Transcript 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
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University of Central Florida
• Metropolitan university
• 56,235 students (expected to reach
59,000+ in fall 2011)
• 2nd largest university in U.S.
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Annual enrollments – 4000+ students
◦ Issues with course drift due to the many different
instructors
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Large lectures - 384 students per class (3
hours lecture, 1 hour recitation)
Independent sections-49 students per class
(3 hours lecture)
Mixed mode sections -21 students per class
(1 hour lecture with online component)
◦ Withdrawal rate more than double traditional,
lower success rate, lower cost, less space
• Success Rates: Pass rates were down,
withdrawal rates were up
• Space: Too many students, not
enough classrooms
• Budget: We needed to do more, with
less
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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 knowledge
◦ Create a student-centered learning environment
• Change the mix and number of faculty
teaching 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
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Coordinate all sections of the same course by
using a Course Coordinator
Benefits
◦ Remove redundancy resulting in improved
productivity
◦ Prevent course drift resulting in consistency in
course content
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Drawbacks
◦ Faculty buy in
◦ Weak Coordinator may result in many sections with
issues as opposed to a single or couple of sections
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Emporium (Lab) Model***
Replacement (Hybrid) Model***
Fully Online Model
Supplemental Model
Buffet Model
***Typically produces the best results in terms of student
learning and cost for Mathematics courses
 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
Students spend a required three hours
in the Mathematics Assistance and
Learning Lab (MALL)
• Online hw and quiz assignments are
completed for the most part in the lab
• Proctored environment
• MALL staff provide on-demand assistance
for students
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Testing is completed online in a
proctored environment using a password
system
◦ Immediate feedback
◦ Free response questions or multiple
choice
◦ Challenge week
◦ ADA time accommodation adjustments
◦ Integrity violations almost non-existent
◦ Cost savings
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Faculty
Peer tutors
Undergraduate and graduate mathematics
students
Graduate Teaching Assistants
◦ All are required to complete assignments
◦ Become test proctors during testing weeks
◦ Complete training about 14 hours a
semester
 College Reading & Learning Association International
Tutor Program Certification
74%
51%
50%
Percentage
of Students
35%
Earning a C
or Higher
Fall 2005 Fall 2006 Fall 2007 Fall 2008
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Actual dollar savings
Capacity to serve more students in the same
space
Reduction in repeated course attempts
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Course improvement or redesign
Offering additional courses
Serving more students
Distance learning sections
Reduction in teaching load
Training
Balance the budget
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Renovated Space for the Mathematics
Assistance and Learning Lab (MALL)
Provides funding for six faculty members
committed to improving learning in General
Education Program Mathematics
Provides funding for peer tutors and MALL
expenses
From Renovation to Completion
Phase I - 95 computers (Spring 2010)
Phase II - 100 computers (Summer 2010)
Phase III - 120 computers (Spring 2011)
Students register in sections of 19
students
 Creates a learning community
• In-class community
• Virtual community
 Between 15 and 18 of these 19
student sections meet together, at
the same time, in a large lecture hall
one hour each week
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Top GTAs are called Mentors
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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
(Knuth & Peressini, 2001)
74%
Percentage of
51%
Students
Earning a C
or Higher
78%
79%
50%
35%
Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010
Percentage of Students Earning
C or Higher
Student Success Rate
75%
72%
78%
62%
Summer 2009
Traditional
Summer 2009
Redesigned
Fall 2009
Traditional
Fall 2009
Redesigned
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%
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Anonymous student surveys in fall 2009 with
similar results in fall 2010
90.79% of the students felt the redesigned
course offered at least as much instructional
interaction as their other courses
60.97% indicated that there was considerably
more interaction when compared to their
other courses
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Producing favorable results
• Active learning has been shown to be an
effective method of improving learning
outcomes (Prince, 2004, Twigg, 2003)
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Increased course offerings
• Intermediate Algebra fall 2010
• Precalculus spring 2011
• Trigonometry fall 2011
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AASCU and UCF Grant
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Working with 20 collaborating institutions
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Blended Learning Course Redesigns
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Math, English, and Other courses
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Supported Math Course is College
Algebra
◦ Other courses include Intermediate
Algebra, Precalculus, and Basic Math
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Course delivery fall 2011 or spring 2012
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Two group math training sessions are
scheduled
Coursesites Template course for a model
Actual course with homework and assessments
that can be copied and modified
Institution will schedule an initial consultation
to review and discuss their particular needs
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Ongoing discussion throughout the duration
of the project
Opportunity to submit course deliverables to
receive feedback prior to and during the
delivery of the redesigned course
Generic training to adapt an existing
curriculum to a blended learning format
considering established effective practices
Please feel free to contact me at
[email protected]