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Redesign of Symposium Faculty Success in Redesigning Large Courses at UNC Charlotte February 17, 2012.

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Presentation on theme: "Redesign of Symposium Faculty Success in Redesigning Large Courses at UNC Charlotte February 17, 2012."— Presentation transcript:

1 Redesign of Symposium Faculty Success in Redesigning Large Courses at UNC Charlotte February 17, 2012

2 UNC CharlotteFebruary 17, 2012 David Langford Matt Belles Pilar Zuber Mike Moore Julie Padilla Trudy Moore-Harrison Karen Schmaling (Former Dean CHHS)

3 UNC CharlotteFebruary 17, 2012  Reduce cost/resources  Reduce part-time faculty needs  Better utilization of classrooms  Respond to freshman initiative  Increase retention and success of students  More full-time faculty in touch with freshman  Increase student engagement Students giving group presentation in seminar

4 UNC CharlotteFebruary 17, 2012  CHHS Goals  Introduce Freshman and Sophomore students to faculty and health as a discipline of study  Create consistency across multiple sections  Create a scalable course that can change with needs  Started redesign process summer 2009, offered redesigned course 1 st time spring 2010 Debate as the final exam

5 BEFOREAFTER  Taught in 10 sections of students each  Auditorium/lecture format  Department/PT Faculty  Taught in 5 large group sections of 200 students each  Combined large class with seminars  College/Team Sloan-C Blended Learning Conference March 26-29

6 UNC CharlotteFebruary 17, 2012  Each large section subdivided into 5 seminars of 40 students  1 seminar /section taught online  Taught by 3 F/T faculty and 11 graduate TAs  CHHS Learning Community included in one section  Weekly resource room hours Large class instruction

7 UNC CharlotteFebruary 17, 2012  Save $24,000 - $35,000/yr in part-time salaries  Allows net increase in paid assistantships for graduate students  Reduces demand on larger classrooms that seat students Students working in seminar groups

8 UNC CharlotteFebruary 17, 2012  Campus LBST 2214 % DWF (includes 2 sec outside CHHS)  Spring % (before redesign)  Fall % (before redesign)  Spring % (after redesign)  Fall % (after redesign)  At midterm D and F students identified  AM Class: About 13% D/F at midterm 6% at final (f10, sp11)  PM Class: About 25% D/F at midterm 9% at final (f10, sp11) Note: Fall 2011 AM class D/F 21% midterm to 2% final PM class D/F 23% midterm to 7% final

9 UNC CharlotteFebruary 17, 2012  Course provides a positive learning environment for up to 1000 students/semester  Tremendous administrative support  Effective Teamwork (faculty and TAs)  Met original goals  Resource conservation  Scalable class to accommodate increasing enrollments  Increased opportunities for student interaction  Good model for addressing midterm student success

10 UNC CharlotteFebruary 17, 2012  Interviewing/hiring TAs in summer challenge to 9-mo faculty  Originally planned for 1 faculty to be course coordinator but never realized  Managing volume of students and student-related issues  Logistics of virtual and physical classrooms Large class instruction

11 UNC CharlotteFebruary 17, 2012  Increase use of online options  20% interested in online options  Continue innovative student engagement strategies  Create more online materials e.g. “student point of view” videos  Simplify and Automate Resource room with TA available to assist students

12 Thank you


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