Innovation in Gen Ed Courses Award

Instructors may use any of the following ‘Innovative Approaches to General Education Courses,’ or they may identify their own approach.

Gen Ed Themes

Organizing Gen Ed courses around one of the Gen Ed themes or creating a new Gen Ed theme (current examples: health and wellness, social justice and diversity, sustainability) can make the curriculum more coherent and synergistic.

High-Impact Practices

Integrate High Impact Practices (HIPs) into Gen Ed courses. HIPs may be undergraduate research, projects, diversity/global awareness programs, career competencies and skill development, volunteer and community service, and/or field trips.

Short-Term Faculty Led Programs

Develop a faculty led program connected to a Gen Ed course that immerses students with a domestic or international experience.

Global Classrooms

Create collaborative projects for students with peers from other countries and/or bring in global guest lecturers from different countries to provide insights into their field of expertise. This can help students develop teamwork skills and learn different cultural approaches to problem-solving while exposing them to a variety of viewpoints that enhance their global understanding.

Interdisciplinary Approaches

Faculty from different departments work collaboratively to integrate interdisciplinary approaches, combining elements from different fields to provide a more holistic understanding of subjects. This approach can help students see the connections between various disciplines and apply their knowledge in diverse contexts.

Active Learning Classes

Faculty can focus on creating small, discussion-based classes that emphasize critical thinking and active learning. This approach, although labor-intensive, ensures high-quality education and engages students more effectively.

Inclusive Course Designs

Faculty apply practices shown to be effective in building more inclusive classes, demonstrating development of a fuller understanding of the social and cultural experiences students bring to the learning environment and intentional construction of the classroom as a safe space for belonging.

Special Skills Certificates

Develop a certificate or stackable credentials across Gen Ed subjects and categories that provides students with the opportunity to earn certificates in skills in different areas (examples: data analysis, project management,  or sustainability).

Project-Based Learning

Engaging students in projects that require them to apply their knowledge to real-world problems. This approach not only enhances their critical thinking and problem-solving skills but also fosters collaboration and communication among peers. Additionally, project-based learning helps students develop a deeper understanding of the subject matter by allowing them to explore and experiment with different solutions.

1-2 Credit Hour Packaged Courses

Create a variety of 1-2 credit hour 8-week “packaged” courses within the same Gen Ed category which students may combine to complete the 3 hour requirement. Courses must be offered on a regular basis so student are able to complete the Gen Ed requirement. Shorter courses with focused content on a specific topic and/or skill that aligns with the Gen Ed mission and category requirements. Students must take 2-3 of these courses in order to fulfill the 3-hour minimum requirement.

Redevelop Course into Two Courses

Redesign a course into a multi-semester course sequence to spread the content over a longer period of time focused on student success. Students take a two-course sequence to complete the subject at a pace that would allow them to learn the topic over a longer period of time.

ART 140 Introduction to Art (Humanities & the Arts)

Somi Lee, Teaching Assistant Professor
School of Art and Design, FAA

The ART 140 Innovative Funding Request proposes the development and implementation of “Prism,” an AI-assisted participatory learning tool designed to transform student engagement in ART 140: Introduction to Art, a large-enrollment General Education humanities course serving approximately 130 students per semester from diverse majors across campus. Currently, students complete paper-based exit slips during lectures, but their responses remain private to teaching assistants and do not contribute to broader classroom dialogue. Prism would replace this system with a QR-code-based digital platform that allows students to submit reflections in real time, while an AI layer organizes and clarifies responses according to disciplinary perspectives such as engineering, business, health sciences, or education. The tool is intended to make cross-disciplinary thinking visible during lectures, encouraging students to see how peers from different academic backgrounds interpret artworks, artistic concepts, and cultural issues differently. Developed from Somi Lee’s prior research on participatory AI systems and the open-source Curatorial Judgment Recorder framework, Prism builds on public installations and ongoing scholarship related to AI-assisted humanities education. The proposal emphasizes inclusivity, accessibility, and ethical AI literacy by lowering participation barriers for multilingual and hesitant students while preserving student voice. In partnership with the Center for Innovation in Teaching and Learning (CITL), the project aims to create a sustainable, transferable model for AI-supported engagement in humanities Gen Ed courses, with planned deployment in Fall 2026, open-source dissemination, and future campus-wide adoption.

