Wall of COOL (Celebrating Outstanding Opportunities for Learning) is a resource celebrating exemplar course design and development by Cal Poly Pomona faculty for student success using technology.

The Wall of COOL is an eLearning award which recognizes excellent courses that effectively use technology to enhance student learning and success. Courses of any format – online, hybrid, or technology-enhanced face-to-face – are eligible. Any faculty member or faculty team from any college, department, or unit is eligible to submit a course for the Wall of COOL.

The Wall of COOL itself is a super-cool website which showcases the courses selected every year. eLearning’s multimedia developers, instructional designers, and student assistants work with the selected faculty to create the Wall of COOL annually.

A Legacy of W.K. Kellogg
Wall of COOL
2015

Mariappan
Jawaharlal

ME 214 – Vector Statics

2015

Mariappan Jawaharlal

ME 214 – Vector Statics

  • Appropriate tools and effective resources are provided to make learning meaningful, give real world connections, and create expectations for higher standards.
  • Online tutorials of prerequisite materials for review before the class, clear course objectives for each session along with class worksheets, online tutorials for important concepts for review after the class, real word examples for each major concept (from current news if possible), short narrated videos for home work solutions, and practice quizzes with feedback are always provided.
  • Students are engaged continuously through pre-class and post-class videos of the real world application.
  • Preliminary results of this study indicate the success of this redesigned course as the failure rate is in the range, 15-25%, a dramatic drop from 50%."
  • 2015

    David
    Adams

    PHL 433 - Biomedical Ethics

    2015

    David Adams

    PHL 433 - Biomedical Ethics

  • The course emphasizes the extensive use of learning technologies to support and enhance the learning experience.
  • Links to videos and websites of interest are provided before the class meeting.
  • Students have responded positively to personalized, constructive audio feedback on writing assignments.
  • The relevant weekly topics are chosen to promote student engagement.
  • 2015

    Alex
    Small

    PHY 409 - Computational Physics

    2015

    Alex Small

    PHY 409 - Computational Physics

  • The course emphasizes the use of technology to simulate and visualize physical processes.
  • Activities in the lab are conducted to promote the learn-by-doing philosophy, such as writing code, trouble-shooting code and interpreting output.
  • Final projects focus on fact-checking claims found on Wikipedia. Students are encouraged to consider project topics that use a simulation to evaluate a poorly-supported or poorly-explained claim on Wikipedia.
  • Students are given an opportunity to review each other’s projects and receive a peer-evaluation.
  • 2015

    Faye
    Wachs

    SOC 444/A - Survey Research with SPSS Activity

    2015

    Faye Wachs

    SOC 444/A - Survey Research with SPSS Activity

  • The course uses the flipped approach. The students are assigned to watch an online lecture video for the class activity preparation.
  • The students are given extra learning tools in the form of online pre-videos.
  • The hands-on learning during the class meeting is conducted with activities and practices, “which is a good change of pace.”
  • The pre-test and post-tests that were conducted indicated that, overall, students are learning at least as much in the flipped class format.
  • 2015