getting started on course redesign jennifer l. hearne, ph.d. baltimore, maryland december 3, 2010
DESCRIPTION
Getting Started on Course Redesign Jennifer L. Hearne, Ph.D. Baltimore, Maryland December 3, 2010. Overview. Institutional & Course Readiness NCAT & MCRI UMES Team Principles of Chemistry I Strategy Key Aspects Assessment Implementation Issues Motivational Factors. - PowerPoint PPT PresentationTRANSCRIPT
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Getting Started on Course Redesign
Jennifer L. Hearne, Ph.D.Baltimore, MarylandDecember 3, 2010
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OVERVIEW
• Institutional & Course Readiness• NCAT & MCRI• UMES Team• Principles of Chemistry I• Strategy• Key Aspects• Assessment• Implementation Issues• Motivational Factors
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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
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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
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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
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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
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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
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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
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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
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KEY ASPECTS OF REDESIGNInfusion of technology components
Integrated staffing
Individualized, active assistance
Restructure the course
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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
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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
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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
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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
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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
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KEY ASPECTS OF REDESIGNInfusion of technology components
Integrated staffing
Individualized, active assistance
Restructure the course
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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
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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
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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
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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
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SUCCESS OF STUDENTS
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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
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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
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COST ASSESSMENT
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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
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IMPLEMENTATION ISSUES
• Faculty perspectives
• Student expectations and knowledge
• Technology
• Administrative issues– Scheduling– Teaching load
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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
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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