Transcript ENHANCING ACADEMIC (LEARNING) PRODUCTIVITY

WORKSHOP II:
Planning for Course Redesign
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Review of Workshop Homework
Innovative Course Redesign Practices
Break-out Sessions: Redesign Plans
Preparing the Final Proposal
READINESS CRITERIA
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What were we looking for
in institutional responses?
Collaborative response—
not by one person
Evidence to document
your response—not “yes”
READINESS CRITERIA
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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?
FACTORS TO CONSIDER WHEN
THINKING ABOUT HIGH IMPACT
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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
READINESS CRITERIA #1
The “Why”
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“Over the past several years, the proportion
of students earning A, B, or C has been
unacceptable. In DSPM 0700, 0800 and 0850,
the averages are 61%, 60% and 66%
respectively.”
“In fall 2006, 60% of students in basic and
developmental writing courses passed, and
54% of students in basic and developmental
reading courses passed. These numbers
suggest that the courses require continued
refinement.”
HOW MANY SUPPLIED DATA?
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2 of 6 Universities in math
5 of 13 Community Colleges in math
1 of 6 Universities in English
3 of 13 Community Colleges in English
“DSPM 0800 has just ended. The instructor
indicated that the pass rate for this course
was good and her overall experience with the
course was good.”
“We have already redesigned DSPW 0800 to
better prepare students for future English
courses.”
Do the faculty have a good
understanding of learning theory?
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“Yes, the faculty members have an excellent
understanding of learning theory. They
have an average of 15 years of teaching
experience, and they have investigated and
incorporated sound pedagogy and best
practices content development and delivery
while using technology as the enabler.”
“Classes are staffed with full-time, tenured
faculty who are experienced professionals,
well-qualified in their disciplines and in the
field of nurturing under-prepared students.”
PROBABLY MORE HONEST
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“Although students have several options for achieving
required learning outcomes, the faculty need a better
understanding of learning theory and sound pedagogy.
Professional development activities targeting the
differences between the manner in which older mature
students learn versus how younger students learn
would be beneficial.
Most of our faculty were exposed to learning theory
concepts in their own higher educational experiences
and courses, but an in-depth analysis of how various
educational models impact learning would assist
faculty in thinking from the students’ perspectives.”
LOTS OF SERVICES
LOTS OF APPROACHES
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“A Writing Lab has been available for all students
for several years; recently students have been
given access to SMARTHINKING.”
“During the last several years, we have piloted
various new approaches for alternative delivery of
courses such as the reading workshop, learning
communities, linked courses and the Flexible
Learning for Achievement and Growth Center.”
What’s the impact? How is each one different?
Why? Has it improved student success?
WHAT ABOUT TECHNOLOGY?
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National Association of Developmental
Educators (NADE) says using
“developmental” and “technology” in
the same sentence is an oxymoron.
Good news – there’s a lot of
technology use in TBR institutions.
Bad news – has it made a difference?
WHAT ABOUT TECHNOLOGY?
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“In our department we have run the gamut of
computer-based instruction. We have used
in-class computer-based instruction, online
class delivery, hybrid course delivery, and
online course homework.”
“Faculty in the department are currently using
Academic Systems, MyMathLab/MathXL,
Statdisk, WebCT, ilrn, Scientific Notebook,
Interactive Math, Excel, Geometers Sketch
Pad, SmartBoard, Mathcad, Fathom, Virtual
Manipulatives.”
WHAT ABOUT TECHNOLOGY?
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“Over the last three years we have used a
variety of software packages and/or
technology as part of our courses. Materials
we have used and/or piloted have included:
Educo, Math Zone, Plato, Geometer’s
Sketchpad; Smart CD Math Zone, Respondus
software, and MathCad. Personal response
systems . . . equation editors, graphing
calculators and publisher-provided test
resource software are used routinely by
faculty members.”
WHAT ABOUT TECHNOLOGY?
