Presentation on theme: "History of our Redesign"— Presentation transcript:
0 Getting Started with Course Redesign Danae L. Hudson, Ph.D.Brooke L. Whisenhunt, Ph.D.Department of Psychology
1 History of our Redesign Redesigned Introductory Psychology (PSY 121) at Missouri State UniversityPart of statewide initiative in academic collaboration and course redesignPartnered with National Center for Academic Transformation (NCAT) and serve as a participating institution in the Next Generation Learning Challenges grant (State of Missouri)Collaborative team effort including 5 full-time faculty, administrators, instructional designers, and graduate assistants
2 Recommendations for Starting the Redesign Process STEP 1: Identify the need(s) for course redesign
3 Some Reasons to Consider a Redesign…. Poor Learning OutcomesRetention ProblemsHigh DFW RatesHigh Resource DemandCourse DriftPrimarily, faculty will be responsible for designing the new course; hence, faculty should be leaders in identifying challenges and developing the goals for redesigning.
4 Our Traditional PSY 121 General education course Lecture only model 153 students1 faculty instructor65% full time faculty (tenure-track or instructor)35% per courseInstructor: Student Ratio = 1:153Assessments primarily multiple choice exams4 or 5 per semester
5 PSY 121: Why Redesign? Improve Learning Outcomes Reduce DFW Rates Reduce/Eliminate Course DriftIncrease Instructor: Student Ratio to Allow for Creative Pedagogy
6 STEP 2: Determine the scope of the redesign One-section approachAll-section approachDecide if you need to partner with any course redesign specialistsTwo early decisions to be made involve: 1) the scope of the redesign and 2) if your institution will partner with any course redesign specialists (e.g., National Center for Academic Transformation, Next Generation Course Redesign). Determining the scope of the redesign may, in part, help determine if outside consultation and/or collaboration is needed. Regarding scope, the question involves whether the redesign will target only one section of a course or involve all sections of a course. One-section redesign requires fewer people and resources at the beginning, but can be more challenging in terms of dissemination of results and implementation in other sections. Upper division and/or small enrollment courses typically taught by a single individual or small number of individuals may be candidates for this redesign approach. Large enrollment, multiple section (typically general education) courses may be better suited to a redesign that encompasses all sections of the course. This all-section method requires significantly more people and time in the planning phases. However, the dissemination and implementation may be less challenging because there is more buy-in and ownership from a planning team to use a standardized content and framework. It is important to recognize that these recommendations are not rigid rules and the choice of a redesign plan should be made in the context of the course goals, faculty interests, and philosophy of the department and academic institution.
7 PSY 121: Scope and Partnership All-sections approachRedesigned 10 traditional sections of 153 students in the fall to 5 redesigned sections of 300Partnered with NCAT and numerous departments on campusPart of a statewide initiative:Every state institution in Missouri redesigned at least one course that can ultimately be disseminated to other institutions, if they are interested
8 STEP 3: Assemble a TeamInclude faculty with experience teaching the courseInclude administrators and support staffClearly identify a team leaderUnderstands the course challenges in the larger political/economic contextGenuinely believes in the potential of course redesignEffective at building relationships between faculty and administratorsOnce a target course is identified, the redesign team should be assembled. The key players in the redesign team should be a core group of faculty who has a history of teaching the course and an interest in course transformation. The exact number of faculty involved will depend on the current faculty assignment and method of course redesign chosen (e.g., one- section versus all-sections). It is also imperative that the transformation team include administrators and support staff. Additionally, regardless of the number of faculty involved, there needs to be a clearly identified leader who serves as a liaison between the faculty, administration and support personnel (Turner & Carriveau, 2010). The faculty leader should be an individual who understands the specific course challenges and how they fit into the larger political and economic context. The leader must be someone who genuinely believes in the potential of course redesign and is able to bring enthusiasm to the team. In order to serve as an effective liaison, the team leader should have good relationships with both faculty and administrators, and have regular access to administrators throughout the project.