CPSC 140 Foundations of Quantitative Problem Solving (Quantitative Reasoning I)

Isaac Klimasmith, Lecturer
Department of Crop Sciences, ACES

The CPSC 140 Innovative Funding Request proposes the development of an open-access, multimedia textbook and accompanying teaching guide for CPSC 140: Foundations of Quantitative Problem Solving, a newly developed Quantitative Reasoning I General Education course designed to help students in the life and applied sciences connect foundational mathematics to real-world scientific problems. The course addresses a persistent gap in quantitative education by supporting students who may understand mathematical procedures mechanically but struggle to apply them flexibly in scientific and professional contexts. Through interdisciplinary case studies drawn from agriculture, ecology, veterinary medicine, environmental science, and public health, students learn to translate practical problems into mathematical models, interpret quantitative data, and communicate scientific reasoning visually and analytically. The proposed textbook would contain 18 chapters organized around applied scenarios—such as oil spill response planning, wildlife conservation, groundwater contamination, and agricultural management—paired with researcher spotlights highlighting diverse scientists and career paths. Developed in collaboration with CITL’s eText team, the resource is intended to improve accessibility and scalability by replacing fragmented course materials with a free, centralized learning platform that supports multiple learning styles through videos, activities, interactive modules, and printable teaching resources. The proposal emphasizes inclusivity, student confidence in quantitative reasoning, and long-term sustainability by enabling other instructors to teach the course and expanding access to applied quantitative education across campus.

SPED 117 The Culture of Disability (Humanities & the Arts)

Erica N. Mason, Assistant Professor of Special Education
Yvonne Carey, ACESS Program Coordinator
Sangeetha Gopalakrishnan, Assistant Dean for Online and Learning Innovation
Department of Special Education, EDUC

The SPED 117 Innovative Funding Request proposes a comprehensive redesign of SPED 117: The Culture of Disability, a high-enrollment asynchronous online General Education course in the College of Education that serves approximately 1,400 students annually from more than 80 majors across campus. The project seeks to enhance course quality, accessibility, and student engagement by aligning the course with the Quality Matters (QM) framework for online learning and integrating principles from Duron et al.’s five-step model for critical thinking. The redesigned course will include diversified assessments, interactive learning activities, multimedia instructional materials, and enhanced accessibility features that move student learning beyond passive content consumption toward critical analysis, reflection, and inclusive engagement with disability culture and disability-related systems in U.S. society. The proposal specifically addresses concerns about academic dishonesty and low-engagement assessment formats in large online courses by introducing more active-learning opportunities and critical-thinking-based assignments. In collaboration with the College of Education’s Office of Online Programs and CITL, the instructional team plans to redesign Canvas modules, create short instructional videos, strengthen learner interaction, and ensure all materials meet Title 2 digital accessibility standards. The project also supports broader campus initiatives related to scalable online education and summer online course expansion. Ultimately, the redesign aims to foster more meaningful student discussions, deeper understanding of disability as a cultural and social experience, and more inclusive attitudes toward disability across disciplines and professional contexts.

CLCV 224 Greco-Roman Antiquity and U.S. Minority Cultures (Humanities & the Arts; US Minority Cultures)

Clara Bosak-Schroeder, Associate Professor of Classics
Eddie O’Byrn, Assistant Professor of African American Studies
Classics, LAS

The CLCV 224 Innovative Funding Request proposes an interdisciplinary redesign of CLCV 224: Greco-Roman Antiquity and U.S. Minority Cultures, a large-enrollment General Education course that explores how race has been constructed in ancient Greece, Rome, and the United States, and how Black Americans have adapted and transformed classical traditions through literature, art, and cultural critique. Taught to more than 300 students each semester, the course examines themes of race, identity, and cultural reception through texts such as Homer’s Odyssey, Euripides’ Medea, Jesmyn Ward’s Salvage the Bones, and works by African American writers, artists, and intellectuals. The proposal seeks to strengthen the African American Studies dimension of the course through a formal collaboration between Classics professor Clara Bosak-Schroeder and African American Studies professor Eddie O’Byrn. Motivated by student feedback requesting deeper and clearer connections between classical antiquity and Black intellectual and cultural history, the redesign aims to increase instructional attention to African American social and intellectual history by 20 percent while improving the coherence and inclusivity of the course for both domestic and international students. During the grant period, Professor O’Byrn would attend lectures and discussion sections, provide curricular mentorship, and help redesign course content to better integrate African American Studies methodologies and perspectives. The project emphasizes interdisciplinary collaboration, culturally responsive pedagogy, and the idea of the classical tradition as a living, contested heritage that can be reclaimed and transformed by diverse communities. Because the course serves hundreds of students annually and also functions as a training space for graduate teaching assistants, the proposal positions the redesign as a high-impact investment in both General Education instruction and cross-departmental collaboration across campus.