The Bottom Line
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“Even though the faculty have been
involved in a variety of cutting-edge
and innovative teaching techniques for
the past fifteen years, the success
rates of developmental math students
remain stagnant.”
Chattanooga State Technical Community College
NO BENEFIT GOING HIGH-TECH
FOR MATH AND READING
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Going high-tech doesn't lead to higher math and
reading scores, according to a federal study.
The study on the effectiveness of education
technology was released by the National Center
for Education Evaluation and Regional Assistance,
a research arm of the Education Department.
The study found achievement scores were no
higher in classrooms using reading and math
software products than in classrooms without the
new products.
REASON?
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Using technology
does not
automatically
lead to increased
student success.
It’s how you use
the technology
that leads to
increased
student success.
MISCONCEPTIONS
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“One of the goals
of the Redesign
Team is to
investigate other
materials that are
currently
available to
determine the
materials that will
work well for our
students.”
MISCONCEPTIONS
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“Currently, math faculty are being
polled to determine interest in a
homework management system such
as MyMathLab.”
“In DSPM 0800 and 0850, we currently
use MyMathLab internet-based
software as the lab/homework
component.”
MyMathLab is not a homework system!
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“Several faculty members are assigning
MyMathLab activities to students as outside-ofclass homework in classes which meet in a
traditional face-to-face format.”
“By summer 2007, faculty members will have
developed instructional CDs containing coursespecific materials for all DSPM courses; students
will receive free CD sets in each of these courses.
Faculty view these CDs simply as a supplemental
resource designed to enhance student learning.”
“Only a few faculty have actually used computerbased instruction in their classes. Despite this
lack of experience, faculty members are
committed to using computer assisted
supplemental instruction as a means of providing
our students with much needed assistance.”
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“The concept for course design will be similar
regardless of the option chosen. Supplemental
material will be modularized and computerbased.”
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“Over the past year and a half, the math faculty
has spent much time researching best practices
in developmental math. They have examined
such topics as assessment, reading in the math
classroom, math tutoring labs, active learning
strategies and technology. Results of this
research were shared and, as a group, the faculty
decided to maintain the current three hours of
lecture and to supplement classroom instruction
with mandatory lab time.”
FRESHMEN DON’T DO OPTIONAL
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“A Writing Lab has been available for all
students for several years; recently students
have been given access to SMARTHINKING,
an on-line tutoring program.”
“Faculty vary in their level of encouragement
of students to use these tools to improve
their writing skills.”
“The Academic Support Center provides peer
tutoring for students in DSP math courses as
well as students in Math 1010, Math 1530, and
Math 1710 who voluntarily request it.”
PLANNING FOR REDESIGN
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“The faculty decided to maintain the
current three hours of lecture and to
supplement classroom instruction with
mandatory lab time.”
NCAT projects do the exact opposite!
Three hours of mandatory lab time
supplemented with one hour of
classroom instruction
GOING HIGH TECH LEADS TO
HIGHER MATH SCORES
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At the U of Alabama, student success rates
went from 40% to 78%.
U of Idaho students earned more As and Bs
and fewer Ds and Fs.
At the University of Missouri-Saint Louis,
successful completion rate (grade of C or
better) increased from 63.3% to 78.4%.
In fall 2006, the final exam median at LSU was
78%, the highest ever achieved.
At Wayne State, two-thirds of those who took
the final exam passed it compared to only
about half in the traditional course.
SOME OF YOU THINK
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“Our students prefer to have an instructor
present the class material.”
“Students in developmental writing courses
tend to work better with face-to-face contact
with instructors as many need constant
feedback and positive reinforcement.”
“Nontraditional students are often
technologically challenged and prefer the
familiar environment of a traditional
classroom.”
READINESS CRITERIA
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What is the level of departmental support
for the redesign project? Are decisions
about curriculum in this department,
program or school made beyond the
individual faculty member level?
Have the course’s expected learning
outcomes and a system for measuring
their achievement been identified?
