Reimagining Core @ UTEP

Reimagining Core Fellows

Current Fellows

Biological Sciences

Computer Science

Mathematics

Music

Physics

Political Science

Rhetoric and Writing Studies

Theatre and Dance

Organismal Biology Laboratory (BIOL 1108)

Team Members: Elizabeth J. Walsh, Thomas McCabe, Christina E. D’Arcy, and Joshua J. Mead
Abstract: The lab redesign aims to increase active- and place-based learning components through the development of two modules. The first module highlights vertebrate biodiversity and includes student driven investigations of community assemblages in the Chihuahuan desert.
Students will develop a food web and learn about species interactions. Students will then analyze data from citizen science databases (e.g., ebird, iNaturalist) to see how their community may be impacted by a major environmental stressor. Each student team will present their analyses in a capstone format. The second module involves the redesign of protist and fungi labs with a focus on the desert soil crusts which are primarily composed of these taxa. Students will learn about biological functional groups (i.e., species that perform common function) and ecosystems services (nutrient cycling, soil stabilization). Team projects will include a science communication component (e.g., podcasts, infographics, twitter posters) geared to hikers and other outdoor enthusiasts and made available at local state parks and recreational areas.Read More
Impact at Scale: This project will impact approximately 650 students per year. Thirteen sections of BIOL 1108 are commonly offered in fall semesters and 15 sections in spring semesters.

Introduction to Computational Thinking (CS 1310)

Team Members: Salamah Salamah, Mary K Roy, Oralia Loza
Abstract: The redesigned course employs case studies and data sources focused on health disparities to facilitate problem definitions and the validation of produced solutions. The module-based course was offered in the traditional face-to-face instructional mode as well as synchronized online. The course was redesigned and taught jointly by a faculty from the Department of Computer Science and a faculty from the Department of Public Health Sciences.
Impact at Scale: The pilot course was offered in the fall 2021 semester and continued in fall 2022. A total of 27 students completed the fall 2021 piloted course.

Environmental Science Laboratory (ESCI 1101)

Team Members: Elizabeth J. Walsh, Kevin Floyd, Patrick D. Brown, Michelle A. Aranda Barroso
Abstract: The lab redesign involves increasing the active- and place-based learning components of several labs through the development of two modules, including adding the underlying theme of climate change into all labs. The first module highlights biodiversity on campus and includes student design of hummingbird/butterfly gardens for underutilized spaces on campus. Students will learn about local biodiversity by studying interactions between plants and animal pollinators.
Students will mine data from citizen science databases (e.g., ebird, iNaturalist) and use them to develop lists of target plants to attach pollinators. Each student will choose a project and be part of a team that will develop and implement the plan, monitor diversity using apps, and promote the project through outreach. Students will also contribute to the databases through their monitoring activities. The second module is focused on the intersection between human population growth and climate change as environmental stressors. Students will use web-based tools (e.g., google maps, GIS apps) to map population growth of El Paso, development patterns, and environmental parameters (e.g., temperature, precipitation, groundwater). Team projects will include students presenting a challenge and presenting a solution that could be feasibly implemented in our region. Read More
Impact at Scale: This project will impact approximately 200 students per year. Six sections of ESCI 1101 are commonly offered in fall semesters and 4 sections in spring semesters.

Mathematics for Social Sciences (MATH 1320)

Team Members: Samantha Patterson and Larry Lesser
Abstract: MATH 1320 is a precalculus course for liberal arts, business, and other non-science majors, covering a potpourri of topics: functions, systems of linear equations, financial mathematics, sets, and probability. The redesign aims to improve the relatability by using best practices in pedagogy and curriculum to increase (inter)connections of content, increasing student choice of content or modality, engagement and motivation, and offers opportunities for reflection and community engagement.
Innovative pedagogies infused include technologies (such as graphing utilities, statistical software, systems of linear equations software), short engaging videos that can support multimodal learning, service learning or community engagement with financial mathematics material, culturally relevant content, gamification, authentic data sets, projects/reflections, group work, making meaningful connections to student’s own life (e.g., finances). These tools will be made accessible to support a variety of instructors in gently growing their pedagogical repertoire to incorporate them in their teaching.  The redesign should improve instructional consistency across sections by offering templates, resources, and tools that could help face-to-face, co-requisite, flipped, asynchronous online, and Hy-Flex modalities of 1320, and even support instruction in other courses as well. Read More
Impact at Scale: MATH 1320 is taken by approximately 1500 students in over 50 sections each calendar year.

