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Targeting Diverse Learning Needs with a Buffet Redesign Model

Targeting Diverse Learning Needs with a Buffet Redesign Model. Klaus Woelk woelk@mst.edu Associate Professor Interim Chairman of Chemistry Missouri S&T Rolla, MO. My Fall Semester 2009 Class. General chemistry (189 students) 86% freshman, 9% sophomore, 5% other

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Targeting Diverse Learning Needs with a Buffet Redesign Model

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  1. Targeting Diverse Learning Needs with a Buffet Redesign Model Klaus Woelk woelk@mst.edu Associate Professor Interim Chairman of Chemistry Missouri S&T Rolla, MO

  2. My Fall Semester 2009 Class • General chemistry (189 students) • 86% freshman, 9% sophomore, 5% other • Engineering students (82%) • 29% mechanical and aerospace, 12% electrical and computer, 12% civil and environmental, 12% chemical, 6% metallurgical and ceramics, 6% architectural, 9% other, 14% undeclared • Non-major science students (9%) • 47% biology, 41% computer, 12% other • Chemistry students (6%) • Others (3%) • mostly undeclared

  3. Why redesign a course? • Improve student learning in changing environments • online society • millennium students • “No Child Left Behind” generation • Save money in times of budget constraints • same work done with less faculty or with less expensive instructional personnel • more students per section

  4. 0 First Round of Redesign (2004)Measures to enhance student engagementand participation in large classrooms • Clickers (preparedness, learning, understanding) • ongoing assessment, instant automated feedback • Daily homework (graded quickly) • time on task, ongoing assessment, prompt feedback • Assigned daily reading, required note preparation • time on task

  5. Increase in Student Performance

  6. 0 Second Round of Redesign (2007-2010)--- Replacement Model --- • (2007) Daily homework (graded quickly) • MasteringChemistry (graded instantly) • (2009) Recitation Quizzes • 15-minute MasteringChemistry -based quiz • developed own database of test questions • (2010) Assigned daily reading, required note preparation • 3-minute MasteringChemistry -based reading quiz • developed own database of test questions • Cost Savings (~ $4,700) • Before: 11 Undergraduate Graders (~ $13,000) • delay between submission and return of graded work • inconsistent grading • After: 1 Graduate Assistant (~ $8,300) • administering MasteringChemistry

  7. 0 Third Round of Redesign (2011-2013) • Missouri Course Redesign Initiative • Missouri Governor • Missouri’s public four-year institutions • National Center for Academic Transformation (NCAT) • Improve learning outcomes • Reduce instructional costs • Redesigning large-enrollment, multi-section courses • Using technology-supported active learning strategies

  8. 0 Third Round of Redesign (2011-2013)Changing the course structure • Traditional • up to 1200 Students annually • 6 courses, 48 recitation sections • 6 instructors • 12 TAs + 6 PLAs (Peer Learning Assistants) • Redesigned • up to 1200 Students annually • 3 courses, 24 collaborative learning centers • 2 instructors • 6 TAs + 6 PLAs

  9. 0 Third Round of Redesign (2011-2013)--- Buffet Model --- • Lectures • Face to face • Online synchronous g • Active Learning • Collaborative learning centers • Online modules • Online learning modules • Discipline specific • Extra credit • Students must develop study plan, discuss with instructor

  10. 0 Third Round of Redesign (2011-2013)--- Buffet Model --- • Lectures • Face to face • Online synchronous g • Active Learning • Collaborative learning centers • Online modules • Online learning modules • Discipline specific • Extra credit • Students must develop study plan, discuss with instructor • Lectures • Face to face: clickers (Turning Technologies), text messaging • Online synchronous: ResponseWare (Turning Technologies), text messaging • Active Learning • Collaborative learning centers, peer learning, peer evaluation • Online modules, individualized feedback • Online learning modules • Discipline specific • Extra credit • Students must develop study plan, discuss with instructor

  11. Course Structure (Fall Semesters, traditional) • Afternoon and evening • recitation quizzes • voluntary collaborative learning centers

  12. Course Structure (Fall Semesters) • Afternoon and evening • common exams • voluntary collaborative learning centers

  13. Face-to-face LecturesEngaging students inside the classroom

  14. 0 Synchronous Online LecturesEngaging students outside the classroom

  15. 0 Synchronous Online LecturesEngaging students outside the classroom

  16. 0 Synchronous Online LecturesEngaging students outside the classroom

  17. 0 Synchronous Online LecturesEngaging students outside the classroom

  18. Student-Centered Learning in Collaborative Learning Centers

  19. Seven Principles for Good Practice in Undergraduate Education* Adopted by the UM Board of Curators for the UM Strategic Action Plan ”A Design for the Future” (1999). Faculty Members are urged to: • Encourage Student-Faculty Contact • Encourage Cooperation Among Students • Encourage Active Learning • Give Prompt, Frequent, Informative Feedback • Emphasize Time on Task • Communication High Expectations • Respect and Encompass Diverse Talents and Learning Styles * modified slightly from: Chickering and Gamson (AAHE Bull. vol 39(March), 3-7, 1987) http://lead.mst.edu/sevenprinciples/index.com

  20. “Online” doesn’t mean “left alone” • Intrusive Intervention • Intense monitoring of first two week performance • Academic alerts • LASSI (Learning And Study Strategies Inventory) • Study Plan • Possibility to change buffet options • Accountability • MasteringChemistry diagnostics • Optional Assistive Instructional Tools • Course discussion board • Office hours • LEAD (Learning Enhancement Across Disciplines)

  21. LEAD Collaborative Learning Centers

  22. LEAD Collaborative Learning Centers Active Learning … … in a non-threatening environment

  23. Outcome vs. Number of Sessions Attended

  24. Total Number of Students Per Session

  25. Average Seat Time per Student

  26. Acknowledgements • Next Generation Learning Challenges • The Missouri Learning Commons: Redesigning Gateway Courses at Scale • Missouri S&T General Chemistry Redesign Team • Harvest Collier, Vice Provost for Undergraduate Affairs, Professor of Chemistry • Stephen Clark, Professor of Mathematics, Assistant to the Provost • Emmalou Satterfield, Assistant Teaching Professor of Chemistry • Angie Hammons, Manager of Instructional Design Services • Julie Phelps, Instructional Designer, eLearning Specialist • Amy Skyles, Instructional Technology eLearning Specialist • Dan Cernusca, Instructional Design Specialist • Diane Hagni, Program and Project Support Specialist • Additional Support • Travis McDowell, Chemistry Graduate Student • Johnathan Harper, Chemistry Graduate Student • Peris Carr, Chemistry Graduate Student • Barbara Wilkins, Instructional Designer, eLearning Specialist • Malcolm Hays, Instructional Developer, eLearning Expert

  27. Success tomorrow depends on choices today. unknown author

  28. Video clips from the redesigned Missouri S&T general chemistry course are available at:http://classes.mst.edu/chem1

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