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CASE STUDIES IN COURSE REDESIGN Using the Five Models

CASE STUDIES IN COURSE REDESIGN Using the Five Models. Statistics at a Large Research University Fine Arts at a State University. STATISTICS Penn State University Challenges. Lectures are passive, and students do not engage with the content

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CASE STUDIES IN COURSE REDESIGN Using the Five Models

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  1. CASE STUDIES IN COURSE REDESIGNUsing the Five Models • Statistics at a Large Research University • Fine Arts at a State University

  2. STATISTICSPenn State UniversityChallenges • Lectures are passive, and students do not engage with the content • Faculty want to address different learning student preferences • The course has high personnel costs and requires 12 GTAs, which are hard to find • No tutoring is available • Students do not remember what they learned in subsequent courses

  3. STATISTICSPenn State UniversityRedesign Plan • Weekly lectures are reduced from 3 to 1 • Readiness Assessment Tests (RATs) identify both individual and group readiness to move on by measuring mastery of material • Traditional recitations are now computer-mediated workshops • Greater one-to-one contact between students and faculty • GTA roles shift from instruction to guidance

  4. Annual enrollment = 2200 students Sections = ~240 4 FT faculty lecture 3 times a week 12 GTAs lead 2 recitation sections of ~40 students GTAs hold office hours and grade Annual enrollment = 2200 students Sections = ~240 4 FT faculty lecture 1 hour per week, assist students in lab and supervise GTAs 2 one-hour labs 4 GTAs assist in lab and proctor tests UGTAs assist in lab TRADITIONAL VS. REDESIGN

  5. STATISTICSPenn State UniversityOutcomes • Redesign students outperformed traditional students: 66% vs. 60% • DFW rates reduced from 12% to 9.8% • Using UGTAs extremely successful • GTAs needed reduced from 12 to 4 • Cost-per-student reduced by 44%

  6. FINE ARTSFlorida Gulf Coast UniversityChallenges • Lack of consistency among multiple sections leading to “course drift” • Difficulty finding faculty and adjuncts with the breadth of knowledge needed • Poor student performance in this required course • Anticipated enrollment with limited resources for new faculty

  7. FINE ARTSFlorida Gulf Coast UniversityRedesign Plan • Three modules covering different aspects of the fine arts are each designed and monitored by a faculty expert • One course coordinator manages one section of 400+ students each term • Students divided into six-person learning teams • Undergraduate peer tutors and adjuncts guide discussion groups and evaluate longer papers • Interactive learning resources available 24*7

  8. FINE ARTSFlorida Gulf Coast UniversityRedesign Plan • Online tests are evaluated automatically • Intelligent Essay Assessor (after being trained) evaluates short, focused essays • Students attend performances and art exhibits in the community or on campus • Model is scalable because more peer learning teams can be added as needed.

  9. Traditional 25 sections (~30); 6 sections (~15) = 800 Taught mainly by adjuncts “Course drift” $132 cost-per-student Redesign Single section (~950) Taught by 1 faculty, 1 course coordinator, 16 preceptors Consistent & coherent $81 cost-per-student FLORIDA GULF COAST U Visual & Performing Arts

  10. FINE ARTSFlorida Gulf Coast UniversityOutcomes • Average exam scores increased from 70% to 85% • Number of A’s and B’s increased from 31% to 75% • DFW rate decreased from 45% to 11%

  11. FOR MORE INFORMATIONwww.theNCAT.org

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