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WFI10_Jarmon_PM

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Slides from the workshop moderated by Carolyn Jarmon at the 2010 Winter Faculty Institute. University of Delaware, Jan 5, 2010.

Slides from the workshop moderated by Carolyn Jarmon at the 2010 Winter Faculty Institute. University of Delaware, Jan 5, 2010.

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Transcript

  • 1. REDESIGNING STUDENTLEARNING ENVIRONMENTS
  • 2. TODAY’S DISCUSSION Getting Started Principles of Course Redesign Readiness Criteria
  • 3. A STREAMLINED REDESIGN METHODOLOGY“A Menu of Redesign Options”• Five Models for Course Redesign• Five Principles of Successful Course Redesign• Cost Reduction Strategies• Course Planning Tool• Course Structure Form• Five Models for Assessing Student Learning• Five Critical Implementation Issues• Planning Checklist
  • 4. QUESTIONS TO CONSIDER• What are the obstacles to starting a large- scale course redesign in your department?• What issues do you need to consider?• What evidence would you need to overcome the obstacles?• What information do you need to gather? Where might it come from?• What process, if any, might help overcome the obstacles?
  • 5. WHAT IS THE MOST IMPORTANTTHING THAT WE HAVE LEARNED ABOUT QUALITY AND COST? The factors that lead to increased student learning and increased student retention are the same as those that lead to reduced instructional costs!
  • 6. FIVE PRINCIPLES OF SUCCESSFUL COURSE REDESIGN#1: Redesign the whole course – Quality: Eliminate “course drift”; greater course coherence and quality control – Cost: Eliminate duplicate effort; create opportunities for alternate staffing
  • 7. FIVE PRINCIPLES OFSUCCESSFUL COURSE REDESIGN#2: Encourage active learning – Quality: “Learning is not a spectator sport.” – Cost: Reduce faculty preparation and presentation time; reduce grading time (e.g., interactive software, peer learning teams)
  • 8. FIVE PRINCIPLES OF SUCCESSFUL COURSE REDESIGN#3: Provide students with individualized assistance – Quality: Students get help when they are “stuck” and stay on task rather than giving up: software tutorials, F2F in labs or help rooms, “beep a tutor,” SMARTHINKING – Cost: Apply the right level of human intervention: peer tutors, course assistants
  • 9. FIVE PRINCIPLES OFSUCCESSFUL COURSE REDESIGN#4: Build in ongoing assessment and prompt (automated) feedback – Quality: Enables practice, diagnostic feedback, focused time on task – Cost: Good pedagogy with large numbers of students; individual and group assessment; faculty spend time on what students don’t understand
  • 10. FIVE PRINCIPLES OFSUCCESSFUL COURSE REDESIGN#5: Ensure sufficient time on task and monitor student progress – Quality: Self-pacing vs. milestones for completion; points for engagement – Cost: Course management systems can reduce costs while increasing oversight
  • 11. READINESS CRITERIA• What does it mean to be “ready” to do a major course redesign?• Is your institution ready?• Which courses are “ready”—i.e., are good candidates for a comprehensive redesign?
  • 12. READINESS CRITERION #1 Course Choice• What impact would redesigning the course have on the curriculum, on students and on the institution—i.e., why do you want to redesign this course?
  • 13. FACTORS TO CONSIDER WHENTHINKING ABOUT HIGH IMPACT• High drop-failure-withdrawal rates• Student performance in subsequent courses• Students on waiting lists• Student complaints• Other departmental complaints• Lack of consistency in multiple sections• Difficulty finding qualified adjuncts
  • 14. READINESS CRITERION #2 Redesign Model• Which redesign model do you think would be most appropriate for your redesign? Why?• What aspects fit your particular discipline and your particular students?
  • 15. READINESS CRITERION #3 Assessment Plan• Which assessment model do you think would be most appropriate for your redesign? Why?
  • 16. ASSESSMENT GOALTo establish the degree to which improvedlearning has been achieved as a result of the course redesign.
  • 17. ASSESSMENT PLANNINGStep 1. Establish the method of obtaining data.Step 2. Choose the measurement method.
  • 18. ESTABLISH THE METHOD OF OBTAINING DATA• Baseline “Before” (traditional) and “After” (redesign)• Parallel Sections – Compare traditional sections and redesigned sections
  • 19. CHOOSE THE MEASUREMENT METHOD: FIVE MODELSA. Comparisons of Final ExamsB. Comparisons of Common Content Items Selected from ExamsC. Comparisons of Pre- and Post- TestsD. Comparisons of Student Work using Common RubricsE. Comparisons of Course Grades using Common Criteria
  • 20. READINESS CRITERION #4 Cost Savings Plan• Which cost savings strategy do you think would be most appropriate for your redesign? Why?
  • 21. COST SAVINGS GOALCreate cost savings that can be used to sustain ongoing redesign, to fundfuture operations and to free up resources for program and/orinstitutional priorities.
  • 22. WHAT’S YOUR ENROLLMENT SITUATION?• Is your enrollment growing or projected to grow?• Is your enrollment stable or declining?
  • 23. ACCOMMODATE ENROLLMENT GROWTH• Increase the number of sections.• Increase the section size.• Change the mix of personnel teaching the course. Mix and match for greater savings!
  • 24. U OF TENNESSEE Spanish Traditional Redesign• 57 sections (~27) • 38 sections (~54)• Adjuncts + 6 TAs • Instructor-TA pairs• 100% in class • 50% in class, 50% online• $167,074 • $56,838 ($1496/section) ($2931/section) • 2052 students @ $28• 1529 students @ $109
  • 25. STABLE COURSE ENROLLMENT• Reduce the number of sections and increase the section size. (Reduce the number teaching the course.)• Reduce the number of graduate teaching assistants (Only 9 of 30 projects!)• Change the mix of personnel teaching the course (Adjuncts, undergraduate learning assistants.) Mix and match for greater savings!
  • 26. THE MATH EMPORIUMat Virginia Tech Traditional Redesign • 38 sections (~40) • 1 section (~1520) • 10 tenured faculty, 13 • 1 instructor, grad & instructors, 15 GTAs undergrad TAs + 2 tech • 2 hours per week support staff • $91 cost-per-student • 24*7 in open lab • $21 cost-per-student
  • 27. READINESS CRITERION #5 Learning Materials• Are the faculty able and willing to incorporate existing curricular materials in order to focus work on redesign issues rather than materials creation?
  • 28. READINESS CRITERION #6 Active Learning• Do the faculty members have an understanding of and some experience with integrating elements of computer-based instruction into existing courses?
  • 29. READINESS CRITERION #7 Collective Commitment• Describe the members of your team, the skills they bring to the project and what their roles will be in both the planning and implementation phases of the project.
  • 30. NCAT PLANNING RESOURCEShttp://www.thencat.org/R2R/R2R_Planning_Resources .htm
  • 31. REDESIGNING STUDENTLEARNING ENVIRONMENTS Carolyn Jarmon, Ph.D. cjarmon@theNCAT.org www.theNCAT.org

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