Download - Getting Started on Course Redesign Jennifer L. Hearne, Ph.D. Baltimore, Maryland January 25, 2011
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Getting Started on Course Redesign
Jennifer L. Hearne, Ph.D.Baltimore, Maryland
January 25, 2011
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OVERVIEW• NCAT & MCRI – www.thencat.org
• Institutional & Course Readiness• UMES Team & Principles of Chemistry I• Efficiency and Effectiveness Strategies• Key Aspects• Assessment• Implementation Issues• Motivational Factors
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NCAT & MCRIGoals of the MCRI• 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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INSTITUTIONAL READINESSDoes 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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COURSE READINESS• 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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UMES & MCRIUniversity of Maryland Eastern Shore
Thelma B. Thompson, Ph.D., PresidentCharles Williams, Ph.D., Vice President for
Academic Affairs
MCRI Team at UMESYan Y. Waguespack, Ph.D. Joseph M. Okoh, Ph.D.Gladys G. Shelton, Ph.D Charles Williams, Ph.D.Amelia G. PotterJames R. Hayes
University System of Maryland
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Principles of Chemistry IPopulation• 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 IAcademic 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
• 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
Use of integrated staffing
Offering of individualized, active assistance
Restructure the course
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REDESIGN STRATEGYNCAT Principle #1: Redesign the whole course. • Restructure the course - Chemistry 111E
Results• Eliminates course drift • Eliminates duplication of effort • Creates opportunities for integrated staffing• Reduced faculty preparation and
presentation time
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NCAT Principle #2: Encourage active learning. • Incorporate technology-based exercises• Recitation or PBL sessions
Results• Student learning and interaction with
materials/each other• Reduced faculty preparation and presentation
time • 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• Provides diagnostic feedback for focused time
on task
REDESIGN STRATEGY
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Principle #5: Ensure time on task and monitor student progress. • Web-based program/technology• Classroom management system
implementation• ULAs/LA monitor students’ time-on-task
Results• Milestone-learning
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 TECHNOLOGYBlackboard
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
• ULAs and 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 111Course Sectio
n SizeMeetings Sections /
Professors per
academic year
Integrated
Staffing
Traditional Chemistry 111
Up tp 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 • Choose the measurement method
• Use of historical data• Parallel offering of Traditional and Pilot Section of
Redesigned Course
• Minimize differences between the student populations in the traditional and Pilot Section offerings
• Use the same measures and procedures to collect the data for the Pilot and Full Implementation
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SUCCESS OF STUDENTS
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In comparison to students enrolled in the Traditional course section, Pilot course section students were:
7.4% more likely to earn the grade of A, B or C in Principles of Chemistry II (Chemistry 112)
Traditional Course Pilot Course54.5% A-C 65.7% A-C61.1% enrolled in CHEM 112
61.8% enrolled in CHEM112
54.5% A-C 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
• 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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ACKNOWLEDGEMENTSNCAT – 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
Contact: [email protected]