9 PSY 121: Our Team Psychology Faculty Redesign Team Members Team Leader: Danae HudsonRachel Happel, Ann Rost, Carol Shoptaugh, Brooke WhisenhuntInstructional Design/Classroom TechnologyJoAnn Matson, Bruce Richards, Nancy Gordon, David Caravella, Michael Fisher, Michael FrizellGraduate AssistantsBrittany Combs, Gail Williams, Emily StefanoMSU AdministrationClif Smart, Frank Einhellig, John Catau, Rachelle Darabi, Chris Craig, Helen Reid, Tim Daugherty
10 STEP 4: Identify Goals to Establish Necessary Resources Short-term goals (i.e., this semester)Long-term goals (e.g., the life of the project)Team leader works to garner support from administration and commitment of adequate resourcesidentify short-term (e.g., this semester) and long-term (e.g., the life of the project) project plans. Brainstorming objectives and specific tasks associated with meeting each objective will allow the team leader to identify the resources needed for successful redesign. The team leader must obtain the necessary support from administration prior to the completion of significant work. Support from administration will demonstrate commitment to the faculty team, which will serve to contribute to the team’s motivation throughout the life of the project.The costs associated with a course redesign vary depending on the discipline and specific course within the discipline. For example, math courses that require new computer emporiums to be built will require significantly more financial commitment than courses like Introductory Psychology, which are less equipment-intensive. It should be noted that the number of faculty involved in the redesign does impact the cost of redesign. Faculty costs associated with course redesign will likely include summer salaries and reassigned time or overload pay. Clearly, the number of redesign participants affects the bottom line. While being more expensive in the short-term, the buy-in achieved by more inclusive groups will likely be more efficient in the long-term. Additionally, if the redesign plan includes graduate assistants or other learning assistants, there will be additional operating expenses. Examining costs associated with the course prior to redesign and those associated with start-up and delivery of the redesigned course allows designers and administrators to calculate cost-benefit analyses before the design and implementation of the course. A detailed comparison of the cost of the traditional course and the projected cost of the redesigned course can be useful when negotiating with administration regarding project resources and support. Finally, it is important to keep in mind that many redesigned courses are more efficient and result in financial savings for the institution on an annual basis.
11 The Importance of Learning Objectives: Developing GLOs and sLOs Used NextGen framework to establish GLOs and SLOs for every chapter/concept for the course; then we could identify different ways to achieve each learning objective (e.g., through the use of technology, class demonstrations, etc)
12 STEP 5: Develop an Assessment Process Assessment helps facilitate the following:Operationally defining course goalsIdentification of strategies to obtain goalsEmpirical evaluation of outcomesA preliminary assessment plan should be created before content redesign begins. While it might seem intuitive to discuss the details of the actual course redesign prior to developing an assessment plan, establishing a global assessment plan orients the team to the importance of the empirical evaluation of the redesign. Team members should become accustomed to operationally defining goals, identifying a strategy for obtaining goals, and empirically evaluating outcomes. This relentless focus on assessment will provide information essential to continued course improvement and sustained administrative support (Turner & Carriveau, 2010).
13 PSY 121: AssessmentCombination of assessment plans during pilot phase and full implementationPre-PostAllows control for initial group differencesParallelOne pilot section compared to two sections of a traditional courseCollected in Spring 2012Historical DataCompared to data collected over past years
14 PSY 121: Assessment Tools Learning Outcomes 30-item comprehensive learning outcomes examHistorical value50-item comprehensive learning outcomes examDeveloped by the redesign team1. Which of the following correlation coefficients represents the strongest relationship?a. +.07b. +.62c. -.56d. -.812. In an experiment to determine the effects of tutoring on psychology exam scores, tutoring is the ____.a. Control conditionb. Intervening variablec. Independent variabled. Dependent variable3. Angelo has just completed a 100-mile bicycle ride, but feels little pain or discomfort. His lack of pain is probably caused by the release of _____.a. Endorphinsb. Dopaminec. Acetylcholined. Curare
15 PSY 121: Assessment Tools DFW Rates Attendance Student Evaluations Final Course Grades/Course CompletionAttendanceUsing clicker participation points and sign-in sheetsStudent EvaluationsStandard evaluationsCourse component evaluationsDesigned by redesign team specifically for this course
16 STEP 6: Develop the Structure and Content of the Course Redesign Identification of publisher materials that will meet the course goalsHow will you incorporate technology?Finding appropriate spaceScheduling/timing of classesA number of activities related to the structure and content of the redesigned course must occur simultaneously. For example, it is essential to identify a publisher who can provide a text and online resources to meet the course goals. However, the ability to evaluate publisher products requires the team to have a set of mutually agreed-upon goals. Many disciplines will find assistance with overarching goals from their professional organization’s educational directorate. As the focus of redesign becomes more specific and course content method decisions are made, the team must take countless logistics into consideration. These include: finding appropriate space for the class/lab, scheduling/timing of classes (which may be different than the standard at the institution), the availability of the appropriate technology (inside and outside the classroom), and development of materials for the redesigned course. In some cases, the logistical constraints of an institution will limit the scope of the redesign. For example, the redesign team may want to incorporate break out lab sessions with a small number of students led by undergraduate teaching assistants. However, if the space for such break-out groups is not available alternatives will have to be considered. Engaging support personnel (i.e., registrar, administrative assistants, classroom technology experts, instructional designers) during this stage can save the redesign team effort, time, and frustration later in the process.