DEFINING AND MEASURING
STUDENT LEARNING OUTCOMES
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“The specific way in which course objectives
are addressed is largely determined by the
choice of course text. Textbooks are chosen
by departmental committees. These
committees solicit input from anyone in the
department who wishes to voice an opinion.
In selecting textbooks the desired course
content is discussed. The objectives of the
course are considered and specific textbook
content is selected to correspond to the
objectives. So, for example, all sections of
Math 1530 are taught using the same textbook
and cover basically the same topics.”
DEFINING AND MEASURING
STUDENT LEARNING OUTCOMES
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“For each course, learning outcomes and
course objectives were identified in a
general way when the courses were
submitted to TBR for inclusion in the general
education core. These course objectives
appear on the course syllabi.
However, a system for measuring their
achievement has not been identified.
Of course, every instructor has an individual
syllabus for each class. He/she creates and
grades all assessments done in the class.
No across-the-board assessment tool has
been created.”
DEFINING AND MEASURING
STUDENT LEARNING OUTCOMES
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“A common syllabus is in use.
The same textbook is used for all
sections of both DSPM 0800 and
0850.
A common final exam is developed
with input from everyone who
teaches the course.”
DEFINING AND MEASURING
STUDENT LEARNING OUTCOMES
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“Each course is assigned to a full-time faculty member
who serves as Course Coordinator who
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assures that all course documents (syllabus, departmental
comprehensive final exam, etc.) are maintained;
solicits regular feedback from faculty teaching the course;
serve as a liaison for adjunct faculty teaching the course;
prepares a draft comprehensive final exam and solicits input
from all faculty prior to publishing the final exam;
maintains and distributes the semester course packet of
materials and resources for use by adjunct faculty and new or
new-to-the-course full time faculty.
All adjunct and full-time faculty use the departmental
syllabus, course objectives, textbook and final exam
so course drift is minimized.”
CONTRADICTION?
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“Collaboration among the faculty is exemplified
through the use of departmental exams. Unit tests
and final exams are developed within the
developmental studies sub-committee and are
under constant revision by the department as a
whole. All faculty members are encouraged to give
input regarding the tests.”
“While some faculty members do prefer to write
their own tests and assessments, they base their
individual versions on the departmental versions.”
“Presently, the department does not have a system
in place to assess student learning outcomes.”
ASSESSING LEARNING
OUTCOMES
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“ACT and COMPASS
sub-scores in
mathematics are used to
determine which
students lack the
necessary skills for
success in universitylevel mathematics
courses.”
Why not use them as
common exit exams?
MISUNDERSTANDINGS
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“Curricular decisions should come from within the
department rather than being imposed upon the
department. However, if a redesign model is
chosen which the department supports from a
pedagogical standpoint, the history of the
department would indicate that cooperation with
university administrators will be no problem.”
“If, as has been suggested, the reading course is
integrated into the writing component of
developmental courses, a curriculum change will
be required.”
“Any changes will impact curriculum, but until the
changes are known, the impact will be uncertain.”
WHAT ARE WE TRYING TO DO?
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Approximately 60% of
freshmen are enrolled in a
DSPM course.
Only 47% of these students
are successful (grade of A-C).
As a result, most DSPM
students remain in the
program additional semesters,
delaying their enrollment in
college-level mathematics.
Also, DSPM courses are
intended to provide students
with skills needed in other
areas (business, chemistry,
physics, biology and
engineering.)
Therefore, lack of student
success in DSPM has impact
across the college.
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It is clear that the DSPM
courses are not meeting
the needs of the majority
of our students and that
redesigning the DSPM
program is needed to
address this issue.
The goals of the redesign
are to improve student
learning and significantly
increase the number of
successful students,
allowing them to make
progress towards their
educational and career
goals.”
Pellissippi STCC
COMMERCIAL MATERIALS
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There is not a large existing body of technology-based
curricular materials or assessment instruments in reading.
