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Transforming Instruction in Large Lecture Courses. Kelly Hogan, Biology, Co- Chair Rudi Colloredo-Mansfeld , Anthropology Michael Crimmins, Co-Chair Duane Deardorff , Physics Bob Henshaw , CFE Beth Jordan, Psychology Alex Miller, Chemistry Peter Mucha , Mathematics Eric Muller, CFE.

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Transforming instruction in large lecture courses
Transforming Instruction in Large Lecture Courses

Kelly Hogan, Biology, Co-Chair

Rudi Colloredo-Mansfeld, Anthropology

Michael Crimmins, Co-Chair

Duane Deardorff, Physics

Bob Henshaw, CFE

Beth Jordan, Psychology

Alex Miller, Chemistry

Peter Mucha, Mathematics

Eric Muller, CFE

Eileen Parsons, School of Education

Jeremy Petrenka, Economics

Jason Roberts, Political Science

Mike Shanahan, Sociology

Todd Taylor, English

Boone Turchi, Economics

Kathy Williams, Dramatic Art

SerhanZiya, Statistics and OR


Transforming instruction in large lecture courses1
Transforming Instruction in Large Lecture Courses

Pedagogy

Scaffolding

Cultural Change


Scaffolding faculty support
Scaffolding: Faculty Support

  • Deans and Department Chairs should become more involved in pedagogical improvement and support.

  • Surveyed faculty indicated TA availability is the most important support needed. Explore alternatives for funding TA support.

  • Hire lecturers with proven ability in active learning methods.

  • Fund course releases or summer supplements for faculty members to redesign courses, e.g. course releases to allow an “apprenticeship” with another faculty member.


Cultural change
Cultural Change

  • Raise faculty awareness about evidence-based practices: chair’s meetings, faculty meetings; outreach to faculty members teaching large classes.

  • Inform new faculty members as early as possible about effective teaching practice and support.

  • Coordinate teaching of courses with multiple sections or two semester sequences to have consistent content.

  • Recognize and reward innovative pedagogical practices at the college and departmental level.


Data for Science Courses:

Fall 2007-Spring 2008 Combined Sections


Redesign of

General Chemistry - 101

General Chemistry - 102

Organic Chemistry I - 261


Redesign of chemistry 101
Redesign of Chemistry 101

F – 11, S – 12: DIFW% = 25.2

Flipped format:

CarribethBliem and Jen Krumper

Videos viewed before class

Mastering Chemistry (online homework assignments)

In class quizzes

Classroom response systems

Undergraduate mentors

Post Exam Interventions


Redesign of chemistry 101 overall average 2007 68 6 2013 76 8
Redesign of Chemistry 101overall average: 2007: 68.6; 2013: 76.8



Chemistry 261 organic chemistry i
Chemistry 261: Organic Chemistry I

Fall 2006 % D/F: In state – out state

All Asian Black Hispanic White

15 - 8 22 - 9 32 – 24 23 – 15 11 - 4


Chemistry 261 redesign
Chemistry 261: “Redesign”

“Partially” Flipped format:

Jen Krumper, M. Crimmins

Mastering Chemistry (online homework assignments)

In class quizzes at the beginning of every class

Classroom response systems

Undergraduate mentors

Coordinated content, schedule, and help sessions

for three sections

Approximately 80 Videos available for viewing


Chemistry 261: Exam 1, F – 2013Preliminary – Non-Scientific Dataoverall average: 1995 – 2005 : 67.4; 2013: 78.6% Below 60: 1995 – 2005 : 27.0; 2013: 9.4


Grade distribution chem 261 exam 1
Grade Distribution Chem 261 Exam 1


Overall average 1995 2005 67 6 2013 77 8 below 60 1995 2005 35 1 2013 11 7

Chemistry 261: Exam 2, F – 2013Preliminary – Non-Scientific Data

overall average: 1995 – 2005 : 67.6; 2013: 77.8% Below 60: 1995 – 2005 : 35.1; 2013: 11.7


Grade distribution chem 261 exam 2
Grade Distribution Chem 261 Exam 2


Scaffolding evaluation and mentoring
Scaffolding: Evaluation and Mentoring

  • Commission a task force to study end-of-course student evaluations.

  • Develop a set of rubrics for assessment of effective teaching practice.

  • Make student demographic and performance data available to faculty to help evaluate student success.

  • Establish interdisciplinary peer observation programs and learning community programs.


Pedagogy
Pedagogy

  • Design courses to provide students with consistent class structure with frequent formative and summative assessments, as well clear deadlines and incentives.

  • Break lectures into smaller segments, and engage student attention between segments with activities that require students to contemplate and apply key concepts.

  • Be self-reflective:draw on various sources to improve teaching and the learning experience for students. Peer observation and student feedback both during and at the end of the semester.


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