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COURSE REDESIGN PROJECTS Gary Smith Audriana Stark
“… student success, however it is
defined and measured, must have at its
core success in individual classes.
Though student success is indeed
everyone’s business, it is the business
of faculty in particular.” Tinto, V., and Pusser, B., 2006, Moving
from theory to action: Building a model of
institutional action for student success
“The biggest and most long-lasting reforms of
undergraduate education will come when individual
faculty or small groups of instructors adopt the view of
themselves as reformers, within their immediate sphere
of influence, the classes they teach every day.”
K. Patricia Cross, Professor of Higher Education,
University of California, Berkeley; Trustee, Carnegie
Foundation for the Advancement of Teaching
1-2 CNM faculty who frequently teach the targeted gateway course
Timeline
Assessment
April May-August Fall Semester Spring Semester May-June STEM Gateway compensation:
Faculty
Graduate Assistant
COURSE REDESIGN PROJECTS – What
How STEM Gateway course redesign projects work: 3 redesign teams begin each year
1 UNM Graduate Assistant from
the gateway-course
department
Each course-redesign team consists of:
3-4 UNM faculty who frequently teach the targeted gateway course
STEM Course Redesign Institute Assessment
STEM Gateway Course Redesign Advisory Council
Leaders who advise STEM Gateway to establish priorities
Charles Fleddermann, Associate Dean of Engineering Kate Krause, Dean of University College Mark Peceny, Dean of Arts & Sciences
Steve Cabaniss, Chair, Chemistry & Chemical Biology Patricia Henning, Associate Chair, Physics & Astronomy Terry Loring, Chair, Mathematics & Statistics
COURSE REDESIGN PROJECTS – What
2012-2013 Course Reform Projects
CHEM 122 – General Chemistry II
MATH 121 – College Algebra
PHYC 161/167- University Physics
COURSE REDESIGN PROJECTS – What
2013-2014 Course Reform Projects
CHEM 121 – General Chemistry I
BIOL 204L – Plant/Animal Form/Function Lab
PHYC 1xx – Preparation for General Physics
2014-2015 Course Reform Projects
BIOL 202 – Genetics
BIOL 204 – Plant/Animal Form/Function
MATH 123/150 – Trigonometry/Pre-Calculus
Recommended by 2013
symposium participants
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% n
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or
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Semester
Improved success in college algebra (Math 121) Partly a result of curriculum change (across all sections) and pedagogical change (in some sections) since redesign first implemented in Fall 2012
COURSE REDESIGN PROJECTS – Impact
% o
f st
ud
en
ts
% gain (post-test minus pre-test)
Spring 2012, before redesign Spring 2013, after redesign
Evidence of greater conceptual learning in General Chemistry II (Chem 122) following redesign
COURSE REDESIGN PROJECTS – Impact
COURSE REDESIGN PROJECTS – Impact
Some redesigned courses are using elements of flipped learning
In Class Out of Class
Introduction to content
Elaboration and engagement for deep
learning
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1 2 3 4 5
Q2 How effective are in-class exercises in helping you learn the material? (1-5 where
1= not at all and 5 = very much)
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1 2 3 4 5
Q1: How well do the reading assignments and quizzes prepare you for class? (1- 5 where 1 = not at all and 5 = very much)
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More class timeshould be spent on
lecture withproblems worked
outside class
More class timeshould be spent onin-class exercises
and less on lecture
The balance oflecture and in-class
exercises works wellfor me
I would prefer theclass be taught using
only lecture
Q3 Which statement do you agree with most?
COURSE REDESIGN PROJECTS – Impact
Students are responding positively to the redesign structure (e.g., Chem 122)
Nu
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ents
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um
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of
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ts
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er o
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ud
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… but what happens after that year?
Course redesign teams are funded for 1 year …
COURSE REFORM PROJECTS- Expanding and Sustaining
1. Expand 2. Sustain
Teams must:
COURSE REFORM PROJECTS- Expanding and Sustaining
Expanding across section instructors
Training material: Website guide Video of teachers in action
Sharing curricular and pedagogical knowledge via archived resources on PBWorks/Google Drive
COURSE REFORM PROJECTS- Expanding and Sustaining
Sustaining Teams close the loop with assessment data to sustain successful components
Elements include: Informal meetings Learning from one another through peer observations for learning Standardization Sharing and managing knowledge