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The Top 25 Project
Engaging Students in their Learning
In his inaugural address, The Fusion of Learning, President Hodge challenged Miami to become an institution unmatched in its renown as a learning- and learner-centered university. As he pointed out, “…the heart of our future [is] namely the creation of a learning environment that is unmatched by its excitement and accomplishment.”
In keeping with this challenge, the President and Provost Herbst announced a new initiative: The TOP25 Project: Engaging Students in their Learning. To date, 12 courses from 11 different departments have submitted successful projects to begin implementation of the TOP25 Project. Copies of the full proposals for these courses are available below as is a complete listing of all TOP25-eligible courses.
As an initial step in building a state-of-the-art learning environment at Miami, the project focuses on our highest enrollment courses. The project calls for innovative approaches that move learning away from, as the President says, “too much time telling students what we think they need to know, and not enough time using their curiosity to drive their learning.” Instead, the TOP 25 Project aims to develop learning models that are inquiry driven, call for active learning, and place the student at the very center of the learning experience. Through redesign of high enrollment courses that are departmentally owned and operated, the project aims to create systemic change in undergraduate learning at Miami.
Teams of faculty from departments that teach our highest enrollment courses are invited to submit pre-proposals and if selected, full proposals for building new learning models. Maximum awards are for $35,000 over a two-year period. Six or seven projects will be funded for phase III.
In surveys, faculty and students have shared their perceptions of how effective Top 25 courses have been in meeting their goals. The first summary of student results was prepared in June 2009 , and the second was prepared in the spring of 2011. A faculty survey was conducted and the report prepared in the spring of 2011.
Top 25 Information
- Related Readings on Inquiry-Based Learning and Teaching
- Departments Eligible for Funding and Courses on the TOP 25 List
- Top 25 Assessment
- Top 25 Newsletters
- Video podcasts
Pre-Proposal Materials, Round IV
Full Proposal Materials, Round IV
- Full Proposal Guidelines (PDF)
- Full Proposal Guidelines (RTF)
- Full Proposal Guidelines (Microsoft Word)
- Rubric for Evaluating Full Proposals
Round I Funded Courses
| COM 135, Public Expression & Critical Inquiry | |
| CSA 141 and CSA 148, Personal Computer Application and Business Computing1 | |
| GEO 101, Global Forces, Local Diversity | |
| MIS 235, Making Information Systems Fun, From a Students' Perspective | |
| MKT 291, Principles of Marketing | |
| PSY 111, Introduction to Psychology | |
| THE 191, Theatre Appreciation |
Round II Funded Courses
| BMZ 115, Biological Concepts: Ecology, Evolution, Genetics, and Diversity | |
| ECO 201, Principles of Microeconomics | |
| GLG 111, The Dynamic Earth | |
| MGT 291, Organizational Behavior and Theory | |
| MGT 302, Introduction to Supply Chain and Operations Management (SCOM) |
Round III Funded Courses
| CHM 144, 145, Chemistry Laboratory Course1 | |
| ENG 112, Composition and Literature | |
| FIN 301, Introduction to Business Finance | |
| MBI 131, Community Health Perspectives | |
| MTH 151 and MTH 153 Redesign of Calculus I1 | |
| STA 261, Statistics |
Round IV Funded Courses
| ACC 222, Introduction to Managerial Accounting | |
| ART 188, History of Western Art: Renaissance to Modern | |
| BMZ 116, Biological Concepts: Structure and Function | |
| DSC 205, Introductory Business Statistics | |
| EDP 201, Human Development and Learning in Social and Educational Contexts | |
| ENG 111, College Composition | |
| MBI 111 , Beyond the lecture: engagement and inquiry | |
| POL 101, Politics and National Issues Redesign | |
| POL 102, Politics and Global Issues |