幻灯片 1 - American Association of State Colleges and ...
Course Redesign: A Way To Improve Student Success and Faculty Productivity Tammy Muhs General Education Program Mathematics Coordinator University of Central Florida NCAT Redesign Scholar About UCF: University of Central Florida Metropolitan university 56,235 students (expected to reach
59,000+ in fall 2011) 2nd largest university in U.S. College Algebra: Annual enrollments 4000+ students Issues with course drift due to the many differe nt instructors Large lectures - 384 students per class (3 hours lecture, 1 hour recitation) Independent sections-49 students per clas s (3 hours lecture) Mixed mode sections -21 students per clas s (1 hour lecture with online component)
Withdrawal rate more than double traditional, lo wer success rate, lower cost, less space Motivation to Redesign Coll ege Algebra: Success Rates: Pass rates were down, w ithdrawal rates were up Space: Too many students, not enough classrooms Budget: We needed to do more, with les s National Center for Academ ic Transformation (NCAT):
UCF Goal Fix College Algebra NCAT Goal - Increase learning outcomes and success rates while decreasing cost Received the NCAT Grant in Spring 2008 Grant actually cost us money-we received knowl edge Create a student-centered learning environment
Cost Reduction: Change the mix and number of faculty te aching the course Combine smaller sections into one larger section 1 50 2 5 50
50 3 6 50 50 4 7 50
50 1 350 Productivity Improvement: Coordinate all sections of the same course b y using a Course Coordinator Benefits Remove redundancy resulting in improved produc tivity Prevent course drift resulting in consistency in cou rse content
Drawbacks Faculty buy in Weak Coordinator may result in many sections wit h issues as opposed to a single or couple of secti ons NCAT Redesign Models: Emporium (Lab) Model*** Replacement (Hybrid) Model*** Fully Online Model Supplemental Model Buffet Model ***Typically produces the best results in terms of student le
arning and cost for Mathematics courses Borrowed Space for Pilot: Face to Face Class Hour: Students spend one hour in class Review concepts from the previous week Highlight upcoming material Receive administrative information Classroom Response System (iClicker) is used to keep students engaged MALL Hours:
Students spend a required three hour s in the Mathematics Assistance and Learning Lab (MALL) Online hw and quiz assignments are com pleted for the most part in the lab Proctored environment MALL staff provide on-demand assistance for students Online Testing: Testing is completed online in a proctor ed environment using a password syste m Immediate feedback
Free response questions or multiple choic e Challenge week ADA time accommodation adjustments Integrity violations almost non-existent Cost savings MALL Staffing: Faculty Peer tutors Undergraduate and graduate mathematics s tudents Graduate Teaching Assistants All are required to complete assignments Become test proctors during testing wee ks
Complete training about 14 hours a sem ester College Reading & Learning Association International Tutor Program Certification Course Redesign Improved Succ ess Rates: 74% 51% 50% Percentage of Students Earning a C or Higher
35% Fa Fa Fa Fa Cost Savings: Actual dollar savings
Capacity to serve more students in the sam e space Reduction in repeated course attempts Ways to Spend the Saving s: Course improvement or redesign Offering additional courses Serving more students Distance learning sections Reduction in teaching load Training
Balance the budget Presidents Class Size Initiative (PCSI): Renovated Space for the Mathematics Assist ance and Learning Lab (MALL) Provides funding for six faculty members co mmitted to improving learning in General E ducation Program Mathematics
Provides funding for peer tutors and MALL e xpenses Mathematics Assistance and Learning Lab (MALL): From Renovation to Completion Phase I - 95 computers (Spring 2010) Phase II - 100 computers (Summer 2010) Phase III - 120 computers (Spring 2011) PCSI-Small Within Large: Students register in sections of 19 stu
dents Creates a learning community In-class community Virtual community Between 15 and 18 of these 19 studen t sections meet together, at the same time, in a large lecture hall one hour e ach week Mentors and Progress Monitorin g: Top GTAs are called Mentors Meet with teaching team weekly
Communicate with students Hold seminars and test reviews Help with classroom management Progress Monitoring Students Progress is monitored weekly Faculty meet with at risk students Students receive weekly feedback via email Communication has been shown to have an important role in learning and understanding mathematics (Knu th & Peressini, 2001)
Historical Success Rate: 78% 79% 74% Percentage of Students Earning a C or Higher 51% 50% 35% Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010
P e r c e n ta g e o f S tu d e n ts C o r H ig h e r Student Success Rate 75.30% 78.40% 72.30% 61.50% Final Exam Scores: Summer 2009 Course Traditional
Grade Section n=226 Distribution students A B A&B 11.9% 26.1% 38.0% Summer 2009 Redesigned Sections n=162
students 20.4% 36.4% 56.8% Fall 2009 Traditional Sections n=851 students 28.7% 26.8% 55.5% Fall 2009
Redesigned Sections n=1174 students 27.7% 33.7% 61.4% Instructional Interaction: Anonymous student surveys in fall 2009 wit h similar results in fall 2010
90.79% of the students felt the redesigned c ourse offered at least as much instructional interaction as their other courses 60.97% indicated that there was considerab ly more interaction when compared to their other courses Results and Course Offerin gs: Producing favorable results
Active learning has been shown to be a n effective method of improving learnin g outcomes (Prince, 2004, Twigg, 2003) Increased course offerings Intermediate Algebra fall 2010 Precalculus spring 2011 Trigonometry fall 2011 Next Generation Learning Chall enges (NGLC): AASCU and UCF Grant
Working with 20 collaborating institutions Blended Learning Course Redesigns Math, English, and Other courses Math Component of NGLC:
Supported Math Course is College Algeb ra Other courses include Intermediate Algeb ra, Precalculus, and Basic Math Course delivery fall 2011 or spring 2012 Resources Available: Two group math training sessions are schedul ed
Coursesites Template course for a model Actual course with homework and assessmen ts that can be copied and modified Institution will schedule an initial consultation to review and discuss their particular needs Additional Resources:
Ongoing discussion throughout the duration of the project Opportunity to submit course deliverables t o receive feedback prior to and during the d elivery of the redesigned course Generic training to adapt an existing curricu lum to a blended learning format considerin g established effective practices Questions:
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