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Getting Started on Course Redesign Jennifer L. Hearne, Ph.D. Baltimore, Maryland January 25, 2011

Getting Started on Course Redesign Jennifer L. Hearne, Ph.D. Baltimore, Maryland January 25, 2011. Overview. NCAT & MCRI www.thencat.org Institutional & Course Readiness UMES Team & Principles of Chemistry I Efficiency and Effectiveness Strategies Key Aspects Assessment

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Getting Started on Course Redesign Jennifer L. Hearne, Ph.D. Baltimore, Maryland January 25, 2011

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  1. Getting Started on Course RedesignJennifer L. Hearne, Ph.D.Baltimore, MarylandJanuary 25, 2011

  2. Overview • NCAT & MCRI • www.thencat.org • Institutional & Course Readiness • UMES Team & Principles of Chemistry I • Efficiency and Effectiveness Strategies • Key Aspects • Assessment • Implementation Issues • Motivational Factors

  3. NCAT & MCRI Goals of the MCRI • Adopt new ways to improve student learning outcomes • Demonstrate these improvements through rigorous assessment • Reduce institutional costs • Release instructional resources for other purposes • Develop the internal capacity of USM Faculty and Staff to continue the redesign process

  4. Institutional Readiness Does your institution want to control or reduce costs? Does your institution want to increase productivity? • Academic productivity of students • Academic course offerings • Scholarly activity of faculty

  5. COURSE READINESS • High drop-failure-withdrawal rates • Poor student performance in subsequent courses • Creates a bottleneck • Student & Departmental complaints • Course drift -> Inconsistent learning outcomes • Difficulty finding qualified personnel

  6. UMES & MCRI University of Maryland Eastern Shore Thelma B. Thompson, Ph.D., President Charles Williams, Ph.D., Vice President for Academic Affairs MCRI Team at UMES Yan Y. Waguespack, Ph.D. Joseph M. Okoh, Ph.D. Gladys G. Shelton, Ph.D Charles Williams, Ph.D. Amelia G. Potter James R. Hayes University System of Maryland

  7. Principles of Chemistry I Population • Caters to science and health professions students • 20% of freshman class • 73% Freshman • 6% nontraditional Goals • Basic atomic and molecular theory • Nomenclature • Reaction stoichiometry • Gas laws

  8. Principles of Chemistry I Academic Issues • Inconsistent knowledge of incoming students • 55% student retention rate • Lack of coordination among the professors teaching the sections of the course leading to course drift and inconsistent learning outcomes

  9. NCAT REPLACEMENT MODEL • Replaces in-class time with online, interactive learning activities • May keep remaining in-class activities the same or may make significant changes • May schedule out-of-class activities in computer lab or totally online so that students can participate anytime, anywhere

  10. Key Aspects of Redesign Infusion of technology components Use of integrated staffing Offering of individualized, active assistance Restructure the course

  11. Redesign Strategy NCAT Principle #1: Redesign the whole course. • Restructure the course - Chemistry 111E Results • Eliminates course drift • Eliminates duplication of effort • Creates opportunities for integrated staffing • Reduced faculty preparation and presentation time

  12. REDESIGN STRATEGY NCAT Principle #2: Encourage active learning. • Incorporate technology-based exercises • Recitation or PBL sessions Results • Student learning and interaction with materials/each other • Reduced faculty preparation and presentation time • Reduced grading time

  13. REDESIGN Strategy NCAT Principle #3: Provide students with individualized assistance. • Dedicated Computer Lab • Integrated Staffing: Undergraduate Learning Assistants (ULAs) and Learning Assistants (LAs) • Recitation Results • Students are provided with help when they need it (electronic or human intervention).

  14. REDESIGN STRATEGY NCAT Principle #4: Build in ongoing assessment and prompt (automatic) feedback. • Technology-based program • Hints • Provides solutions • Instantaneous grading • Cumulative grade postings Results • Enables practice • Provides diagnostic feedback for focused time on task

  15. REDESIGN STRATEGY Principle #5: Ensure time on task and monitor student progress. • Web-based program/technology • Classroom management system implementation • ULAs/LA monitor students’ time-on-task Results • Milestone-learning

  16. KEY ASPECTS OF REDESIGN Infusion of technology components Integrated staffing Individualized, active assistance Restructure the course

  17. INFUSION OF TECHNOLOGY Blackboard CengageNOW http://login.cengage.com/sso// • Tutorials and exercises that can be repeated in an attempt to earn a perfect score • Hints/Answers -> Instantaneous grading • Grade management • Monitors time-on-task Establishment of a Chemistry Computer Lab

  18. INDIVIDUALIZED ASSISTANCE & INTEGRATED STAFFING • ULAs and LA • monitor students’ time-on-task in computer lab • Offer on-demand assistance • Cumulative grade posted every Monday • Office door/Blackboard • CengageNOW grade available in student account • Call or text from 8AM-9PM

  19. RESTRUCTURED CHEMISTRY 111

  20. ASSESSMENT • Choose the measurement method • Use of historical data • Parallel offering of Traditional and Pilot Section of Redesigned Course • Minimize differences between the student populations in the traditional and Pilot Section offerings • Use the same measures and procedures to collect the data for the Pilot and Full Implementation

  21. SUCCESS OF STUDENTS

  22. In comparison to students enrolled in the Traditional course section, Pilot course section students were: 7.4% more likely to earn the grade of A, B or C in Principles of Chemistry II (Chemistry 112)

  23. COST ASSESSMENT

  24. WHAT HAPPENS TO THE SAVINGS? • Stay in department for continuous course improvement and/or redesign • BIOL111 • CHEM112 • Provide a greater range of offerings at upper division or graduate level • Accommodate greater numbers of students with same resources • Stay in department to reduce teaching load and provide more time for research

  25. IMPLEMENTATION ISSUES • Faculty perspectives • Technology • Administrative issues • Scheduling • Teaching load

  26. MOTIVATIONAL FACTORS • Professional Development Opportunities • Publications • Presentations • Publicity • Increased opportunity to work directly with students who need help • Reduced time spent on grading • Ability to try different approaches to meet different student needs • Opportunity for continuous improvement of materials and approaches

  27. ACKNOWLEDGEMENTS NCAT – Carolyn Jarmon and Carol Twigg USM – Don Spicer, Nancy Shapiro and Stan Jakubik UMES –Team, Administration, ULAs and LAs, MARC U*STAR and MBRS RISE Programs Contact: JLHearne@umes.edu

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