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Introductory Statistics, 1999-2009: A Decade of Innovation and Course Redesign

Introductory Statistics, 1999-2009: A Decade of Innovation and Course Redesign. John T. Harwood Teaching and Learning with Technology Information Technology Services Penn State. A Word about Penn State.

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Introductory Statistics, 1999-2009: A Decade of Innovation and Course Redesign

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  1. Introductory Statistics, 1999-2009: A Decade of Innovation and Course Redesign John T. HarwoodTeaching and Learning with Technology Information Technology Services Penn State

  2. A Word about Penn State • Penn State is large (~90K students, 6K faculty, and 15K staff) @ 24 campuses ranging from 700 students to 42K students • Increasing % of classes taught by TA’s and fixed-term or part-time faculty • Highest tuition of any public University (~$13K for in-state students in 2008-09) • Lots of intro and Gen Ed courses with high DFW rates and attrition at some campuses

  3. Stat 200, Then and Now • Enrollment today is larger than in 2001 • 1,600 fall; 1,300 spring; 600 summer • Required by ~40 majors • Our redesign is the “substitution” model • Redesign began before we had a course management system, so we had to write one. Now we use ANGEL – big PLUS! • Redesign requires TEAMS to be sustainable

  4. Stat 200, Then and Now • Traditional design = 3 lectures and 1 “recitation” section • New model (2001) = 1-2 lectures + “readiness assessment tests” (RATS) and online activities • Newer model (2007) = 2 lectures and 2 “labs” • Newest model is completely online • Same course, same standards, similar results

  5. Stat 200, Then and Now • Stat 200 continues to innovate • Efficient use of ANGEL quizzes • High-stakes testing = more time for teaching • “Clickers” provide additional feedback • Huge classes seem small • Stat 200 now has an online version – same results • Cost savings remain about $150K per year (reduction in # of TA’s)

  6. Stat 200, Then and Now • The “models” remains intact • Fewer lectures lead to more active learning • Lots of time-on-task (weekly lab exercises, homework, and 2 quizzes) • 93-98% of the students complete the assigned quizzes and homework (=mastery learning) • Costs do not increase w/enrollments • New faculty embrace the model(s)

  7. Stat 200, Then and Now Traditional, 2000 Redesign, Spring 2008 DWF=6% • DWF = 12%

  8. Comparison with Traditional vs Redesign in Math 21 (Fall ‘08)Final Grades

  9. A Redesigned Introductory Stat Course Spawned Other Redesigns • Stat 200 (NCAT), 1999-2001 • Biology 110 (Mellon Foundation), 2000 • Spanish 1-3 (Textbook publisher), 2002 • So why not fund the redesigns ourselves — the PSU “Blended Learning Initiative” • ~30 undergraduate courses

  10. A Word from JoePa about Redesign: Keep on Plugging Away! • Our football coach is our biggest support of our University Library

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