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All full-time DSPR faculty members currently incorporate
some form of computer-based instruction in existing
sections. There is a large, available body of technologybased curricular material in reading and study skills
instruction . . . from several publishers, including
Townsend Press, Addison-Wesley, McGraw-Hill, and
Jamestown Publishers.
Computer-based instruction is the cornerstone of the
existing reading program.
SEQUENCE VS. COURSE
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“The course chosen for redesign is
Intermediate Algebra.’
“This document pertains to three courses from
which one would be chosen. It has not yet
been determined which of these three courses
would be the subject of the redesign.”
“For its next effort toward redesign, the
Mathematics Division is discussing combining
DSPM 0850 and MATH 1630. Content in these
two courses overlap; thus, we believe they are
good candidates for combining.
MODULARIZATION
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“The redesign process should take into
consideration the large and diverse student
population which we serve with DSP Math.
Of particular note is the large number of
students taking these courses and the wide
range of ACT math sub-scores of students in
this population.
The best redesign plan would consider the
academic needs of this population and reflect
instructional methods which would enhance
the learning experience for the students at
each extreme and in the middle.”
MODULARIZATION
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“Currently, all students spend the same amount of
class time working on course elements.
It does not allow for variances in skills areas or
learning differences.
Modularizing these courses will target skills areas
for each student, thus speeding up student
learning (theoretically.)
Students will participate in self-paced learning that
gives more time to deficient skills and less time to
those skills at which they are already competent.”
MODULARIZATION
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“Currently, DSPR sections receive whole-class
instruction in a self-contained classroom.
Modular redesign using a diagnostic/prescriptive
approach could allow us to focus on needs of
individual learners, resulting in more rapid
student progress and numerous early exits.
We currently lose some capable students who are
held back by the less capable ones, and we lose
some of our less capable students because they
cannot keep up with the rest of the class.
Course redesign could eliminate both problems.”
ACCELERATION
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“Redesigning the courses into modules should
allow more students to move through the
curriculum at a faster pace. Students could finish
both courses in one semester if they can
successfully complete the modules in that time
period. This should decrease the average length of
time a student spends enrolled in DSPM courses.”
“Modularization will allow students to reduce the
total time required to complete developmental
math and assist the college to meet increasing
enrollment demands with limited resources by
providing a more efficient means of preparing for
college-level coursework.”
QUALITY AND COST
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“If reading and writing sections are combined
and class size is increased, using the
Replacement Model for the method of delivery
will decrease the number of sections per
course by approximately 50% per year.
A reduction in the number of sections will
result in a decrease in the number of adjuncts
used in each course each year.
Therefore, cost will decrease significantly,
and the quality of instruction will be improved
by allowing most of the courses to be taught
by full-time faculty.”
QUALITY AND COST
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“Redesigning the course so that students spend 3
hours per week in a classroom and 2 hours per
week in a technology-based lab staffed by graduate
students (vs. 5 hours in a classroom) would have a
number of positive effects:
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With each section contributing 3 rather than 5 hours to the
teaching load, the 3 dedicated instructors could teach
additional sections, a move that would result in a cost
saving equivalent to the salary of 1 to 1½ full-time
instructors;
Instructors who lack experience teaching developmental
writing would no longer be assigned to the course;
The department could build its graduate program by
offering assistant-to-the-instructor positions to graduate
students who lack the 18 hours required to teach.”
QUALITY AND COST
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“Because the number of students enrolled in
DSPW 0700 is substantially lower than the
number enrolled in DSPW 0800, we have
begun to examine the possibility of
redesigning these two courses by fusing them
together into a combination course.
This would reduce the number of instructors
needed to teach and enable students to
improve and move more quickly in the writing
sequence.
In our reading sequence, the situation is much
the same as it is with writing.”
SUMMARY
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Importance of data to
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It’s not the technology – it’s how its used
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Freshmen don’t do optional
Limitations of the supplemental approach
Importance of good assessment
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Support assertions
Make decisions
Understand what works and what doesn’t
Grades vs. outcomes
ACT as a pre- and post-test
Cost reduction as well as quality improvement