed. If the student only viewed half the number of pages, they would receive 50% of the score.

If students are commenting on a video or podcast, students will receive full credit upon opening the assignment as there are no pages in a video or podcast assignment.

Does an instructor need to create the scoring columns? Is there a limitation of how many columns/criterion? Or is that fixed?The columns in the scoring criteria show up as fixed options – you set the percentages of what things are worth.
What is roughly the distribution of scores you might expect?The goal is that everyone gets 100% – they do the reading and they do their annotations! Occasionally some get flagged as plagiarism – re: Michelle, Perusall doesn’t do much to detect that but students themselves have detected it! It’s not the norm but it is a possibility.

There is continued discussion in the class about best practices for using Perusall, so students are aware of how to use it.

Is there a way to filter by section so TAs can read over before their section?You can set up groups by section – but it was manual! There is a way to manually import now. You can import Canvas/Bruin Learn groups to Perusall.

If students move groups, their initial comment threads move to the new group and disappear from the old one.

When students are working on an assignment, do they have the same view as you are showing here? The texts are all covered by annotations.No, they do not have the same view; they can see each other’s within their groups.

There is an option to see what comments display. “My Comments” is the menu item that includes the flexible view of how they can view the comments.

Did students engage more with reading using Perusall compared to how they did reading before the tool?Students felt positive about using the tool and provide meaningful annotations.
How do you connect what the students post with your lectures and interaction with the students?With a smaller course you can use their annotations as inspiration for discussions. Other folks using it in seminars use it to have “questions in back pocket” when discussion stalls!

It is harder to make the connection in a big lecture course with lecture materials.

Do you know if it would be possible for students to upload materials that would become part of the assignment?In the “Library” section there is a “Student upload folder” so that students can share files directly. You may still need to put these materials into an assignment.

This Google Doc contains the comments, questions and answers collected during the showcase.

Instructional Design Showcase

Instructional Design Showcase

The UCLA Teaching and Learning Center instructional designers work with faculty, librarians, software companies, and others to showcase interesting courses and uses of instructional technologies. Through these showcases, we:

  • Celebrate the faculty’s teaching and design efforts in their courses,
  • Share examples of innovative course design to enhance teaching and learning,
  • Address pedagogical approaches and strategies in various courses and disciplines, and
  • Highlight features of the Bruin Learn platform and other technologies. 

The TLC often collaborates closely with the Bruin Learn Center of Excellence and other campus partners to bring these showcases to the UCLA community. 

Physics 5B Screenshot

Reflection Sheets and Gradescope in PHYSICS 5B

In this showcase, Teaching Professor Josh Samani will describe and illustrate the use of in-class reflection sheets, an analog replacement for digital response systems (such as i>clicker) with some notable advantages over such systems. More…

Public Health 50A – Introduction to Public Health

This showcase highlights how a Bruin Learn course site and its integrated tools have been selected and adopted in this newly designed Introduction to Public Health course. More…

Screenshot of Public Health 50A website
Screenshot from Honors 136 course

Honors 136—Art, Entertainment, & Social Change

In this showcase, the instructor will explain and illustrate the genesis and process of scaffolding a seminar aiming for student success in a student-led online hybrid Honors seminar. Student performance is extraordinarily engaged and advanced; student response is overwhelmingly enthusiastic. More…

Nursing M172 & M172XP – Care Work: Disability Justice and Health Care

This showcase highlights accessibility and engaged learning through the instructor’s experience designing a multidisciplinary two-course package. Community-engaged learning personalized disability care policy and caregiving practice through reflective relationship building. More…

NURS172XP course site

ENGCOMP 403 – Language Pedagogy: Form, Meaning, and Function

This Instructional Design Showcase will explore several online-synchronous course design elements that were developed during the pandemic and have been continually refined in the years after based on student feedback. More…

From Data to Action: Bruin Learn Analytics in Your Course

This showcase demonstrates the tools and reports Bruin Learn provides to data on student engagement, participation, and achievement. You will learn about the tools and reports Bruin Learn provides to data on student engagement, participation, and achievement. More…

A ChatGPT Experiment in Honors 37W (Sampling and Remix: The Aesthetics and Politics of Cultural Appropriation)

This showcase focuses on a specific use of ChatGPT in a Spring 2023 Honors Collegium Writing II course. Through the presentation, the instructor shares how students tried out and reflected on co-writing with a chatbot. The instructor also provides context and a rationale for this particular use of ChatGPT. More…

ENGComp2 Homepage

English Composition 2 – Approaches to University Writing | Meta-Narrative and the Narrative Self

This showcase demonstrates how the instructor uses Bruin Learn to actively engage undergraduate students in a first-year composition course. This showcase demonstrates how the instructor uses Bruin Learn to actively engage undergraduate students in a first-year composition course. Several essential Bruin Learn tools and features, such as homepage, modules, assignments, and gradebook, are discussed. More…

