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University of North Carolina at Charlotte CTL Summer Institute Friday, May 21, 2010

University of North Carolina at Charlotte CTL Summer Institute Friday, May 21, 2010 CHHS 281 * 09:15-10:15 Redesigning Elementary Spanish at UNC Charlotte Concepción B. Godev, Adriana Vega, and Heather McCullough [on behalf of: Elementary Spanish Redesign Committee / Research Group:

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University of North Carolina at Charlotte CTL Summer Institute Friday, May 21, 2010

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  1. Redesign of Elementary Spanish * Godev, Vega & McCullough 1 of 18 University of North Carolina at Charlotte CTL Summer Institute Friday, May 21, 2010 CHHS 281 * 09:15-10:15 Redesigning Elementary Spanish at UNC Charlotte Concepción B. Godev, Adriana Vega, and Heather McCullough [on behalf of: Elementary Spanish Redesign Committee / Research Group: Jasoon An, Concepción Godev (chair), Ann Gonzalez, Paula Goolkasian, Heather McCullough, Ton Pujol, Garvey Pyke, Adriana Vega, and Sandra Watts Instructors: Carlos Coria, Lorena Delgadillo,Elizabeth Mahaffey, and Adriana Vega Tutors: Graduate Students and Mary Frances Castro, Elvira Jardines, and Shirley Wright Former Colleagues: Joan Elies Adell-Pitarch, Cristian Batalla, Rosalba Esparragoza-Scott, and Kazuko Ichinozeki]

  2. Redesign of Elementary Spanish * Godev, Vega & McCullough 2 of 18 Traditional Elementary Spanish (first and second semester) 60 sections per semester 30 students per section 3000 students per year (including summer) 3 contact hours over two days Redesigned Elementary Spanish(first and second semester) 30 sections per semester 60 students per section 3000 students per year (including summer) 1 hour 15 mins in one day general information 1

  3. Redesign of Elementary Spanish * Godev, Vega & McCullough 3 of 18 general information 2 • redesign goals: lowering cost, improving academic instruction and improving performance. • project status: completed the first semester pilot study and the second semester pilot study is underway.

  4. Redesign of Elementary Spanish * Godev, Vega & McCullough 4 of 18 planning 1 • review of and consultation with existing redesigned programs (Spring 2008) • Center for Teaching and Learning (CTL) informs languages department about NCAT’s program “Colleagues Committed to Redesign Projects” (Spring 2009) • CTL, in consultation with LACS department committee, drafts course redesign NCAT proposal (Spring-Summer 2009) • lesson plans, online activities selection and pre-pilot hybrid first-semester course (Spring-Summer 2009) • pilot first-semester Spanish courses (Fall 2009) • pilot second-semester Spanish courses (Spring 2010)

  5. Redesign of Elementary Spanish * Godev, Vega & McCullough 5 of 18 planning 2 • administrative support (5 colleagues): department chair, associate chair, Language Resource Center director, two colleagues from Center for Teaching and Learning. • faculty / time support (4 colleagues / 3 course-releases): elementary Spanish coordinator, specialist in second language acquisition, two full-time instructors, two part-time instructors. • grant support ($18,190): Office of Distance Education-$3,000 (Spring 2008); Academic Program Improvement-$4,500 (Fall 2008); Scholarship of Teaching and Learning-$10,690 (Spring-Summer 2010). • research support (statistical analysis) (1 colleague): psychology professor.

  6. Redesign of Elementary Spanish * Godev, Vega & McCullough 6 of 18 planning 3 • committee CTL representative Language Resource Center Director instructor coordinator senior faculty • meetings 3-4 meetings per semester as a committee senior faculty may have some 4-5 one-to-one meetings

  7. Redesign of Elementary Spanish * Godev, Vega & McCullough 7 of 18 planning 4 • data collection monitored and coordinated by senior faculty • communication email moodle forum moodle file-sharing space

  8. Redesign of Elementary Spanish * Godev, Vega & McCullough 8 of 18 sloan-c’s criteria 1. student satisfaction. 2. access. 3. learning effectiveness. 4. faculty satisfaction. 5. institutional cost effectiveness.

  9. Redesign of Elementary Spanish * Godev, Vega & McCullough 9 of 18 student reactions 1 • challenge: 59% of the redesigned course students wanted to take a redesigned second-semester Spanish. • solution: changing expectations by changing study habits. • challenge: 13% withdrawals • solution 1: better training on making the most of the academic support services available. • solution 2: strategic scheduling of tutoring services.

  10. Redesign of Elementary Spanish * Godev, Vega & McCullough 10 of 18 student reactions 2 • challenge: students need to improve the pace of their online work. • solution: flexible software that allows for easy-to-set-up deadlines. • challenge: ~50% of both traditional and hybrid students can’t learn grammar from virtual instructor. • solution: tutoring

  11. Redesign of Elementary Spanish * Godev, Vega & McCullough 11 of 18 instructors’ reactions • the software quality has to improve. • perception that more work is involved. • instructors got to know traditional students better. • concerns about student evaluations. • hybrid students’ class participation is higher in the first half of the semester.

  12. Redesign of Elementary Spanish * Godev, Vega & McCullough 12 of 18 numerical results 1

  13. Redesign of Elementary Spanish * Godev, Vega & McCullough 13 of 18 numerical results 2

  14. Redesign of Elementary Spanish * Godev, Vega & McCullough 14 of 18 cost 1 • 15 sections (as opposed to 30) of first semester Spanish in Fall 2010. • use of classroom space has been reduced by 50% • contact time has not been reduced for the instructor. • preparation time has been reduced by 50%. • 9 GTAs, 1 lecturer, and 2 part-time instructors will be teaching the entire first semester in Fall 2010. • some GTA hours will be allocated to tutoring and assisting with any-language faculty’s research tasks.

  15. Redesign of Elementary Spanish * Godev, Vega & McCullough 15 of 18 cost 2 • instructors need to grade: two compositions (as opposed to 3). a midterm exam (as opposed to 4). an in-class oral exam (as opposed to 3 qzs). 25% of the final exam (as opposed to 100%). • grading time per student per semester: 41 minutes (as opposed to 100 minutes).

  16. Redesign of Elementary Spanish * Godev, Vega & McCullough 16 of 18 accomplishments • common final exam first- and second-semester Spanish. • final speaking test. • more time on task. • lesson plan preparation time has been reduced. • grading time has been reduced. • exam preparation time has been reduced. • videotaped classes for future training.

  17. Redesign of Elementary Spanish * Godev, Vega & McCullough 17 of 18 remaining tasks • estimating communication/counseling time-cost per student (probable average is some 10 minutes per semester per student). • instructor training for hybrid first-semester Spanish rollout in Fall 2010. • advertising for students and parents. • analyzing pilot hybrid second-semester Spanish results. • analyzing results from hybrid first-semester Spanish rollout in Fall 2010.

  18. Redesign of Elementary Spanish * Godev, Vega & McCullough 18 of 18 THANKS! QUESTIONS, COMMENTS, REMARKS?

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