17th Annual CSU Symposium on University Teaching

CSU Symposium Announcements

 Only parking Lot B is reserved for Friday parking.

 Only parking Lot N is for  the Symposium on Saturday.

Otherwise, you will get a ticket without a valid CSU Faculty Permit or purchased permit.

Symposium Presentation Summary

See tracks, session times, titles, authors, and where the concurrent sessions will take place.

Poster Session Summary

See poster titles, authors, and abstracts.  Poster setup information can be found by clicking here.

  • As of Monday, March 3, 2014, we do not suggest mailing materials any longer.

Campus Map

New to our campus?   Here is a map to get you through the preconference and the Symposium.

  • Be sure to bring a light sweater, classrooms can get chilly!
  • Preconference attendees: The only way to access the 1st floor of Kellogg Library for workshops will be by using the elevator/stairwell adjacent to Starbucks (where Registration took place as well).

Lakehouse Resort Shuttle Information:

Please meet in the lobby prior to departure.

Friday - 3/7, Preconference Attendees

Depart: 11:30AM
Drop off: Craven Circle for Registration (12:00PM)
Pickup: 5:30 PM – Craven Circle

Saturday - 3/8, Symposium Attendees

Depart: 8:00 AM
Drop off: Lot N for Registration (8:00AM)
Pickup: 4:15 PM – Lot N


Announcements & Program Summary

Preconference Schedule

Symposium Schedule

Presentation Materials

Location & Directions

Parking & Campus Map


Local Interests


 27. Talk-Alouds to Determine Effectiveness of Inquiry-Based Learning Activities

Brian Self (bself@calpoly.edu), Cal Poly
Baheej Saoud, James Widmann, Morgan Zandonella, Cal Poly

During the past two years we have been developing
hands-on inquiry-based learning activities (IBLA) for
engineering dynamics.  Each IBLA consists of multiple test cases where students have to make predictions test those predictions and then explain the results.  Many of these
activities are similar to what the students may have seen in physics yet they often retain their misconceptions even after covering the material in lecture.  Previous assessment has focused on short answer and conceptual questions but this doesn’t always fully reveal student thought processes.  To better assess conceptual understand and IBLAs effectiveness we are videotaping students performing the IBLAs both
individually and in teams.  Preliminary analysis on three IBLAs reveals some interesting findings.  Students had
difficulty explaining the results even after seeing
multiple test cases.  Teams often discussed the correct
concepts but applied them in incorrect ways.  These results will be used to help improve implementation of the IBLAs course designed for CS/IS/IT students.