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ENHANCING ACADEMIC LEARNING PRODUCTIVITY

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ENHANCING ACADEMIC LEARNING PRODUCTIVITY Powered By Docstoc
					REDESIGNING OTHER DISCIPLINES
      NCAT’S Six Models
HUMANITIES                            PROFESSIONAL
•   British Literature                •   Accounting
•   Communication Studies             •   Education: The Curriculum
•   Developmental Reading             •   Elementary Education
•   Developmental Writing
•   English Composition               •   Engineering
•   European and US History           •   Nursing
•   Great Ideas in Western Music      •   Nutrition
•   History of Western Civilization   •   Organizational Behavior
•   Public Speaking
•   Spanish
•   Technical Writing
•   Visual & Performing Arts
•   Women & Gender Studies
•   World Literature
             SIX REDESIGN MODELS
•   Supplemental      Add to the current structure
                      and/or change the content
•   Replacement       Blend face-to-face with
                      online activities
•   Emporium          Move all classes to a lab
                      setting
•   Fully Online      Conduct all (most) learning
                      activities online
•   Buffet            Mix and match according to
                      student preferences
•   Linked Workshop   Replace developmental
                      courses with just-in-time
                      workshops
         SUPPLEMENTAL MODEL
•   Retains the basic structure, especially class
    meetings
•   Supplements lectures and textbooks with
    technology-based, out-of-class activities to
     –   encourage greater student engagement with course
         content
     –   ensure that students are prepared when they come to
         class
•   May also change what goes on in class by
    creating an active learning environment
    within a large lecture hall setting.
            ACCOUNTING
         Boise State University
•   Deliver the course in a more
    efficiently while meeting
    growing student demand
•   Create greater course
    consistency
•   Provide an active learning
    environment
•   Reduce tenure track teaching
    loads to support more research
ACCOUNTING
Boise State University

    Traditional                          Redesign
   1700 students annually              12 sections (~150 students)
   ~44 sections (~40 students)          taught by 3 faculty
   Taught by 6 FT faculty & 2 PT       Software used for homework
    faculty                              and practice quizzes
•   6 GTAS offer optional tutoring   •   Clickers used in lectures for
                                         greater engagement
•   $121 cost-per-student
                                     •   1 lecture replaced by lab with
                                         ULAs to provide assistance
                                        $62 cost-per-student

          Comparable learning outcomes in both
            traditional and redesigned formats
    THE SUPPLEMENTAL MODEL

