1 / 20

Meeting demand in demanding times

Meeting demand in demanding times. OPTIONS IN INSTRUCTIONAL MODELING. Diane Musumeci Department of Spanish, Italian, and Portuguese University of Illinois at Urbana-Champaign. Department of Spanish, Italian, and Portuguese. Faculty 9.25 FTE Tenured 7.75 FTE Tenure-track

maleah
Télécharger la présentation

Meeting demand in demanding times

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Meeting demand in demanding times OPTIONS IN INSTRUCTIONAL MODELING

  2. Diane MusumeciDepartment of Spanish, Italian, and PortugueseUniversity of Illinois at Urbana-Champaign

  3. Department of Spanish, Italian, and Portuguese • Faculty • 9.25 FTE Tenured • 7.75 FTE Tenure-track • 6 FTE Academic professionals • 4.5 FTE Other (Lecturers) • Graduate Students • 28.17 FTE (59 Active) • 54% International 46% Domestic • Undergraduate Students • 500 Majors, 464 Minors • 3,000 students in basic language per year • 8,000 students total per year • 29,000 IU’s per year

  4. Departmental Culture Languages Disciplines • Literature/Cultural Studies • Iberian • Latin American • Linguistics • Formal • Applied

  5. Teaching Load • Tenured/tenure-track faculty • 2-2 (with course release for various administrative assignments, research leave) • Academic professionals and Lecturers • 3-3 (with course release for supervisory roles) • Graduate TAs • 50% appt = equivalent of 3 courses/year (20 hrs./wk)

  6. Challenges • Language instruction is resource-intensive • Resources are limited • Demand for Spanish is high and continues to increase • University graduation requirement in non-primary language (3 semester requirement for all colleges, except LAS and Business which have a 4 semester requirement) • Increased demand for fifth-semester and beyond • Majors (and double majors) • Minors

  7. History Prior to 1998 • Enrollments in all undergraduate courses set at a maximum of 22-25 students with one instructor

  8. Undergraduate Curriculum

  9. Undergraduate Curriculum

  10. Innovation Timeline

  11. Course formats (2009-10) • 50-50 blended courses • SPAN 122/103/141/142 • Large faculty-taught lecture & small TA discussion • SPAN 204/250/252/254 • Online • SPAN 200 • Community service-learning • SPAN 232 • ‘Traditional’ Lect-Disc • SPAN 208/228/all *300- and 400-level • *SPAN 307 Bilingualism (TA support)

  12. Requisites for Change • Change in culture • Buy-in • Incentives • Development • Implementation • Sustaining the innovation • Administrative changes • Materials • Technologies

  13. THANK YOU

  14. Incentives Two caveats • The point system is one that should be considered transitional (i.e., it may phased out when this way of offering courses becomes part of the unit's culture). • This system pertains only to large, faculty-led lectures with TA- led discussion sections (in Spanish, Practical Review of Grammar, Intro to Literary Analysis, Intro to Hispanic Linguistics, Intro to Cultural Analysis). The minimum enrollment in the lecture should be 150 (250 in Grammar); the maximum enrollment in the discussion sections should be 25.

  15. Incentives (cont.) • Faculty who want to revise/develop one of the courses should also be willing to teach it the first couple of times. They should talk to me about what is required and available summer funding. • Once the course is ready, it will be taught on a 'point' system, as follows:

  16. Incentives (cont.) • The first time a course is taught is the most labor intensive.The faculty member who teaches the course for the first time earns 3 points and funding in a research account ($1000). • If the same faculty member agrees to teach the course a second time (and we would encourage this, since it takes more than one try to 'get the bugs out'), the faculty member would earn an additional 2 points. • In either case, the faculty member must agree to supply the course syllabus and materials to the next person who teaches the course. • If the same faculty member teaches the course again, s/he earns one point each time.

  17. Incentives (cont.) • A different faculty member who teaches the course subsequently earns 2 points the first time s/he teaches it and 1 point each time thereafter.

  18. Incentives (cont.) • Point Values: • 3 points can be exchanged for teaching one small (2-5 student) seminar (could be graduate or undergraduate) as part of one's regular course load. • 5 points can be exchanged for one course release for the following semester/year. • A maximum of 5 points can be carried over from one year to the next.

  19. Incentives (cont.) • Course releases and teaching small seminars are attractive incentives for most of our faculty in SIP. There are other incentives that may be appropriate in individual cases (funds in a research account, conference travel, conference sponsorship/support) that could be negotiated.

  20. Thank you!

More Related