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Ohio Semesters Summit

This session explores the benefits and methods of course redesign for semester-based education, including 3-to-2 sequences, bridge courses, and implications for distance learning. Presenters from various institutions share their expertise and practical strategies.

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Ohio Semesters Summit

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Presentation Transcript

  1. Ohio Semesters Summit Pedagogy I: Semester-based Opportunities for Course Redesign The Ohio State University October 25, 2010

  2. Presenters/facilitators: • Murray Brunton, Professor, Central Ohio Technical College • Wayne Hall, Vice Provost for Faculty Development, University of Cincinnati • Kathryn M. Plank, Associate Director, University Center for the Advancement of Teaching, The Ohio State University • Kim Salyers, Director of the Physical Therapist Assistant Program, Washington State Community College • Amiee Wagner, Assistant Professor, Central Ohio Technical College • Bruce Weaver, Director of the Center for Academic Success, Central Ohio Technical College

  3. Overview of our session: • 3-to-2 sequences • Opportunities for course redesign via course objectives • Bridge courses • Implications for distance learning (throughout) • Discussion, discussion, discussion

  4. 3-to-2 sequences • Amiee Wagner, Assistant Professor, Central Ohio Technical College

  5. Pedagogy I: 3-2 Conversion • 3-2 Conversion • 3 quarter sequence to 2 semester sequence Physics I Physics I Physics II Physics III Physics II

  6. Pedagogy I: 3-2 Conversion Where do you split the 2nd quarter material? • Use: • TAG • OTM • Content continuity • You will most likely need to redesign course (at least a little bit).

  7. Pedagogy I: 3-2 Conversion How do you deal with the transition? • One Idea: Look at your year-long “content package” • Module 1-1 (Quarter – Semester) • Module 2-1 • Module 2-2 • Module 3-2

  8. Opportunities in Revising Courses • Kim SalyersDirector of the Physical Therapist Assistant ProgramWashington State Community College • Kathryn PlankAssociate Director, University Center for the Advancement of TeachingThe Ohio State University

  9. Creating Course Objectives • Each objective should be phrased to complete the sentence, "Upon successful completion of the course, the student should be able to:“ • Objectives should be phrased in terms of measurable skills or behaviors

  10. Linking your Objectives To General Education Goals • There should be a clear relationship between the course objectives and the General Education Goals at your institution To Assessment Methods • The evaluation methods should indicate how achievement of the course objectives will be measured. • Include specific reference to any types of evaluation that must be included as a part of the course.

  11. Education Goals and Assessment • When you look at the course syllabus, hopefully you see: • What should the student be able to do based on what you are teaching? • How do you know that the student can do what you want them to do? • How do you know that the student is meeting college wide educational goals?

  12. Helpful tools • Verbs for Objectives handout • Course Design Institutes

  13. Course Design Institutes To help faculty prepare for quarters-to-semester conversion, we are offering multiple course/curriculum design institutes • 5 days long • 12 participants in each institute • Interactive, hands-on sessions based on the principle of backwards design • Participants complete individual portfolios of their planning materials

  14. Course Design Wiki

  15. Course Design Wiki

  16. Sample Feedback • Some of my goals were “underground,” hidden even from me. It was helpful to bring them out into the open. • Importance of aligning course objectives with what you teach/assess • Breaking the pieces down into course goals, outcomes, activities, etc. And then having to put them back together with connections is great! • The structure of this course actually makes course design easier and I think the quality of my course will be better—more interactive. • The passion and commitment of my colleagues. I have started to enjoy the course design process when I used to be doubting.

  17. Bridge Courses • Wayne Hall, Vice Provost for Faculty Development, University of Cincinnati

  18. Getting students (and faculty) from here to there: • Temporary and transitional assist • Students might add in midstream • Online format to provide remedial pathways • Bridge as pilot for more enduring course structures • Bridging summer 2012 • Audit to determine the need for bridges in 2011-12

  19. Questions? Comments? Suggestions?

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