Jazz to Rock (MUSL 1327), History of Jazz (MUSL 3327), and Social History of Rock (MUSL 3326)

Team Members: Shaun Mahoney
Abstract: The redesign will focus on specific events, artists, innovations, and social impact of Jazz and Rock music. The redesign involves integrating zero-cost learning materials. All course materials will be provided in Blackboard course shells. Quizzes, tests, essays, and discussion assignments will be based on open educational resources.
Impact at Scale: MUSL 1327 typically enrolls over 100 students, MUSL 3327 and MUSL 3326 both enroll 50 students, on average.

Introductory Mechanics (PHYS 2320)

Team Members: Jorge Munoz, Jose Leo Bañuelos, Eunja Kim, Ramon Ravelo, and Yun-Pil Shim
Abstract: The redesign integrates gamification aspects of the fundamental concepts that are covered in the course and involve social media components to improve the understanding of physics concepts. By integrating gamification, faculty aim to help students’ comprehension of physics concepts versus memorization of content.
Impact at Scale: PHYS 2320 is required for students majoring in the physical sciences in the College of Science. The Department of Physics typically offers 4 lecture-style sections per term (including summers) and students are required to also register for a 1-hour per week workshop session. The total number of students enrolled in all sections exceeds 1000 per year.

American Government and Politics (POLS 2311)

Team Members: José Villalobos, Rebecca Reid, Todd Curry
Abstract: The course redesign focuses on significant innovation in the substance and methods of teaching POLS 2311 as well as in developing resources and training for faculty colleagues to ease the process of adopting and applying the curriculum. Team members focus on four key pillars:
(1) Community Engagement– non-partisan community engagement activities, (2)Empathy and Ethical Leadership – building of effective empathic and ethical leadership skills, (3) Diversity and Antiracism – understanding how institutions and policies create and reinforce inequality across a variety of dimensions of diversity, and (4) Politics and Policy in Action – examining how politics shape and impact contemporary policy across a variety of spheres. Each of these pillars work synergistically with the others, creating a holistic and comprehensive learning environment to promoting student leadership, critical thinking, problem solving, communication, teamwork, social and personal responsibility, civic engagement, entrepreneurship, and community engagement skills. Read More
Impact at Scale: All students are required to take this course unless they enroll at UTEP with the equivalent course credit.

Rhetoric and Composition I (RWS 1301)

Team: Lauren Rosenberg, Judith Fourzan, Esther Solis Al-Tabaa, Rebekah Grado, Maria Isela Maier, Jonathan Nehls, Marco Rodriguez, Luba Shafirovich, Patricia Flores Hutson, Natalie Taylor, Bibhushana Poudyal, and Michael Noricks
Abstract: The course redesign emphasizes experiential learning opportunities, such as multimedia exploration, a self-study of students’ language experiences, and research into biases that impact students’ lives and learning.
Impact at Scale: All students are required to take this course unless they enroll at UTEP with the equivalent course credit. Approximately 95 sections are offered in the fall semester with slightly fewer sections offered each spring.

Rhetoric and Composition II (RWS 1302)

Team: Lauren Rosenberg, Judith Fourzan, Esther Solis Al-Tabaa, Rebekah Grado, Maria Isela Maier, Jonathan Nehls, Marco Rodriguez, Luba Shafirovich, Patricia Flores Hutson, Natalie Taylor, Bibhushana Poudyal, and Michael Noricks
Abstract: The course redesign involves writing about community issues (and in some classes interacting with community partners), and greater attention to research on a local level in hometown, on campus, and more broadly in students’ communities.
Impact at Scale: All students are required to take this course unless they enroll at UTEP with the equivalent course credit. Approximately 95 sections are offered in the fall semester with slightly fewer sections offered each spring.