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LBST 2214 Issues in Health and Quality of Life

Symposium Faculty Success in Redesigning Large Courses at UNC Charlotte February 17, 2012. Redesign of. LBST 2214 Issues in Health and Quality of Life. CHHS Team. David Langford Matt Belles Pilar Zuber Mike Moore Julie Padilla Trudy Moore-Harrison Karen Schmaling (Former Dean CHHS).

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LBST 2214 Issues in Health and Quality of Life

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  1. SymposiumFaculty Success in RedesigningLarge Courses at UNC CharlotteFebruary 17, 2012 Redesign of LBST 2214 Issues in Health and Quality of Life

  2. CHHS Team David LangfordMatt BellesPilar Zuber Mike Moore Julie PadillaTrudy Moore-Harrison Karen Schmaling(Former Dean CHHS)

  3. Goals of Redesign • Reduce cost/resources • Reduce part-time faculty needs • Better utilization of classrooms • Respond to freshman initiative • Increase retention and success of students • More full-time faculty in touch with freshman • Increase student engagement Students giving grouppresentation in seminar

  4. Goals for Redesign (cont) • CHHS Goals • Introduce Freshman and Sophomore students to faculty and health as a discipline of study • Create consistency across multiple sections • Create a scalable course that can change with needs • Started redesign process summer 2009, offered redesigned course 1st time spring 2010 Debate as the final exam

  5. LBST 2214 Redesign Before After • Taught in 10 sections of 65-80 students each • Auditorium/lecture format • Department/PT Faculty • Taught in 5 large group sections of 200 students each • Combined large class with seminars • College/Team Sloan-C Blended Learning Conference March 26-29

  6. The Course After redesign • Each large section subdivided into5 seminars of 40 students • 1 seminar /section taught online • Taught by 3 F/T faculty and11 graduate TAs • CHHS Learning Communityincluded in one section • Weekly resource room hours Large class instruction

  7. Cost Savings • Save $24,000 - $35,000/yr in part-time salaries • Allows net increase in paid assistantships for graduate students • Reduces demand on larger classrooms that seat 80-100 students Students working in seminar groups

  8. Student Retention and Success • Campus LBST 2214 % DWF (includes 2 sec outside CHHS) • Spring 2009 11% (before redesign) • Fall 2009 12% (before redesign) • Spring 2010 10% (after redesign) • Fall 2010 11% (after redesign) • At midterm D and F students identified • AM Class: About 13% D/F at midterm 6% at final (f10, sp11) • PM Class: About 25% D/F at midterm 9% at final (f10, sp11)Note: Fall 2011AM class D/F 21% midterm to 2% final PM class D/F 23% midterm to 7% final

  9. Successes • Course provides a positive learning environment for up to 1000 students/semester • Tremendous administrative support • Effective Teamwork (faculty and TAs) • Met original goals • Resource conservation • Scalable class to accommodate increasing enrollments • Increased opportunities for student interaction • Good model for addressing midterm student success

  10. Ongoing Challenges • Interviewing/hiring TAs in summer challenge to 9-mo faculty • Originally planned for 1 faculty to be course coordinator but never realized • Managing volume of studentsand student-related issues • Logistics of virtual and physical classrooms Large class instruction

  11. Next steps • Increase use of online options • 20% interested in online options • Continue innovative student engagement strategies • Create more online materials e.g. “student point of view” videos • Simplify and Automate Resource room with TA availableto assist students

  12. Thank you Questions

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