RST 242 Nature and American Culture (Western/Comparative Cultures)

Mariela Fernandez, Associate Professor
Recreation, Sport, & Tourism, AHS

The RST 242 Innovative Funding Request proposes a comprehensive redesign of RST 242: Nature and American Culture, a large-enrollment asynchronous online General Education course that examines how American cultural values, historical traditions, and social identities shape understandings of nature, wilderness, conservation, and environmental policy. Serving between 550 and 700 students per session across four annual offerings, the course explores perspectives ranging from colonial and romantic views of nature to contemporary discussions of gender, multiculturalism, environmental justice, and community-based conservation. The redesign centers on implementing an inclusive course design framework informed by Hogan and Sathy’s inclusive teaching principles, with the goal of improving students’ sense of belonging, engagement, and clarity in the online learning environment. Planned innovations include revising the syllabus to adopt a more student-centered and welcoming tone, incorporating course maps that connect learning outcomes with assignments and teaching methods, redesigning assignments using Transparency in Learning and Teaching (TILT) principles, and expanding course content to include more perspectives and scholarship from historically underrepresented groups. The project also includes the creation of accessible micro-lectures and an expanded guest speaker series featuring diverse researchers and professionals discussing environmental experiences and meanings across communities. In collaboration with the College of Applied Health Sciences Office of Online Education and Learning Design, CITL, and the Provost’s Gen Ed Office, the redesigned course aims to create a more inclusive and engaging learning experience that helps students connect environmental topics to their own identities, cultural experiences, and campus community while strengthening the course’s role as a model for inclusive online General Education instruction.

Proposals must be submitted using the online form and will require the below information:

Applicant Information:

• Applicant Name
• Title(s)/Position(s)
• University Email
• Phone Number
• Gen Ed Teaching Experience
  • Gen Ed courses you have taught and/or will teach including all semesters taught (example: SUBJ 100 Title (Fall 2023, Spring 2024, Fall 2024, Future Fall 2025)
• Additional Gen Ed Service/Experience (if applicable)
  • Gen Ed Board, Gen Ed Assemblies, Gen Ed (Re)Certification Proposals, etc.
• Additional Applicants (if applicable)
  • If collaborating on this application, please provide information on the other applicants (name, title, email, unit)

Unit Information:

• Instructional Unit (Department/School)
• Unit Executive Officer (UEO) Name
• Unit Executive Officer (UEO) Email
• Letter of Endorsement
  • Upload a letter of endorsement from the unit executive officer (UEO), indicating agreement that the proposal aligns with the unit’s aims. Each UEO’s letter should make explicit reference to the course and the name of the lead proposer, and reference the Innovation in Gen Ed Courses Award. If applicable, letters should specifically address any unit cost-sharing mentioned in the proposal’s budget.
  • Budget Officer Name
  • Budget Officer Email

Course Information:

• Course Subject/Number (ex. PSYC 108)
• Course Title
• Course Description
• Gen Ed Categories
• Course Enrollment
  • Expected number of students enrolled per term (i.e., 50 Fall, 100 Spring, 30 Summer)
  • Expected % breakdown of students by level (i.e., 50% Freshman, 30% Sophomores, 10% Juniors, 10% Seniors)
  • Expected audiences (i.e., 20% Majors in XX, 10% Majors in YY, 70% Others Across Campus)
• Course Learning Outcomes (should integrate Gen Ed Learning Outcomes)
• Syllabus following Gen Ed Syllabus Guidelines (Upload)
  • Include course enrollment information, including how many students
• Course Details
  • Include other relevant details about the course, including if the course is existing or a new course, how often the course will be offered in the future, and any other helpful information for review.

Innovative Approach Information

• Innovative Approach Description
  • Provide a description of your classroom innovation. Explain how it aligns with the goals of the “Promoting Excellence in General Education” campaign. Mention any innovative approaches you plan to implement, such as integrating high-impact practices, developing interdisciplinary courses, creating global classrooms, etc. Include any additional course learning objectives.
• Expected Outcomes
  • Describe the expected outcomes of your classroom innovation. How will it enhance the General Education Program and improve students’ learning experiences.
• Impact on students across campus
  • Describe the impact you expect the innovative approach in the course to have on students across campus (majors and non-majors). 
• Timeline
  • Provide a timeline for your classroom innovation, including the semester you plan on implementing the classroom innovation, and future offerings.
• Budget Overview
  • Provide an overview of how these funds will be used to support this proposal. May include costs for staffing, development, implementation, materials, resources, and any other expenses. Include if additional budgetary support is being provided by unit or other funds.
• Collaboration
  • List any collaborators or partners involved in your project. Explain how their expertise will contribute to the success of the project. Please indicate how you intend to work with the Office of the Provost’s Gen Ed office, CITL, and any additional campus colleagues relevant to supporting the development of the course.
• Sustainability
  • Explain how the innovation(s) in your course will be sustained beyond the grant period. Mention any plans for securing additional resources (funding, staff, etc.) and/or integrating the project into existing course offerings.
• Evaluation
  • Describe how you will evaluate the success of your project. Include metrics will you use to measure its impact on the General Education Program and students’ learning experiences.
• Additional Information (Optional)
  • Include any additional information that may support your application. This may include how this proposal aligns with unit/school/college/campus mission and goals and priorities, or other relevant information.
• Additional Attachments (Optional)
  • Upload any additional documents if applicable. This could be a additional letters of support, previous project successes, or relevant research.