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
2014

Linchi
Kwok

HRT 390 - Hotel Sales, Advertisement, & PR

2014

Linchi Kwok

HRT 390 - Hotel Sales, Advertisement, & PR

  • Technology infused course focuses on collaborative and active learning in a highly interactive classroom environment, and on increasing faculty-student contact and student-student contact outside the classroom.
  • Because the class is about marketing with social media, social media use encourages students to remain engaged outside the classroom. Students Facebook and blog outside of class and are encouraged to connect through LinkedIn.
  • Class meetings include real-time in-class online polling followed by discussion, plus Skype interviews with industry professionals.
  • Mobile apps enhance the class, leading to more student-faculty interaction.
  • 2014

    Jodye
    Selco

    CHM 301 - Physical Chemistry

    2014

    Jodye Selco

    CHM 301 - Physical Chemistry

  • Technology infusion supports student success in a notoriously difficult, abstract, and mathematical class. Technology usage enables a “flipped,” inquiry based model that focuses on making abstract concepts come to life in real-life, understandable ways.
  • This course has an ADA compliant syllabus and clearly organized Blackboard modules which include Directions, Dataset, Solutions, and a Debrief produced by Adobe Presenter.
  • The course focuses on Excel for maximum utility. Not only do students learn physical chemistry, they learn fluency in Excel.
  • 2014

    Laurie
    Starkey

    CHM 317L - Organic Chemistry lab

    2014

    Laurie Starkey

    CHM 317L - Organic Chemistry lab

  • This is the first course in a sequence. Technology infusion in this course helps students succeed in subsequent courses too.
  • Online tutorials provide discussions of chemistry theory plus video demonstrations of lab techniques. Tutorials demonstrate experimental set-up, discussion of common mistakes, demonstration of the experiment, and analysis of results. Tutorials promote efficient use of time in the lab, fewer mistakes, better retention of the technique performed, and a safer laboratory environment. Tutorials result in significantly improved student performance on pre-lab quizzes.
  • Interactive online pre-lab quizzes with built-in critical feedback.
  • 2014

    Paul
    Nissenson

    ME 232 - Engineering Digital Computations

    2014

    Paul Nissenson

    ME 232 - Engineering Digital Computations

  • Technology infused course supports active learning, student engagement, and student responsibility for learning in a flipped classroom model.
  • Online learning modules with Camtasia videos, multimedia objects, and quizzes lead students through preparing for face to face meetings which include an in-class quiz and an innovative “Team Battle” activity. In Team Battle, students work in groups to create computer programs that accomplish specific tasks, using material learned during the online lectures.
  • Students are encouraged to collaborate and help each other through the discussion board, especially for post-class activities which are submitted through Blackboard.
  • 2014

    Teshia
    Roby

    EWS 425 - Gender, Identity Culture, & Technology

    2014

    Teshia Roby

    EWS 425 - Gender, Identity Culture, & Technology

  • Technology in this course focuses on rich, engaging multimedia use.
  • This course section included a blind student, so all the different multimedia had to be accessible for his use.
  • This course also emphasizes multiple methods of engagement and communication and active discussion among students.
  • 2014

    Jenny
    Banh

    EWS 301 - Ethnic Identity and the Arts

    2014

    Jenny Banh

    EWS 301 - Ethnic Identity and the Arts

  • Technology in this CSU-system level course focuses on maximizing instructor-student and student-student contact.
  • Lectures are videotaped and captioned for ADA compliance, and the first lecture was hand-animated for extra interest.
  • Students upload resources to the class forum, contributing to each other’s work, and comment on one another’s blog entries.
  • Content is clearly organized in weekly modules, while grades are regularly updated.
  • Virtual office hours are held through Moodle and Skype to enhance instructor availability.
  • 2014