•   Of the 22 NCAT resign projects
    using the Supplemental Model
     –   6 are in Social Science (primarily
         Psychology)
     –   10 are in Natural Science
•   Most used pedagogical techniques
     –   Team-based development and delivery
     –   Low-stakes quizzing prior to class
         meetings
     –   Web-based projects completed outside of
         class
     –   Guided problem-solving sessions within
         class
     –   Student response systems (clickers)
       REPLACEMENT MODEL
•   Reduces the number of in-class
    meetings
•   Replaces in-class time with online,
    interactive learning activities
•   Determines what activities require
    face-to-face and what can be done
    online
•   Provides 24/7 access to online learning
    resources
•   Includes online self-assessment
    activities with immediate feedback
        ENGLISH COMPOSITION
    Tallahassee Community College
•   Create a student-centered active,
    learning environment
•   Primary objectives
      – Increase writing skills
      – Improve student success (<60%)
      – Increase consistency (100
        sections)
•   Replace classroom time with lab time
    and online activities
•   Integrate reading and writing, provide
    immediate feedback and support
    collaborative learning
       ENGLISH COMPOSITION
          Tallahassee CC
       Traditional                     Redesign
•   3000 students annually    •   3000 students annually
                                  in sections of ~30
    in sections of ~30
                              •   Taught in computer labs
•   ~50% lecture
                              •   Interweave writing and
•   ~50% discussion               reading
•   High inconsistency        •   Menu of reading &
    among sections                writing activities
•   Taught predominantly by   •   Discussion board for
    full-time faculty             peer collaboration
                              •   SMARTHINKING tutors
        ENGLISH COMPOSITION
    Tallahassee Community College
•   Individualized programs of study,
    immediate feedback and increased
    time-on-task
•   More time for writing activities, small-
    group conferencing, collaborative
    activities, critiques & discussion
•   More time to explore ideas, and
    develop critical thinking skills
•   Success rates Increased from 60.7%
    to 68.4%
•   Final essay scores increased from
    7.32 to 8.35
•   Cost-per-student declined by 43%
    How: shift in FT/PT ratio
             STATISTICS
         Penn State University
•   Goals: reduce lecture, replace recitations with
    computer-mediated workshops, add online
    learning materials and testing, shift faculty role
    from presentation to learning facilitation
•   Learning outcomes: 68% on a content-
    knowledge test (redesign) vs. 60% (traditional)
•   DFW rate reduced from 12% to 9.8%
•   Cost-per-student reduced by 44% ($176 to $98)
    How: # of GTAs reduced from 12 to 4 and
    enrollment increased by 240 students
       EMPORIUM MODEL
•   Eliminates all lectures
•   Replaces them with a learning-
    resource center (lab) model
     – interactive software
     – on-demand, personalized
       assistance
•   Permits the use of multiple kinds of
    personnel
•   Allows multiple courses to be
    offered at the same time and place
•   Can be adapted for different kinds of
    institutions and disciplines
             STATICS
    Mississippi State University
•   Improved student performance
•   Improved performance in
    subsequent mechanics courses
    (e.g., Dynamics, Mechanics of
    Materials)
•   Greater engagement with the
    course content
•   Improved retention in
    Engineering
•   Reduced time to degree in
    Engineering
            STATICS
   Mississippi State University
Traditional                   Redesign
• 3 hours of lecture          • 3-hour laptop lab with
• Students do homework        hands-on experiments
  and problem-solving         • Peer-to-peer and GTA
  outside of class on their   assistance
  own (and this is the        • Lectures streamed for
  toughest part!)             students to watch and
• 5 full-time faculty and 5   review on their own
  adjuncts teach 11           • 1 instructor teaches all
  sections (~35 each)         sections supported by
                              GTAs and ULAs

  Reverse content presentation and practice
              STATICS
     Mississippi State University

•   Redesign students
    performed significantly
    better on assignments
    (average 90 vs. 73) and
    in-class tests (average
    79 vs. 66)
•   Overall completion rates
    about the same as
    historical rates
•   Cost-per-student
    dropped from $323 to
    $242 (25% reduction)
   DEVELOPMENTAL READING
Northeast State Community College
•   Goals: move from traditional lecture delivery to
    learner-centered, active-learning mode supported by
    high-quality software; improve 45% DFW rate
•   Reduce sections from ~12 per semester to one,
    increase section size from ~17 students to ~270 in fall
    and ~140 in spring, team-taught by 2 FT faculty (6
    adjuncts eliminated)
•   Modularized content, using MyReadingLab, coupled
    with diagnostic assessment, supports individual
    learning plans; individualized assistance in lab
•   Learning outcomes: pre/post-test scores: 11-point gain
    (traditional) vs. 21-point gain (redesign)
•   Cost-per-student reduced by 51% ($176 to $98)
          FULLY ONLINE MODEL
•   Eliminates all in-class meetings
    and moves all (or most) learning
    experiences online
•   Adopts successful design
    elements of other models
    including
     –   web-based, multi-media resources
     –   commercial software
     –   automatically evaluated assessments
         with guided feedback
     –   links to additional resources
     –   alternative staffing models
             FINE ARTS
    Florida Gulf Coast University
•   Lack of consistency among multiple
    sections leading to “course drift”
•   Difficulty finding faculty and adjuncts
    with the breadth of knowledge needed
•   Poor student performance in this
    required course
•   Anticipated enrollment growth with
    limited resources for new faculty
                 FINE ARTS
        Florida Gulf Coast University
•   Three modules designed and monitored by faculty experts
•   Students attend performances and art exhibits on campus
    or in the community
•   Students divided into six-person learning teams
•   Undergraduate peer tutors and preceptors guide
    discussion groups
•   Online tests graded automatically
•   Intelligent Essay Assessor evaluates short, focused
    essays
•   Preceptors evaluate longer papers
•   Model is scalable because more peer learning teams can
    be added as needed
FLORIDA GULF COAST U
Visual & Performing Arts
    Traditional                     Redesign
•   25 sections (~30);          •   Single section (~950)
    6 sections (~15) = 800      •   Taught by 1 faculty, 1 course
•   Taught mainly by adjuncts       coordinator, 16 preceptors
•   “Course drift”              •   Consistent & coherent
•   $132 cost-per-student       •   $81 cost-per-student



