Transforming Instruction in Large Lecture Courses

1. Transforming Instruction in Large Lecture Courses Kelly Hogan, Biology, Co-Chair Rudi Colloredo-Mansfeld, Anthropology Michael Crimmins, Co-Chair Duane Deardorff, Physics Bob Henshaw, CFE Beth Jordan, Psychology Alex Miller, Chemistry Peter Mucha, Mathematics Eric Muller, CFE Eileen Parsons, School of Education Jeremy Petrenka, Economics Jason Roberts, Political Science Mike Shanahan, Sociology Todd Taylor, English Boone Turchi, Economics Kathy Williams, Dramatic Art SerhanZiya, Statistics and OR

2. Transforming Instruction in Large Lecture Courses Pedagogy Scaffolding Cultural Change

3. Scaffolding: Faculty Support • Deans and Department Chairs should become more involved in pedagogical improvement and support. • Surveyed faculty indicated TA availability is the most important support needed. Explore alternatives for funding TA support. • Hire lecturers with proven ability in active learning methods. • Fund course releases or summer supplements for faculty members to redesign courses, e.g. course releases to allow an “apprenticeship” with another faculty member.

4. Cultural Change • Raise faculty awareness about evidence-based practices: chair’s meetings, faculty meetings; outreach to faculty members teaching large classes. • Inform new faculty members as early as possible about effective teaching practice and support. • Coordinate teaching of courses with multiple sections or two semester sequences to have consistent content. • Recognize and reward innovative pedagogical practices at the college and departmental level.

5. Data for Science Courses: Fall 2007-Spring 2008 Combined Sections

6. Redesign of General Chemistry - 101 General Chemistry - 102 Organic Chemistry I - 261

7. Redesign of Chemistry 101 F – 11, S – 12: DIFW% = 25.2 Flipped format: CarribethBliem and Jen Krumper Videos viewed before class Mastering Chemistry (online homework assignments) In class quizzes Classroom response systems Undergraduate mentors Post Exam Interventions

8. Redesign of Chemistry 101overall average: 2007: 68.6; 2013: 76.8

9. Grade Distribution

10. Chemistry 261: Organic Chemistry I Fall 2006 % D/F: In state – out state All Asian Black Hispanic White 15 - 8 22 - 9 32 – 24 23 – 15 11 - 4

11. Chemistry 261: “Redesign” “Partially” Flipped format: Jen Krumper, M. Crimmins Mastering Chemistry (online homework assignments) In class quizzes at the beginning of every class Classroom response systems Undergraduate mentors Coordinated content, schedule, and help sessions for three sections Approximately 80 Videos available for viewing

12. Chemistry 261: Exam 1, F – 2013Preliminary – Non-Scientific Dataoverall average: 1995 – 2005 : 67.4; 2013: 78.6% Below 60: 1995 – 2005 : 27.0; 2013: 9.4

13. Grade Distribution Chem 261 Exam 1

14. Chemistry 261: Exam 2, F – 2013Preliminary – Non-Scientific Data overall average: 1995 – 2005 : 67.6; 2013: 77.8% Below 60: 1995 – 2005 : 35.1; 2013: 11.7

15. Grade Distribution Chem 261 Exam 2

16. Scaffolding: Evaluation and Mentoring • Commission a task force to study end-of-course student evaluations. • Develop a set of rubrics for assessment of effective teaching practice. • Make student demographic and performance data available to faculty to help evaluate student success. • Establish interdisciplinary peer observation programs and learning community programs.

17. Pedagogy • Design courses to provide students with consistent class structure with frequent formative and summative assessments, as well clear deadlines and incentives. • Break lectures into smaller segments, and engage student attention between segments with activities that require students to contemplate and apply key concepts. • Be self-reflective:draw on various sources to improve teaching and the learning experience for students. Peer observation and student feedback both during and at the end of the semester.