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SUNY Potsdam History Course Redesign, 2008-2014

SUNY Potsdam History Course Redesign, 2008-2014. HIST 110—Europe since 1500 HIST 111-- European History and Geography HIST 120—Survey of American History HIST 121—American History and Geography. Traditional Courses: Annual Enrollments, 2007- 2008. European History (To 1815 & Since 1815)

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SUNY Potsdam History Course Redesign, 2008-2014

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  1. SUNY PotsdamHistory Course Redesign, 2008-2014 HIST 110—Europe since 1500 HIST 111--European History and Geography HIST 120—Survey of American History HIST 121—American History and Geography

  2. Traditional Courses: Annual Enrollments, 2007-2008 • European History (To 1815 & Since 1815) Total Enrollments: 586 General Education Enrollments: 491 (84%) History Majors and Education Majors: 95 (16%) • American History (To 1877 & Since 1877) Total Enrollments: 875 General Education Enrollments: 607 (69%) History Majors and Education Majors: 268 (31%)

  3. Traditional Structure • Lecture/Discussion Sections • 3 Hours per week • Enrollment capped at 40 • European History: 15 Sections • American History: 23 Sections

  4. Redesign Goals Create Courses Designed around General Education Learning Objectives Increase Success of First-Year General Education Students Increase Consistency of Content and Assessment Increase Flexibility in Faculty Assignments

  5. The New Gen Ed Courses Collapse European History Courses (Before 1815 & Since 1815) into a single European History Course. Collapse American History Courses (Before 1877 & Since 1877) into a single American History Course. Offer One Section of each Course each Semester. Replace 27 Sections with 4 Sections for General Education Students.

  6. The New Childhood Ed Courses • One semester American History • One semester European History • Content shaped by NYSED Standards for Social Studies • American History • World History • Geography

  7. Hybrid Design: A Student’s Week • Complete Textbook Assignment • Read Assigned Chapter • Take Reading Quiz • Attend Lecture: 75 Minutes • Complete Primary Source/Geography Assignment • Download and Read • Demonstrate Learning by: • Worksheets • Short Papers • Discussion Board

  8. The “History Learning Center” • Physical Space, Dedicated to History for 60 hours per week • Staffed by Undergraduate Learning Assistants • ULA Content Specialist Hours Posted • Walk in Tutoring • One Hour per Week Required

  9. Staffing: Full Time Faculty • Responsibilities • Design content • Design assessment instruments • Deliver lectures • Oversee all aspects of delivery

  10. Staffing: Teaching Assistants • Responsibilities: Grading • Weekly Primary Source Papers • Midterm and Final Exams • Maintain 3 Office Hours per Week • Qualifications: • Generally Graduate Students • Generally Recent Graduates • Terms: Half-Time Adjunct Appointment: • Lousy Salary • Good Benefits • Three Years Maximum

  11. Staffing: Undergraduate Learning Assistants • Responsibilities • Staffing History Learning Lab (7 hours per week) • Answering or Referring Questions, Online & Not • Attend Lectures (1 hour per week) • Attend Staff Meetings (2 hours per week) • Develop Expertise in One Course—ULA Specialists • Selection • Junior Standing • Outstanding Academic Record • Faculty Recommendation • Terms • Initial Appointment: Internship • Reappointment: Wages

  12. Staffing: History Course Coordinator • Responsibilities: • Sets up and manages LMS • Sets up and manages Classroom Technology • Supervises TAs and ULAs • Schedules and Chairs Staff Meetings • Chairs Cross-Reading Meetings w/ TAs • Terms: Full-Time Tenure Track

  13. Assessment: Goal 1—Course Design Creating Courses Designed around General Education Learning Objectives Creating Courses Designed around Teacher Education Learning Objectives

  14. Goal 2: Student SuccessFirst Year Completion

  15. Goal 2: Student SuccessSecond Year Completion

  16. Understanding Student Success The large lectures, and the online grading by faceless “virtual” TAs, made the course seem impersonal, and undermined the sense of accountability that students might feel toward faculty.

  17. Understanding Student Success Students were tested much more thoroughly on their reading than in traditional courses, and were assigned considerably more writing. More assignments provided not merely more opportunities for success, but also more opportunities to fail.

  18. Understanding Student Success Students were less adept at electronic communication and in navigating an online environment than we had anticipated. Mastery of Facebook does not imply the ability to succeed academically online.

  19. Student-Friendly InitiativesSUNY Innovative Instructional Technology Grant (2011-2013) SMS Messaging Facebook Lecture Capture Scaffolded Writing Assignments

  20. Goal 3: Increase Consistency of Content and Assessment Proportion of Students taught by Full time Tenure/Tenure Track Faculty, 2007-2008 and 2012-2013

  21. Goal 4: Increase Flexibility in Faculty Assignments, 2012-2013

  22. Collateral Benefits: • Reassigned Time: • 30 hours reassigned time for faculty • One course for each member of department • High Impact Experiences • 10 ULA Internships • Brings best students into department

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