         Average exam scores increased from 70% to 85%
         Number of A’s and B’s increased from 31% to 75%
         DFW rate decreased from 45% to 11%
COMPUTER LITERACY
Arizona State University

    Traditional                         Redesign
   2 lectures per week                1 optional lecture per week
   Paper-based assignments and        All content online:
    multiple-choice exams               assignments, quizzes and
                                        projects submitted via the Web
   Open lab hours staffed by TAs
    and graders                        Scheduled guidance in lab and
                                        online staffed by ULAs
   26% received C or better
                                       65% received C or better in
   $50 cost-per-student                more difficult course
                                       $35 cost-per-student
             BUFFET MODEL
•   Assess each student’s knowledge/skill level
    and preferred learning style
•   Provide an array of high-quality, interactive
    learning materials and activities
•   Develop individualized study plans
•   Built in continuous assessment to provide
    instantaneous feedback
•   Offer appropriate, varied
    human interaction when
    needed
            STATISTICS
        Ohio State University
•   Students had highly variable learning styles
•   Lectures (3 times a week) were poorly
    attended
•   20% of the students repeated the course
    even though most satisfactorily completed
    initial modules
•   Inconsistency among sections
•   Faculty time was used inefficiently (too
    many emails for faculty)
•   Previous redesign using IT increased cost
               STATISTICS
           Ohio State University
•   Students assisted in thinking about how they
    approach learning and what mode is best for them
•   Online assessment of student learning styles by
    Felder and Solomon
•   Multiple routes to established outcomes for each
    module: lecture, small group, online, lab options
•   Student learning plan for each module
•   Various kinds of learning activities: web sites,
    software, video lectures, small group discussions,
    individual and group projects
             STATISTICS
         Ohio State University
•   Redesign students
    outscored traditional
    students on common
    exams (mean = 78.3 vs. 70)
•   Percentage of students
    needing to retake the
    course reduced from 33%
    to 12%.
•   Cost-per-student reduced
    from $191 to $132
           OTHER APPLICATIONS
•   Six other projects have used the Buffet Model
     –   Communication
     –   Chemistry
     –   Technology Fluency
     –   Nutrition
     –   Psychology
•   Common characteristics
     –   Abandons the "one course, one instructor" model
     –   Creates options: face-to-face, hybrid and online
     –   Students can switch among them without restrictions
     –   Modularizes course content
     –   Students may test out of parts if already mastered
    LINKED WORKSHOP MODEL
•   Retains the basic structure of college-level course,
    especially class meetings
•   Replace remedial/developmental course with just-in-
    time (JIT) workshops
     –   designed to remove deficiencies
     –   computer-based instruction, small-group activities and test
         reviews
     –   individually assigned modules based on diagnostic
         assessments
     –   facilitated by students who have previously excelled in core
         course who are trained and supervised by core faculty
•   JIT workshop activities designed so students use
    concepts during next core course class session, which
    in turn motivates them to do workshop activities
      DEVELOPMENTAL MATH
     Austin Peay State University
•   Eliminated developmental math courses
•   Provided JIT workshops staffed by ULAs linked
    to college math course (which is unchanged)
•   Student Success Rates
        College Course          Before        After
        Funds of Math           32.4%         69.9%
        Elem Statistics         22.4%         52.5%

•   Reduced costs by 52% ($209,248 savings)
 REDESIGN CHARACTERISTICS
 •   Redesign the whole course—not
     just a single class
 •   Emphasize active learning—greater
     student engagement with the
     material and with one another
 •   Rely heavily on readily available
     interactive software—used
     independently and in teams
 •   Increase on-demand, individualized
     assistance
 •   Automate only those course
     components that can benefit from
     automation—e.g., homework,
     quizzes, exams
 •   Replace single mode instruction
     with differentiated personnel
     strategies
Technology enables good pedagogy with large #s of students.
     FOR MORE INFORMATION
        www.theNCAT.org
•   Project descriptions   •   Program descriptions
•   Progress reports       •   Monographs
•   Project contacts       •   Planning resources

				
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