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The Ups and Downs of a Course Redesign and Why It Is Still Worth It.

The Ups and Downs of a Course Redesign and Why It Is Still Worth It. Jennifer A. Metzler, Ph.D. Ball State University. Today’s Talk. Institution description Course Description Problems to address Implications Outcomes Implementation hurdles Next steps. Ball State University.

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The Ups and Downs of a Course Redesign and Why It Is Still Worth It.

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  1. The Ups and Downs of a Course Redesign and Why It Is Still Worth It. Jennifer A. Metzler, Ph.D. Ball State University

  2. Today’s Talk • Institution description • Course Description • Problems to address • Implications • Outcomes • Implementation hurdles • Next steps

  3. Ball State University • A mid-size state university with 22,000 students • Offers degrees ranging from associates through Ph.D.s • 180 undergrad degree programs • 100 grad degree programs • Students attend from every county in Indiana, 48 states, two US territories, and 65 countries • 13% are out of state • 10% ethnic minorities • 650 international • Faculty ratio is 18:1

  4. Ball State Students • About 11% of undergraduates are non-traditional • For 2010/11 freshman class • Average HS GPA was 3.33 • 97% had a composite ACT of 18 or higher • 96% had a composite SAT of 1600 or higher • 19% in top 10%, 50% in top 25%, and 89% in top 50% of HS class • Strong freshman program • Freshman retention rate is 79.7% • 6 year graduation rate is 58%

  5. The Millenial Generation • Weaker K-12 education • Technology and media savvy • Impatient, demanding, and self-centered • Do not want independence from parents and look to them for help • View education as a consumer good • Anticipate college will be like high school • Want to know we care • Anxious and stressed from the chapter, Understanding Your Students And How They Learn, in the book, Teaching at Its Best: A Research-Based Resource for College Instructors (Third Edition), by Linda B. Nelson.

  6. ME • B.S. in Biology 1996 • Ph.D. Microbiology/Immunology 2002 • Did research on immune response to a type 1 diabetes autoantigen • 8th year at BSU, 10th year teaching • An animal lover with two dogs, two cats, and some goldfish

  7. Biology 111: Principles of Biology I • A majors course that introduces the basics of cellular and molecular biology • Students range from freshman to seniors • A core curriculum course • Includes a required lab component

  8. Prior Class Set-Up • Lecture • 4 100 point exams • 50 point cumulative final • 100 points of pop quizzes • 100 points of homework • Lab • 50 point lab practical • 10 ten point homework assignments • 10 ten point lab quizzes

  9. Problems/Issues to Address with Re-design • Poor study habits • Retention of information was poor • Class sizes getting larger • Students just wanting to memorize information • New core curriculum focusing on the process of science – move away from cookbook lab activities

  10. What Was Done in Initial Stage • Lecture • Added weekly homework assignments using MasteringBiology • Switched to computer exams • Lab • Added two inquiry based labs which required the writing of lab reports • Added a literature based research project to expose students to scientific literature culminating in a short literature summary and a group presentation • Only kept two homework assignments that related to graphing • Changed to three 20 point quizzes • Added a diversity project about biology and race • Switched one lab activity to an online version

  11. Lecture Changes • Weekly homework • Had an assignment every week not an exam • Mostly over material had already covered in lecture, sometimes had to work ahead • Always due right before lecture so I could review any material they had not understood based on diagnostics • Assignments involved a variety of activities, not just multiple choice questions • Computer exams • Exams were administered using InQsit program in dedicated, proctored computer labs on campus

  12. Diagnostics

  13. Diagnostics

  14. Lab Changes • Added two inquiry based labs which required the writing of lab reports • Purpose was to teach students how to design their own experiments, analyze the data, and present the results as a scientist would • Added a literature based research project to expose students to scientific literature culminating in a short literature summary and a group presentation • Involved having the science librarian give a presentation on how to find relevant research articles, further exposure to how scientists find and disseminate information • Only kept two homework assignments that related to graphing • Teaching a key skill of scientists • Changed to three 20 point quizzes • Added a diversity project about biology and race • Shows students the implications science can have in cultural discussions • Switched one lab activity to an online version • Exposes students to valuable resources on the internet

  15. Lecture Outcomes • Increases in passing exam scores • Increases in passing course grades • More in class time, which was used for review

  16. Comparison of Exam 1 Scores- Fall 2004 vs. Spring 2011

  17. Comparison of Exam 2 Scores- Fall 2004 vs. Spring 2011

  18. Comparison of Exam 3 Scores- Fall 2004 vs. Spring 2011

  19. Lab Outcomes • Students getting a more well-rounded exposure to what scientists do • Better prepared for work they will do in upper-level courses • Greater appreciation for how science impacts their life

  20. Outcomes for me • No longer grading homework by hand • Getting instant feedback on student performance when there is still time to make changes • More class time for active learning activities

  21. Savings from the Redesign • More lecture time • Not spending money on copy costs, which is shifted to lab budget • 5 cents per page, each exam cost ~$25, total of $125 savings per section per semester • Cost savings in lab • Has allowed us to shift money towards doing more exciting inquiry based labs • ~ $150 per year

  22. Problems • Complaints about the time required to do Mastering assignments • Discuss how much it can help grade, and by the end of the semester most of the feedback on Mastering is very positive • Complaints about how much Mastering can affect their grade • Explain the proportion of their grade that Mastering is and how it helps • Complaints about all the writing in lab • Working on doing a better job of explaining all that scientists do • Plagiarism issues • Using a book on How to Write in Biology, a video on plagiarism, a plagiarism contract

  23. What I am Doing Now • Increasing my use of MasteringBiology • Changing assignments to reflect all the new content added • Linking all assignment activities with Learning Outcomes • Adding reading questions to be done prior to lecture • Adding reading questions to be done prior to lab • Getting rid of lecture quizzes and switching to clickers • Adding an assignment in lab on reading scientific articles • Using SafeAssign to help students avoid plagiarism while adapting to scientific writing

  24. Questions??

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