3My Fall Semester 2009 Class General chemistry (189 students) 86% freshman, 9% sophomore, 5% otherEngineering students (82%)29% mechanical and aerospace, 12% electrical and computer, 12% civil and environmental, 12% chemical, 6% metallurgical and ceramics, 6% architectural, 9% other, 14% undeclaredNon-major science students (9%)47% biology, 41% computer, 12% otherChemistry students (6%)Others (3%)mostly undeclared
4Why redesign a course?Improve student learning in changing environmentsonline societymillennium students“No Child Left Behind” generationSave money in times of budget constraintssame work done with less faculty or with less expensive instructional personnelmore students per section
5First Round of Redesign (2004) Measures to enhance student engagement and participation in large classroomsClickers (preparedness, learning, understanding)ongoing assessment, instant automated feedbackDaily homework (graded quickly)time on task, ongoing assessment, prompt feedbackAssigned daily reading, required note preparationtime on task
7Second Round of Redesign (2007-2010) --- Replacement Model --- Second Round of Redesign ( ) --- Replacement Model ---(2007) Daily homework (graded quickly)MasteringChemistry (graded instantly)(2009) Recitation Quizzes15-minute MasteringChemistry -based quizdeveloped own database of test questions(2010) Assigned daily reading, required note preparation3-minute MasteringChemistry -based reading quizCost Savings (~ $4,700)Before: 11 Undergraduate Graders (~ $13,000)delay between submission and return of graded workinconsistent gradingAfter: 1 Graduate Assistant (~ $8,300)administering MasteringChemistry
8Third Round of Redesign (2011-2013) Third Round of Redesign ( )Missouri Course Redesign InitiativeMissouri GovernorMissouri’s public four-year institutionsNational Center for Academic Transformation (NCAT)Improve learning outcomesReduce instructional costsRedesigning large-enrollment, multi-section coursesUsing technology-supported active learning strategies
9Third Round of Redesign (2011-2013) Changing the course structure Third Round of Redesign ( ) Changing the course structureTraditionalup to 1200 Students annually6 courses, 48 recitation sections6 instructors12 TAs + 6 PLAs (Peer Learning Assistants)Redesigned3 courses, 24 collaborative learning centers2 instructors6 TAs + 6 PLAs
10Third Round of Redesign (2011-2013) --- Buffet Model --- Third Round of Redesign ( ) --- Buffet Model ---LecturesFace to faceOnline synchronous gActive LearningCollaborative learning centersOnline modulesOnline learning modulesDiscipline specificExtra creditStudents must develop study plan, discuss with instructor
11Third Round of Redesign (2011-2013) --- Buffet Model --- Third Round of Redesign ( ) --- Buffet Model ---LecturesFace to face: clickers (Turning Technologies), text messagingOnline synchronous: ResponseWare (Turning Technologies), text messagingActive LearningCollaborative learning centers, peer learning, peer evaluationOnline modules, individualized feedbackOnline learning modulesDiscipline specificExtra creditStudents must develop study plan, discuss with instructorLecturesFace to faceOnline synchronous gActive LearningCollaborative learning centersOnline modulesOnline learning modulesDiscipline specificExtra creditStudents must develop study plan, discuss with instructor
13Course Structure (Fall Semesters) WThF8-8:50Learning CentersE1, F1, G1, H1E3, F3, G3, H39-9:50LecturesA (f2f), C (so)10-10:50B (f2f), D (so)E2, F2, G2, H2E4, F4, G4, H411-11:50Afternoon and eveningcommon examsvoluntary collaborative learning centers
14Face-to-face Lectures Engaging students inside the classroom
15Synchronous Online Lectures Engaging students outside the classroom Synchronous Online Lectures Engaging students outside the classroom
16Synchronous Online Lectures Engaging students outside the classroom Synchronous Online Lectures Engaging students outside the classroom
17Synchronous Online Lectures Engaging students outside the classroom Synchronous Online Lectures Engaging students outside the classroom
18Synchronous Online Lectures Engaging students outside the classroom Synchronous Online Lectures Engaging students outside the classroom
19Student-Centered Learning in Collaborative Learning Centers
20Seven Principles for Good Practice in Undergraduate Education* Adopted by the UM Board of Curators for theUM Strategic Action Plan ”A Design for the Future” (1999).Faculty Members are urged to:Encourage Student-Faculty ContactEncourage Cooperation Among StudentsEncourage Active LearningGive Prompt, Frequent, Informative FeedbackEmphasize Time on TaskCommunication High ExpectationsRespect and Encompass Diverse Talents and Learning Styles* modified slightly from: Chickering and Gamson (AAHE Bull. vol 39(March), 3-7, 1987)
21“Online” doesn’t mean “left alone” Intrusive InterventionIntense monitoring of first two week performanceAcademic alertsLASSI (Learning And Study Strategies Inventory)Study PlanPossibility to change buffet optionsAccountabilityMasteringChemistry diagnosticsOptional Assistive Instructional ToolsCourse discussion boardOffice hoursLEAD (Learning Enhancement Across Disciplines)
23LEAD Collaborative Learning Centers Active Learning …… in a non-threatening environment
24Outcome vs. Number of Sessions Attended This is for Section AA only. I have not completed charts for the other sections.
25Total Number of Students Per Session This is the total number of students who swiped-in on a given day. The small group at the end of the semester were attending unofficial sessions which Mr. McDowell hosted. Nearly 180 students strong at its peak, it shows much demand.
26Average Seat Time per Student This is the average amount of time (in minutes) spent per student at the LEAD session on a given date. One of the things of note is that the average seat time is much higher than what was required to obtain a bonus point. Also, the small group at the end is again Mr. McDowell's group of diehard faithfuls.
27Acknowledgements Next Generation Learning Challenges The Missouri Learning Commons: Redesigning Gateway Courses at ScaleMissouri S&T General Chemistry Redesign TeamHarvest Collier, Vice Provost for Undergraduate Affairs, Professor of ChemistryStephen Clark, Professor of Mathematics, Assistant to the ProvostEmmalou Satterfield, Assistant Teaching Professor of ChemistryAngie Hammons, Manager of Instructional Design ServicesJulie Phelps, Instructional Designer, eLearning SpecialistAmy Skyles, Instructional Technology eLearning SpecialistDan Cernusca, Instructional Design SpecialistDiane Hagni, Program and Project Support SpecialistAdditional SupportTravis McDowell, Chemistry Graduate StudentJohnathan Harper, Chemistry Graduate StudentPeris Carr, Chemistry Graduate StudentBarbara Wilkins, Instructional Designer, eLearning SpecialistMalcolm Hays, Instructional Developer, eLearning Expert
28Success tomorrow depends on choices today. unknown author
29Video clips from the redesigned Missouri S&T general chemistry course are available at: