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
2016

Shokoufeh
Mirzaei

IME 301, IE 416, IE 417

2016

Shokoufeh Mirzaei

IME 301, IE 416, IE 417

  • Video lectures are created using Doceri and are accompanied by prepared notes. To encourage student participation in the following class session certain aspects of some engineering problems are intentionally left out of the videos.
  • Social media is leveraged to keep students connected outside of the classroom. The instructor posts follow up points and extra credit questions on Instagram to boost student participation and engagement.
  • Students are assigned unique homework problems designed by the faculty to reinforce the lesson from each video resulting in a high homework completion rate.
  • Industry experts from across the country give guest lectures via Skype to add real-world relevance to the class and expose students to a variety of ideas and viewpoints.
  • 2016

    Team
    Sociology

    SOC 201

    2016

    Team Sociology

    SOC 201

  • When addressing the need to create video lectures for this survey-level course, the Sociology Department took a team approach: each lecture was done by a different faculty member who specializes in that topic. This way students are exposed to a variety of different viewpoints, reflecting the diversity of opinions present in social science.
  • The lecture videos are designed to work together with selected documentary videos and text readings to immerse students in the content and foster deeper learning.
  • Short response assignments are linked to each lecture to keep students engaged with the content.
  • 2016

    Eileen
    Wallis

    HST 391S

    2016

    Eileen Wallis

    HST 391S

  • The course combines technology through use of Scalar, an open source web-publishing platform, with good historical pedagogy via service and project-based learning.
  • The students receive important hands-on experience about what it means to “DO” history in a public venue by being involved in the actual historical work, including its digital component.
  • Student projects focus on collaboratively researching and locating sources, integrating images and audio, and presenting the final result as a digital story. At the end of class, students have an opportunity for individual reflection and to learn from others through peer evaluations.
  • 2016

    Kenneth
    Lamb

    CE 332

    2016

    Kenneth Lamb

    CE 332

  • This flipped course has been refined over successive iterations to contain videos with enough breadth and depth of information to offer comprehensive coverage of the course topic.
  • Course videos are accompanied by homework problems that ensure students have watched the videos and come to class prepared. Also the questions are designed to reflect licensing exam questions, providing another practical application of the learn-by-doing approach that prepares students for future success
  • Homework problems are reviewed in the following class session so students can identify where they made errors and get prompt feedback from the instructor. Grading rubrics define expectations and provide a level of uniformity in how scores are awarded.
  • 2016

    Team
    Art

    ART 455A, ART 356A, ART 352A

    2016

    Team Art

    ART 455A, ART 356A, ART 352A

  • Students in three different courses at Cal Poly Pomona collaborated with each other and with students from CSU Fullerton and University College of Northern Denmark to solve real-world problems for companies UST Global and LEGO.
  • Benefitting from the iRise-on-Campus program, students were given the opportunity to gain valuable experience using iRise software for app development visualization and collaboration.
  • The Graphic Design and Web Design classes created static designs and planned out the user experience for each app. Then the project was passed to the Motion Graphics class who created 30-second promos.
  • 2016