A New Model for Introductory Spanish University of North Carolina at Chapel Hill Dr. Glynis Cowell, Romance Languages Department Dr. Hosun Kim, Romance Languages Department Rob Moore, Romance Languages Department Bob Henshaw, Information Technology Services Erika Bagley, Psychology Department

Presentation overview Redesign rationale Hybrid format description Pilot results Next steps Q&A

Evolution of the UNC Spanish Language Learning Environment Work Study Students ROML Reallocation of funding Construction New Technology Renovation of Infrastructure Better Signage New Website New names FLRC Redesign

Reallocation of Funding Work study students were used to handle FLRC staffing and Spanish drop-in tutoring hours – Allowed for expansion of services and cost savings

Pre-renovation: Underutilized spaces – Computer lab with 20 computers – Poor lighting Static room configurations – Ethernet connections Renovation of Infrastructure

Wireless access points were added and both of the projectors can be connected to wirelessly via a tablet PC. Renovated as a multi-purpose room, it now accommodates both the classroom instruction and peer group components of the course.

Casual furniture was added to promote community in the peer conversation groups. Students use tablet chairs that allow for the room to be easily reconfigured for lecture or group work.

FLRC Redesign Renamed all of the rooms in the FLRC to be more intuitive – FLRC transitioned from Analog to Digital technology but had not renamed rooms in years. Changed all of the FLRC signage to make it easier to find rooms; created a room directory Redesigned website to make it easier to find information

Assessment methodology Self-selection issue – Student demographics, learning characteristics, and placement exam scores Grading issues – Use of an outside grader – Common exam sections

Student perceptions of skill areas

Learning outcomes

Student attitudes

Sense of community Classroom Sense of Community Measure McKinney, 2006

Cost savings 43% reduction in cost-per-student over 20 annual sections – Fewer contact hours – Re-use of course materials 50% reduction in classroom utilization

Instructor’s feedback Instructors enjoyed the hybrid course because of the flexibility. The greatest challenge that instructors had with the hybrid course was maintaining contact and open communication with students. In response to this challenge, instructors worked extra hard to establish relationships with students. Instructors felt that overall students who had previous study of Spanish adapted more quickly to the model and exhibited more confidence in the course.

Questions?