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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, Maryland December 3, 2010. Overview. Institutional & Course Readiness NCAT & MCRI UMES Team Principles of Chemistry I Strategy Key Aspects Assessment Implementation Issues Motivational Factors.

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

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  1. Getting Started on Course RedesignJennifer L. Hearne, Ph.D.Baltimore, MarylandDecember 3, 2010

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

  3. 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

  4. 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

  5. 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

  6. UMES & MCRI University System of Maryland University of Maryland Eastern Shore Thelma B. Thompson, Ph.D., President Charles Williams, Ph.D., Vice President for Academic Affairs MCRI 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. Hayes

  7. 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

  8. 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

  9. 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

  10. Key Aspects of Redesign Infusion of technology components Integrated staffing Individualized, active assistance Restructure the course

  11. 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

  12. REDESIGN STRATEGY 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.

  13. 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).

  14. 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.

  15. 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

  16. KEY ASPECTS OF REDESIGN Infusion of technology components Integrated staffing Individualized, active assistance Restructure the course

  17. 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

  18. 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

  19. RESTRUCTURED CHEMISTRY 111

  20. 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

  21. SUCCESS OF STUDENTS

  22. 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

  23. 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

  24. COST ASSESSMENT

  25. 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

  26. IMPLEMENTATION ISSUES • Faculty perspectives • Student expectations and knowledge • Technology • Administrative issues • Scheduling • Teaching load

  27. 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

  28. 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

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