Using Slack to Build an Equitable and Diverse Learning Community in Education

This showcase demonstrates how the instructor uses Slack in undergraduate courses to engage and welcome students, streamline communication, and conduct formative assessments. Several possible pedagogical uses of Slack will be shared and discussed, including: community building; shared course FAQs; TA communication; making students’ thinking accessible to their peers; “Slack Hands” (a strategy for more inclusive participation); and collaborative study guide for quizzes. More…

Scandinavian Studies 60 – Introduction to Nordic Cinema

This showcase demonstrates how the instructor transforms students’ in-person learning experience to asynchronous online. By adopting different learning strategies and approaches, the instructor introduces blogging, podcasting, and peer review to students to encourage their participation and fosters an active learning environment. The informal discussions that increased in the podcasting activities allow students to engage deeply with the content and also interact more with their peers. Several features of Bruin Learn, such as modules, discussion, pages, have also been used and designed to welcome students in this asynchronous Nordic Cinema class. More…

SCAND 60 course screenshot
CLUSTER M71A course screenshot

Engaging STEM Students with Perusall – Cluster M71 and Soc Gen M144

This showcase demonstrates how the instructor selected and integrated Perusall as one of the engagement solutions in two different Biology and Society courses. The two courses are different in many ways, one is a large general education course, and the other is an upper division elective in the Human Biology and Society major, but both are benefited from using Perusal to encourage collaborative learning and enhance students’ critical thinking. More…

Islamic Studies M20 – Introduction to Islam

This showcase demonstrates how the instructor and TAs have applied different design approaches to build the Introduction to Islam course in Bruin Learn and adopted a few educational technology tools to bring an immersive learning environment to students. More…

Islamic Studies M20 course sceeenshot

Hypothesis – A Social Annotation Tool

This showcase demonstrates the set-up, ideas, and pedagogical strategies of using Hypothesis, a social annotation tool, for different subjects and modalities. UCLA Professor of Urban Planning, Adam Millard-Ball will informally discuss how he implements Hypothesis for social reading assignments in his courses. More…

Public Health Nursing Bruin Learn page

Nursing 171 – Public Health Nursing

This showcase demonstrates how Prof. Wiley uses several features and tools in Bruin Learn and digital portfolios in support of the competency-based curriculum design in N171 – Public Health Nursing. More…

Mathematics 32A – Calculus of Several Variables

This showcase demonstrates how Prof. Richard Wong uses Bruin Learn and other educational technology tools to establish an interactive and collaborative teaching and learning environment for MATH 32A – Calculus of Several Variables. More…

Math 32A Bruin Learn page
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Geography 5 – People and Earth’s Ecosystems

This showcase demonstrates how Prof. Kyle Cavanaugh uses UCLA’s Bruin Learn course template and CidiLab’s Design Tools to redesign his Geography 5 course, including organizing the syllabus and module pages. More…

iClicker & iClicker Cloud – Students’ Response System and Polling Tool

The iClicker & iClicker Cloud showcase provided a quick product overview and examples of how instructors use iClicker before, during, and after class. More …

Ally – The Accessibility Tool

The Ally service in Bruin Learn checks for accessibility issues and generates alternative formats, guides instructors on how to improve their course content, and provides institutional-wide reporting on content accessibility. More …

Leganto – Course Reading List

The UCLA Library uses the Leganto platform to help faculty manage Course Reading List in Bruin Learn. Course reading lists allow UCLA instructors to incorporate up-to-date links to Library resources and easily compile other freely available online resources into their courses. More …

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German 1 – Elementary German

This showcase demonstrates how Prof. Magdalena Tarnawska Senel successfully applied Universal Design for Learning principles in the course design and created several student “Action & Expression” activities in Bruin Learn. More …

Digital Humanities 101 – Introduction to Digital Humanities

Prof. Ashley Sanders covers a variety of digital tools and approaches to organize, explore, understand, present, and tell stories with data in her DH101 course. More …

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Digital Humanities 150 – Pirates of the Mediterranean through Text Analysis

Prof. Ashley Sanders uses text analysis to study the fascinating history of Pirates of the Mediterranean in DH150. She also uses Leganto, the Library’s Course Reading List tool. More …

Liberating Structure: Scaffolding Digital Project Integration with Bruin Learn

Presenters shared the experience of course development and re-design that includes curated content collections, methods of inquiry, and digital project work, using an innovative curriculum template in Bruin Learn. More …

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Sociology 1 – Introductory Sociology

Prof. Jessica Collet integrated various course design solutions in Sociology 1 to provide students with different types of interactions with course materials, lectures, and chances to communicate with peers. More …

Statistics 100A – Introduction to Probability

Prof. Juana Sanchez implemented various pedagogical strategies to increase communication opportunities and engage students in her Statistics 100A course. More …

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