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Klaus Woelk Associate Professor Interim Chairman of Chemistry Missouri S&T Rolla, MO Targeting Diverse Learning Needs with a Buffet Redesign.

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Presentation on theme: "Klaus Woelk Associate Professor Interim Chairman of Chemistry Missouri S&T Rolla, MO Targeting Diverse Learning Needs with a Buffet Redesign."— Presentation transcript:

1 Klaus Woelk Associate Professor Interim Chairman of Chemistry Missouri S&T Rolla, MO Targeting Diverse Learning Needs with a Buffet Redesign Model

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3 My Fall Semester 2009 Class General chemistry (189 students) – 86% freshman, 9% sophomore, 5% other Engineering 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% undeclared Non-major science students (9%) – 47% biology, 41% computer, 12% other Chemistry students (6%) Others (3%) – mostly undeclared

4 Why redesign a course? Improve student learning in changing environments online society millennium students No Child Left Behind generation Save money in times of budget constraints same work done with less faculty or with less expensive instructional personnel more students per section

5 First Round of Redesign (2004) Measures to enhance student engagement and participation in large classrooms Clickers (preparedness, learning, understanding) – ongoing assessment, instant automated feedback Daily homework (graded quickly) – time on task, ongoing assessment, prompt feedback Assigned daily reading, required note preparation – time on task

6 Increase in Student Performance

7 Second Round of Redesign ( ) --- Replacement Model --- (2007) Daily homework (graded quickly) – MasteringChemistry (graded instantly) (2009) Recitation Quizzes – 15-minute MasteringChemistry -based quiz – developed own database of test questions (2010) Assigned daily reading, required note preparation – 3-minute MasteringChemistry -based reading quiz – developed own database of test questions Cost Savings ( ~ $4,700) – Before: 11 Undergraduate Graders ( ~ $13,000) delay between submission and return of graded work inconsistent grading – After: 1 Graduate Assistant ( ~ $8,300) administering MasteringChemistry

8 Third Round of Redesign ( ) Missouri Course Redesign Initiative – Missouri Governor – Missouris public four-year institutions – National Center for Academic Transformation (NCAT) Improve learning outcomes Reduce instructional costs – Redesigning large-enrollment, multi-section courses – Using technology-supported active learning strategies

9 Third Round of Redesign ( ) Changing the course structure Traditional – up to 1200 Students annually – 6 courses, 48 recitation sections – 6 instructors – 12 TAs + 6 PLAs (Peer Learning Assistants) Redesigned – up to 1200 Students annually – 3 courses, 24 collaborative learning centers – 2 instructors – 6 TAs + 6 PLAs

10 Lectures – Face to face – Online synchronous g Active Learning – Collaborative learning centers – Online modules Online learning modules – Discipline specific – Extra credit – Students must develop study plan, discuss with instructor Third Round of Redesign ( ) --- Buffet Model ---

11 Lectures – Face to face – Online synchronous g Active Learning – Collaborative learning centers – Online modules Online learning modules – Discipline specific – Extra credit – Students must develop study plan, discuss with instructor Third Round of Redesign ( ) --- Buffet Model --- Lectures – Face to face: clickers (Turning Technologies), text messaging – Online synchronous: ResponseWare (Turning Technologies), text messaging Active Learning – Collaborative learning centers, peer learning, peer evaluation – Online modules, individualized feedback Online learning modules – Discipline specific – Extra credit – Students must develop study plan, discuss with instructor

12 Afternoon and evening – recitation quizzes – voluntary collaborative learning centers MTuWThF 8-8:50Lecture A Recitations A1, B1, C1, D1 Lecture A Recitations A5, B5, C5, D5 Lecture A 9-9:50Lecture B Recitations A2, B2, C2, D2 Lecture B Recitations A6, B6, C6, D6 Lecture B 10-10:50Lecture C Recitations A3, B3, C3, D3 Lecture C Recitations A7, B7, C7, D7 Lecture C 11-11:50Lecture D Recitations A4, B4, C4, D4 Lecture D Recitations A8, B8, C8, D8 Lecture D Course Structure (Fall Semesters, traditional)

13 Afternoon and evening – common exams – voluntary collaborative learning centers MTuWThF 8-8:50 Learning Centers E1, F1, G1, H1 Learning Centers E3, F3, G3, H3 9-9:50 Lectures A (f2f), C (so) Lectures A (f2f), C (so) 10-10:50 Lectures B (f2f), D (so) Learning Centers E2, F2, G2, H2 Lectures B (f2f), D (so) Learning Centers E4, F4, G4, H :50 Course Structure (Fall Semesters)

14 Face-to-face Lectures Engaging students inside the classroom

15 Synchronous Online Lectures Engaging students outside the classroom

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19 Student-Centered Learning in Collaborative Learning Centers

20 Seven Principles for Good Practice in Undergraduate Education* Adopted by the UM Board of Curators for the UM Strategic Action Plan A Design for the Future (1999). Faculty Members are urged to: 1.Encourage Student-Faculty Contact 2.Encourage Cooperation Among Students 3.Encourage Active Learning 4.Give Prompt, Frequent, Informative Feedback 5.Emphasize Time on Task 6.Communication High Expectations 7.Respect and Encompass Diverse Talents and Learning Styles * modified slightly from: Chickering and Gamson (AAHE Bull. vol 39(March), 3-7, 1987)

21 Intrusive Intervention – Intense monitoring of first two week performance – Academic alerts – LASSI (Learning And Study Strategies Inventory) Study Plan – Possibility to change buffet options – Accountability – MasteringChemistry diagnostics Optional Assistive Instructional Tools – Course discussion board – Office hours – LEAD (Learning Enhancement Across Disciplines) Online doesnt mean left alone

22 LEAD Collaborative Learning Centers

23 Active Learning … … in a non-threatening environment

24 Outcome vs. Number of Sessions Attended

25 Total Number of Students Per Session

26 Average Seat Time per Student

27 Acknowledgements Next Generation Learning Challenges – The Missouri Learning Commons: Redesigning Gateway Courses at Scale Missouri S&T General Chemistry Redesign Team – Harvest Collier, Vice Provost for Undergraduate Affairs, Professor of Chemistry – Stephen Clark, Professor of Mathematics, Assistant to the Provost – Emmalou Satterfield, Assistant Teaching Professor of Chemistry – Angie Hammons, Manager of Instructional Design Services – Julie Phelps,Instructional Designer, eLearning Specialist – Amy Skyles, Instructional Technology eLearning Specialist – Dan Cernusca, Instructional Design Specialist – Diane Hagni, Program and Project Support Specialist Additional Support – Travis McDowell, Chemistry Graduate Student – Johnathan Harper, Chemistry Graduate Student – Peris Carr, Chemistry Graduate Student – Barbara Wilkins, Instructional Designer, eLearning Specialist – Malcolm Hays, Instructional Developer, eLearning Expert

28 Success tomorrow depends on choices today. unknown author

29 Video clips from the redesigned Missouri S&T general chemistry course are available at:


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