TARGET Recipients

We have had a very impressive response for our first two rounds of the Teaching Advancement and Research Grants in Educational Technology (TARGET) awards. Over the past two years, we have received more than 20 strong proposals from across the University, and the TARGET Review Committee has selected eleven projects for funding. The Library and the Center for Educational Technology and Curricular Innovation would like to recognize and thank President Lesley Hallick and Provost John Miller for their support and vision for TARGET, which has enabled the program to get off to such a great beginning.

The TARGET program was initiated in the Fall of 2012 to encourage faculty to pursue the thoughtful integration of technology into teaching and learning and to explore course delivery in online and blended formats. Our next round of TARGET will be in the Fall of 2013 and we will be sending out more information later this year. Please contact Alfred Weiss (, 503-352-1417) if you would like to discuss a future project or if you have any questions about the program.

Finally, we would like to thank everyone who submitted a TARGET proposal. The projects were all outstanding and the Review Committee had a very difficult time choosing which projects to fund.

Target Recipients for Spring 2014:

Mary Von | School of Physician Assistant Studies, Shahana Koslowsky | School of Professional Psychology, CHP

Von and Koslowsky proposed creating collaborative case-based and interactive online activities for the Interprofessional Competence Course. These activities will have multiple outcomes and pathways—allowing students to explore different aspects of an interprofessional problem while being introduced to a particular concept. These activities will take the place of one hour of in-class lecture. Following their completion, students will engage in small group discussion with faculty for the second hour of class. 

Len Koh | Optometry

Koh proposed developing a blended curriculum for his series of optometric pharmacology courses. In these courses Koh will move lecture content online as a series of short videos.  Koh will then use face-to-face class time for problem-based lessons and other active learning activities. Hua is basing the development of this course on experimentation he has conducted in previous courses where he has successfully applied blended and flipped classroom models.

Mike Geraci | Department of Media Arts

Geraci proposed creating a flipped classroom for his CS 205 class—a computer coding class for non-programmers in Media Arts. Geraci proposed to make a series of online video resources available to his students, including screencasts of his own lectures, existing educational material, and commercial video, which would take the place of in-class lectures. Class time will then be spent on actual coding exercises tailored to his students individual abilities and interests.

Catherine Kim | School of Learning and Teaching

Kim proposed adding an extensive collection of videos to her online ESOL courses. Following the innovation of “flipped classrooms” for traditional courses, these videos will be used in place of synchronous lectures—freeing up that time for synchronous active learning exercises. In addition, Kim also proposed to increase the multimedia content of these course to create a more engaging online environment. 

Target Recipients for Spring 2013:

Brian Jackson | Department of Exercise Science

Jackson proposes using a flipped classroom model to teach an exercise science class. He will translate his lecture material into short online videos and other internet-based activities and use the face-to-face class time he previously devoted to lecturing for active learning exercises.

Terry O'Day and Stephanie Stokamer | Department of Art and the Center for Civic Engagement

This project will create a vigorous online component for a permaculture design course. The course will be redesigned around a flipped classroom model, in which lecture-type instruction will be conducted online and face-to-face time will be used for interactive activities. In addition to watching videos, students will also do extensive academic work online, including creating electronic portfolios that will frame the Civic Engagement portions of the course.

John Suroviak | Department of Business Administration

Suroviak will redesign his face-to-face introductory accounting class into a blended format. By moving basic bookkeeping instruction online, Suroviak can use class time to focus on creative and critical problem solving skills-skills which are necessary for practicing accountants but which are not developed in traditional accounting classes.

Brendan Stamper | School of Pharmacy

Stamper proposes creating an online curriculum that will provide students with either a review of or instruction in the fundamental science and math skills necessary for success in the Pharmacy program. This program would underlie the entire first-year curriculum and would help ensure that Pharmacy students had the prerequisite skills to excel in all areas of the program.

Rik Lemoncello and Amanda Stead | School of Communication Science and Disorders

Lemoncello and Stead propose creating a series of video tutorials and lectures that will serve as the basis for blended and flipped classes across the Communication Sciences and Disorders curriculum. In addition to providing course content, Lemoncello and Stead will make these videos freely available online so that they can be used both by alumni of Pacific's program as well as by audiology speech-language pathology students and professionals world-wide.

Ann Matschiner | College of Education

Matschiner will develop a fully online program for the Talented and Gifted Program. Matschiner will use the grant to help her develop the core courses for the program.

Anita Zijdemans Boudreau and Nancy Krusen | College of Education and School of Occupational

Therapy Zijdemans Boudreau and Krusen will create an interdisciplinary, fully online course on teaching in higher education for those who wish to pursue an academic career in the health professions.