17 PSY 121: Comprehensive Review of All Publisher Materials Criteria Used to Evaluate Publisher MaterialQuality of the textbook/e-bookEase of website use for instructors and studentsQuality and quantity of instructor resourcesInstructor/student editing options within the e-book (add notes, video clips, etc.)Mastery quizzes with automatic grading and feedbackClicker contentExperiential learning/simulation activities and video demonstrations/tutorialsQuality of the test bank with proctoring/administration optionsPersonalized student feedback/activities (based on performance on quizzes)Interactive PowerPoint presentationsInstructional design/technical support
18 PSY 121: A Blended Course Design Lecture1x/wkOnline Group Communication and Experiential LearningIndividual Online(MyPsychLab)
20 PSY 121: Weekly Expectations and Activities Read ChapterTake Pre-test in MPLComplete Study PlanTake Post-test in MPLComplete Media AssignmentAttend LectureComplete Chapter Exam
21 PSY 121: Engaged with the Material in Class ClickersPeer InstructionInteractive Class DemonstrationsShort Video ClipsEngaged with the Material Out of Class:Weekly MyPsychLab ActivitiesStudy Plan CompletionMedia AssignmentChapter ExamDiscussion Boards – group experiential activity
22 PSY 121: Feedback for Students MyPsychLab FeedbackExam Feedbacks to students concerning performance (all levels)Congrats to those who performed wellInformation on how to improve and resources to those who need to improvePerformance InterventionsLevel 1 (followed Exam 1)Level 2 (followed midterm grades)
23 PSY 121: Provide Students With Individualized Assistance Individualized study plan through MyPsychLabBearCLAW tutoring services available 25 hours per week with ULAsInterventions for struggling students
24 PSY 121: Learning Outcomes Comparison of Redesign Means to Historical Departmental Means30-Item Comprehensive ExamAll SectionsFall 2012PilotSpring 2012Fall201120102009Spring 20042004Pretest35%10.50(3.36)36%10.73(3.65)39%11.79(3.10)11.56(3.44)11.66(3.32)41%12.32(2.87)38%11.31(2.74)Posttest65%19.50(4.27)66%19.84(4.70)60%18.11(4.46)52%15.62(3.74)49%14.83(4.12)55%16.49(4.24)58%17.46(4.95)% Improvement86%85%54%27%34%n13401023024155098798
25 PSY 121: Course Completion/DFW Rates Traditional (Fall sections)A, B, C, or D = 87%DFW = 24%Redesign (Fall sections)A, B, C, or D = 83%Attendance up 8% (looking at 1 section traditional vs redesign)
26 STEP 7: Educating Your Academic Community about the Redesign Change is uncomfortablePublic relations work can be criticalSeek opportunities to educate faculty, students, parents, and community membersFinally, while public perceptions of the redesign and its purpose are important during the entire redesign process, they become critical as implementation approaches. The team should be aware of the public perceptions regarding course changes. The status quo, even when ineffective, can be comfortable for many constituency groups; conversely, change can be seen as threatening. Consequently, the design team must use appropriate opportunities to educate faculty, students, parents, and members of the community of the potential benefits of the course redesign and methods.Also need to disseminate your results
27 PSY 121: Efforts to Educate Our Campus About the Redesign Developed a presentation about the course for new student orientation (SOAR) targeting students and parentsInvited key administrators to attend a redesigned class (Department Head, Associate Provost, and Provost have all attended a redesigned course)Regular presentations about the redesign process and outcomes to the full psychology facultyMultiple presentations across campus and statewide
28 Contact InformationDanae L. Hudson, Ph.D. Department of Psychology Missouri State University (417)
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