getting started on course redesign jennifer l. hearne, ph.d. baltimore, maryland december 3, 2010

Getting Started on Course Redesign

Jennifer L. Hearne, Ph.D.Baltimore, MarylandDecember 3, 2010

OVERVIEW

• Institutional & Course Readiness• NCAT & MCRI• UMES Team• Principles of Chemistry I• Strategy• Key Aspects• Assessment• Implementation Issues• Motivational Factors

INSTITUTIONAL READINESS

Does your institution want to control or reduce costs?

Does your institution want to increase productivity?• Academic productivity of students• Academic course offerings• Scholarly activity of faculty

Does this describe your course…• High drop-failure-withdrawal rates

• Poor student performance in subsequent courses

• Creates a bottleneck

• Student & Departmental complaints

• Course drift -> Inconsistent learning outcomes

• Difficulty finding qualified personnel

NCAT & MCRI

Goals of the Maryland Course Redesign Initiative• Adopt new ways to improve student learning

outcomes

• Demonstrate these improvements through rigorous assessment

• Reduce institutional costs

• Release instructional resources for other purposes

• Develop the internal capacity of USM Faculty and Staff to continue the redesign process

UMES & MCRI

University System of Maryland

University of Maryland Eastern ShoreThelma B. Thompson, Ph.D., PresidentCharles Williams, Ph.D., Vice President for

Academic Affairs

MCRI Team at UMESJoseph M. Okoh, Ph.D.Yan Y. Waguespack, Ph.D. Gladys G. Shelton, Ph.D Charles Williams, Ph.D.Amelia G. PotterJames R. Hayes

Principles of Chemistry I

Population• Caters to science and health professions

students • 20% of freshman class

• 73% Freshman • 6% nontraditional

Goals• Basic atomic and molecular theory• Nomenclature• Reaction stoichiometry• Gas laws

Principles of Chemistry I

Academic Issues• Inconsistent knowledge of incoming students

• 55% student retention rate

• Lack of coordination among the professors teaching the sections of the course leading to course drift and inconsistent learning outcomes

NCAT REPLACEMENT MODEL

• Replaces in-class time with online, interactive learning activities

• Assumes that certain activities can be better accomplished online

• May keep remaining in-class activities the same or may make significant changes

• May schedule out-of-class activities in computer lab or totally online so that students can participate anytime, anywhere

KEY ASPECTS OF REDESIGNInfusion of technology components

Integrated staffing

Individualized, active assistance

Restructure the course

REDESIGN STRATEGY

NCAT Principle #1: Redesign the whole course. • Restructure the course - Chemistry 111E

Results: Eliminates course drift, duplication of effort and creates opportunities for integrated

staffing

NCAT Principle #2: Encourage active learning. • Incorporate technology-based exercises

• Recitation or PBL session (aka Resuscitation)

Results: Student learning and interaction with materials/each other, reduced faculty

preparation and presentation time and reduced grading time.

REDESIGN STRATEGY

NCAT Principle #3: Provide students with individualized assistance.

• Dedicated Computer Lab

• Integrated Staffing: Undergraduate Learning Assistants (ULAs) and Learning Assistants (LAs)

• Recitation

Results: Students are provided with help when they need it (electronic or human intervention).

REDESIGN STRATEGY

NCAT Principle #4: Build in ongoing assessment and prompt (automatic) feedback.

• Technology-based program• Hints• Provides solutions • Instantaneous grading

• Cumulative grade postings

Results: Enables practice, diagnostic feedback and focused time on task.

REDESIGN STRATEGY

Principle #5: Ensure time on task and monitor student progress.

• Web-based program/software can monitor a student’s activity

• Classroom management system implementation

• ULAs/LA monitor students’ time-on-task

Results: Milestone-learning and cost effectiveness

REDESIGN STRATEGY

KEY ASPECTS OF REDESIGNInfusion of technology components

Integrated staffing

Individualized, active assistance

Restructure the course

INFUSION OF TECHNOLOGY

Blackboard

CengageNOW http://login.cengage.com/sso//• Tutorials and exercises that can be repeated in

an attempt to earn a perfect score• Hints/Answers -> Instantaneous grading• Grade management• Monitors time-on-task

Establishment of a Chemistry Computer Lab

INDIVIDUALIZED ASSISTANCE & INTEGRATED STAFFING

• Undergraduate Learning Assistant (ULA) and Learning Assistant (LA) – monitor students’ time-on-task in computer lab– Offer on-demand assistance

• Cumulative grade posted every Monday– Office door/Blackboard– CengageNOW grade available in student

account

• Call or text from 8AM-9PM

RESTRUCTURED CHEMISTRY 111

Course Section Size

Meetings Sections / Professors

per academic

year

Learning Assistan

t

Traditional Chemistry 111

30-40 MWF50 min

7/6 No

Pilot Chemistry 111E

Up to 80

M75 min + 2h in computer

labRecitation

offered

1 Yes

Chemistry 111E

Up to 114

MW50 minutes +

1h in computer lab

3/2 Yes

ASSESSMENT

• Minimize differences between the student populations in the traditional and pilot section offerings

• Be sure that you use the same measures and procedures to collect the data for the pilot and full implementation.

• Choose the measurement method.

Pilot Phase• Parallel Sections – Compare traditional sections and

redesign sections.

• Comparisons of course grades

SUCCESS OF STUDENTS

Traditional: 3, 50 min classes

Pilot : 75 min classes, 2h in designated computer lab, 1 full-time LA

Full Implementation F08: 2, 50 min classes, 2h in campus computer lab, 1 full-time LA + one ULA

Full Implementation S09: 2, 50 min class periods, 1h in chemistry computer lab, 1 full-time LA

Full Implementation F09: 2, 50 min classes, 1h in chemistry computer lab, 7 tutors, 2 ULAs, one TA

In comparison to students enrolled in the Traditional course, Pilot course students were:

7.4% more likely to earn A-C in Chemistry 112

More likely to earn A, B grades in Chemistry 112

Traditional Course Pilot Course

54.5% A-C 65.7% A-C

61.1% enrolled in CHEM 112

61.8% enrolled in CHEM112

54.5% A-C, S 61.9% earned A-C

COST ASSESSMENT

WHAT HAPPENS TO THE SAVINGS?

• Stay in department for continuous course improvement and/or redesign• BIOL111• CHEM112

• Provide a greater range of offerings at upper division or graduate level

• Accommodate greater numbers of students with same resources

• Stay in department to reduce teaching load and provide more time for research

IMPLEMENTATION ISSUES

• Faculty perspectives

• Student expectations and knowledge

• Technology

• Administrative issues– Scheduling– Teaching load

MOTIVATIONAL FACTORS Professional Development Opportunities

Publications Presentations Publicity

Increased opportunity to work directly with students who need help

Reduced time spent on grading

Ability to try different approaches to meet different student needs

Opportunity for continuous improvement of materials and approaches

ACKNOWLEDGEMENTS

NCAT – Carolyn Jarmon and Carol Twigg

USM – Don Spicer, Nancy Shapiro and Stan Jakubik

UMES –Team, Administration, ULAs and LAs, MARC U*STAR and MBRS RISE Programs