Getting Started on Course Redesign Jennifer L. Hearne, Ph.D. Baltimore, Maryland December 3, 2010

28 pages
5 views

Please download to get full document.

View again

of 28
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Share
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.
Transcript
Getting Started on Course RedesignJennifer L. Hearne, Ph.D.Baltimore, MarylandDecember 3, 2010Overview
  • Institutional & Course Readiness
  • NCAT & MCRI
  • UMES Team
  • Principles of Chemistry I
  • Strategy
  • Key Aspects
  • Assessment
  • Implementation Issues
  • Motivational Factors
  • 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
  • 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 & MCRIGoals 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 & MCRIUniversity System of MarylandUniversity of Maryland Eastern ShoreThelma B. Thompson, Ph.D., PresidentCharles Williams, Ph.D., Vice President for Academic AffairsMCRI Team at UMES Joseph M. Okoh, Ph.D. Yan Y. Waguespack, Ph.D. Gladys G. Shelton, Ph.D Charles Williams, Ph.D. Amelia G. Potter James R. HayesPrinciples 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
  • 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
  • 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 componentsIntegrated staffing Individualized, active assistanceRestructure the courseRedesign StrategyNCAT Principle #1: Redesign the whole course.
  • Restructure the course - Chemistry 111E
  • Results: Eliminates course drift, duplication of effort and creates opportunities for integrated staffingREDESIGN STRATEGYNCAT 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 StrategyNCAT 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 STRATEGYNCAT 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 STRATEGYPrinciple #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 KEY ASPECTS OF REDESIGNInfusion of technology componentsIntegrated staffing Individualized, active assistanceRestructure the course INFUSION OF TECHNOLOGYBlackboardCengageNOW 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 LabINDIVIDUALIZED 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 111ASSESSMENT
  • 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 STUDENTSTraditional: 3, 50 min classesPilot : 75 min classes, 2h in designated computer lab, 1 full-time LAFull Implementation F08: 2, 50 min classes, 2h in campus computer lab, 1 full-time LA + one ULAFull Implementation S09: 2, 50 min class periods, 1h in chemistry computer lab, 1 full-time LAFull Implementation F09: 2, 50 min classes, 1h in chemistry computer lab, 7 tutors, 2 ULAs, one TAIn comparison to students enrolled in the Traditional course, Pilot course students were: 7.4% more likely to earn A-C in Chemistry 112More likely to earn A, B grades in Chemistry 112COST ASSESSMENTWHAT 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
  • ACKNOWLEDGEMENTSNCAT – Carolyn Jarmon and Carol TwiggUSM – Don Spicer, Nancy Shapiro and Stan JakubikUMES –Team, Administration, ULAs and LAs, MARC U*STAR and MBRS RISE Programs
    Related Search
    We Need Your Support
    Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

    Thanks to everyone for your continued support.

    No, Thanks