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C ourse T ransformation P roject: Making Large Classes Small 2013 Midwest First-Year Conference Julia Spears, Michaela Holtz, and Sheela Vemu.

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Presentation on theme: "C ourse T ransformation P roject: Making Large Classes Small 2013 Midwest First-Year Conference Julia Spears, Michaela Holtz, and Sheela Vemu."— Presentation transcript:

1 C ourse T ransformation P roject: Making Large Classes Small 2013 Midwest First-Year Conference Julia Spears, Michaela Holtz, and Sheela Vemu

2 Overview Share why NIU chose CTP as its approach to undergraduate instruction (Julia Spears) Describe how CTP works at NIU (Michaela Holtz) Demonstrate parts of CTP courses (Sheela Vemu) Discussion & Questions

3 Perfect Storm - National Context

4 Perfect Storm High DFWI rates Financial factors - tuition cannot keep exceeding inflation (CPI) Faculty Accountability Students Today Demographics - higher and more diverse enrollments Multi-taskers Higher and more diverse enrollment A reliance on the web - danger of plagiarism Tech-savvy

5 Perfect Storm – Knowledge of Learning Today With active learning experience – students: engage with course content, each other, and instructor think critically develop cognitively. Technology Emergence - radical impact on higher education delivering the foundational content effectively in large classes different thought process

6 Students Today

7 Why Course Transformation? Passive classes lead to passive students. Students “lost” in large lecture classes. Students experience disconnect; they don’t see the relevancy of the classroom experience to their own lives.

8 Goals of the NIU’s CTP Improve SLOs in large enrollment undergraduate courses and link them to the Baccalaureate Goals Have a university-wide impact through the establishment of a Community of Practice (20 faculty members) Create a redesign process that is sustainable and replicable

9 Course Transformation NIU Faculty teams redesign courses per year – Two - year commitment – Occurs within an interdisciplinary community of practice – Senior Faculty Fellows Retreats and monthly meetings with faculty and staff Institution - wide forums/ workshops End – of - pilot and project meetings Based on UNT’s NextGen model Teaching and Learning at NIU Other courses in the department Multiple sections of each redesigned course Redesign 5-7 courses per year

10 Steps In The CTP Redesign Process (Nextgen, 2011)

11 CTP – Blended Course (Guidelines based on Nextgen, 2011)

12 CTP Large Lectures Present the critical lower level concepts to provide building blocks for higher level, more complex concepts Synthesize, clarify and expand upon (rather than deliver) content Create interest and motivation Provide assurance that what they are studying is relevant Model means of interpreting and analyzing content

13 CTP Large NIU OMIS 259 (30%, 1 hour a week) - Audience response system(10 times per lecture) ANTH 102 (30%) – assert themes from the readings and materials; cover tricky issues PHYS 180 – lectures with 2-3 in- class performance demonstrations HIST 171 – follow up after online quiz prior each lecture and readings assigned

14 CTP online Acquire lower level learning Limit content to overcome working memory limits Implement low-stakes assessments (quizzes) to boost students’ confidence Practical and participatory ways to engage student with reading material

15 CTP NIU Before class quizzes Online crossword puzzles - Learning definitions and concepts Readings – assigned pages with built in questions Online musical performance analysis Lascaux Cave online treasure hunt; interactive maps Group videos – interactive training exercise

16 CTP Experiential Learning Introduce emotional component; Brain-based learning Analyze and evaluate information Present and defend newly-acquired hypotheses

17 The Cemetery Project – ANTH 102: examine changing mortuary practices in DeKalb County – results in written report Create Website - WOMS 230: Students choose a current issue relating to women and/or gender, research it, collaborate with a relevant campus or community partner, take action to address that issue, and create an original and engaging website communicating the results of the project. Make and analyzing the sound of simple instruments (8-10 groups) Debates; research and teach the class Research ethics training – COMS 252: Students study and get trained on a research protocol, conducting a research interview using that protocol, transcribing the interview, work with their own and other students’ data to enact coding procedures, theorize from the results, and advocate a position based on their findings. CTP Experiential NIU

18 Transformation Goals Students think, work hard, like what they are doing, get good grades that mean something, and graduate Doesn’t cost more and uses less space Faculty enjoy and believe in the process

19 FACULTY PERSPECTIVE Dr. Sheela Vemu

20 SAIL Cycle The Science Assessment, Instruction, and Learning (SAIL) Cycle

21 Five E Model - Engagement 1. Engagement Are we encouraging their interest? What is their prior experience of the topic? Have you peaked their interest? Personal reflection

22 Five E Model - Exploration 2. Exploration Metacognition Identify gaps Close the gaps with explanations

23 Five E Model – Exploration cont. Purpose Learning Report

24 Five E Model - Explain 3. Explain Experiential learning POGIL method

25 In class…BIOS 109

26 Five E Model – Elaboration & Evaluation 4. Elaboration Assignments in the new context 5. Evaluation Quizzes & grading/ Midterm/ Final

27 CTP Chuck Downing - OMIS Yasuo Ito - PHYS Eric Jones - HIST Sibel Kusimba - ANTH Sheela Vemu - BIOS Douglas Wallace - PSYC 102 CTP - Lite 2013 Winifred Creamer - ANTH 491 Jason Hanna - PHIL 231 Amanda Littauer - WOMS 230 Anders Linner - MATH 210 Jimmie Manning - COMS 252 Lyle Marschand - PHYS 150/ 150A William McCoy – LEEA 490/590 Wendel Johnson & Meredith Ayers - UNIV 105 NIU’s Community of Practice CTP Laura Steele – FCCL Joseph Scudder – COMS Matthew Wittrup – PHHE Cathy Carlson – NURS Jeremy Groves – ECON Courtney Gallaher – GEOG 101

28 Questions? Thank you!


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