Chico Conference on Semigroups California State University, Chico April 10–12, 1986

1986 ◽  
Vol 35 (1) ◽  
pp. 123-126
Author(s):  
Simon M. Goberstein
Keyword(s):  
California State University ◽  
State University ◽  
California State University Chico

Society of Modeling and Simulation (SCS) Election

SIMULATION ◽  
2011 ◽  
Vol 87 (11) ◽  
pp. 1015-1015
Keyword(s):  
Modeling And Simulation ◽  
California State University ◽  
Board Members ◽  
State University ◽  
Us Army ◽  
Modeling Analysis ◽  
Old Dominion University ◽  
President Elect ◽  
California State University Chico ◽  
Simulation Center

The results of the recent SCS election of Board Members are as follows: President: David Cook, Stephen F. Austin State University, USA President-Elect: Jerry Couretas, Lockheed Martin, USA, and Editor-in-Chief of The Journal of Defense Modeling and Simulation (JDMS). Directors-at-Large: Helena Sczcerbicka, University of Hannover, Germany; Agostino Bruzzone, University of Genoa, Italy; Andreas Tolk, Old Dominion University, USA; Bill Waite, Aegis Technologies Group, Inc., USA; Levent Yilmaz, Auburn University, USA, and Editor-in-Chief of SIMULATION: Transactions of the Society for Modeling and Simulation International; Mike McGinnis, University of Nebraska, USA; Ralph Huntsinger, California State University, Chico, USA and Technical University of Bialystok, Poland; John Sokolowski, Virginia Modeling, Analysis and Simulation Center, Old Dominion University; and Mike Chinni, US Army – RDECOM – ARDEC, Picatinny Arsenal, NJ, USA.

scholarly journals Rethinking CRAAP: Getting students thinking like fact-checkers in evaluating web sources

2019 ◽  
Vol 80 (11) ◽  
pp. 620
Author(s):  
Jennifer A. Fielding
Keyword(s):  
General Education ◽  
Information Literacy ◽  
California State University ◽  
Literacy Programs ◽  
Academic Librarians ◽  
Online Information ◽  
State University ◽  
College And University ◽  
California State University Chico ◽  
University Level

For over two decades, librarians have been at the forefront of helping their patrons and students discern what online information is reliable, and what may be biased or outright false. Particularly as more formal information literacy programs developed at the college and university level (and the attendant inclusion of information literacy in many general education programs), academic librarians have developed curricula and taught students how to evaluate web sources for credibility. In many institutions, this has frequently been achieved via a “one-shot” session with a checklist of sorts, often some variation of the CRAAP Method (Currency, Reliability, Authority, Accuracy, and Purpose) developed nearly 15 years ago at California State University-Chico.

Enhancing Instruction and Reducing Costs: Chico State University’s Approach to Course Redesign

2016 ◽  
Vol 5 (4) ◽  
pp. 276-288
Author(s):  
Josh Trout ◽  
Eddie Vela
Keyword(s):  
Student Learning ◽  
Course Design ◽  
California State University ◽  
Training Data ◽  
State University ◽  
Learning Program ◽  
Instructional Efficiency ◽  
Course Redesign ◽  
E Learning ◽  
California State University Chico

In 2009, California State University-Chico implemented a unique system of course redesign with the aim of improving student learning, increasing instructional efficiency, and reducing university costs. Inspired by and modeled after the National Center for Academic Transformation, the “Academy e-Learning” program involves a 3-week training covering models of course design, learning theories, assessment methods, and a host of instructional technologies. This paper summarizes data from 40 courses, across five separate cohort groups from 2009–2013, with respect to the efficacy of Academy e-Learning (re)design training. Data show improvements in student learning outcomes in over half of the course redesigns. Benefits of course redesign included increased instructional efficiency, enhanced student learning, and a reduction in university costs by offering some instruction online and increasing enrollment caps. Barriers to a successful course redesign included lack of time, technology malfunction, and workload concerns. This paper outlines the redesign process at California State University-Chico, discusses similar redesign initiatives at other institutions, and offers solutions for measuring effectiveness of a redesigned course.

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