For the second year of our pilot study (AY 2007-2008), we plan to restructure the program so that the third Gateway-enhanced course that students take will be a large class (such as PSYCH 100, HSCI 120, or HIST 142) transformed—through technology and other pedagogical strategies—from a lecture-based format into inquiry-based courses that promote active learning and greater teacher-student interaction and are consistent with the Gateway Program philosophy.

This new structure, Gateway II, would enroll 320 students and involve sixteen sections of ENG 085A/B, one experimental section each of PSYCH 100, Health and Society: An Ecological Approach (HSCI 120), or World Civilizations II (HIST 142), and one section of PSYCH 105 capped at 20 for comparison. 

It would entail: 

1. (1)funneling several 20-person cohorts (established in the fall and winter quarters in ENG 085A/B) into one large class in spring;
   

2. (2)transforming course design that will include among others things, the delivery of Gateway-enhancements in online format, the use of online learning communities, and the use of e-portfolio assessment; and
   

3. (3)providing faculty training and support that will enable instructors to address literacy skills, including information literacy, in context; to capitalize on the bonds established in the learning communities and engage students in active, collaborative learning; and to provide more immediate feedback from and contact with their instructors, all at a level equal to, if not close to, small cohort class levels.
   

Expected Results

We believe that faculty will develop more effective teaching strategies for their large lecture-based courses.  As a result, students who participate in the Gateway Program and enjoy the benefits of these the Gateway-enhanced courses and learning communities will be more engaged, more effective readers and writers (as evidenced by their grades), and will thus feel more committed to university life, resulting in shorter time to graduation and higher retention rate.  Utilizing the three Gateway-enhanced large classes in Spring 2008 as part of Gateway II will enable us to accomplish these goals at a much lower cost than offering sixteen Gateway-enhanced courses in the Spring 2008 capped at 20 students.

We will disseminate successful course transformations throughout our campus by putting curricula online for reusability and sharing and by using a train-the trainer model through both the TRC and ODL.  We will share information and successful course design through the Advisory Board as well as other CSU sponsored conferences and events such as the CSU Student Success Conference.