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Case Studies in Course Redesign: Statistics and Fine Arts Transformation

Learn about the successful course redesign initiatives at Penn State University for Statistics and at Florida Gulf Coast University for Fine Arts. Discover the challenges, redesign plans, outcomes, and strategies implemented to enhance student engagement and performance.

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Case Studies in Course Redesign: Statistics and Fine Arts Transformation

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  1. CASE STUDIES IN COURSE REDESIGNUsing the Five Models • Statistics at a Large Research University • Fine Arts at a State University

  2. STATISTICSPenn State UniversityChallenges • Lectures are passive, and students do not engage with the content • Faculty want to address different learning student preferences • The course has high personnel costs and requires 12 GTAs, which are hard to find • No tutoring is available • Students do not remember what they learned in subsequent courses

  3. STATISTICSPenn State UniversityRedesign Plan • Weekly lectures are reduced from 3 to 1 • Readiness Assessment Tests (RATs) identify both individual and group readiness to move on by measuring mastery of material • Traditional recitations are now computer-mediated workshops • Greater one-to-one contact between students and faculty • GTA roles shift from instruction to guidance

  4. Annual enrollment = 2200 students Sections = ~240 4 FT faculty lecture 3 times a week 12 GTAs lead 2 recitation sections of ~40 students GTAs hold office hours and grade Annual enrollment = 2200 students Sections = ~240 4 FT faculty lecture 1 hour per week, assist students in lab and supervise GTAs 2 one-hour labs 4 GTAs assist in lab and proctor tests UGTAs assist in lab TRADITIONAL VS. REDESIGN

  5. STATISTICSPenn State UniversityOutcomes • Redesign students outperformed traditional students: 66% vs. 60% • DFW rates reduced from 12% to 9.8% • Using UGTAs extremely successful • GTAs needed reduced from 12 to 4 • Cost-per-student reduced by 44%

  6. FINE ARTSFlorida Gulf Coast UniversityChallenges • 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 with limited resources for new faculty

  7. FINE ARTSFlorida Gulf Coast UniversityRedesign Plan • Three modules covering different aspects of the fine arts are each designed and monitored by a faculty expert • One course coordinator manages one section of 400+ students each term • Students divided into six-person learning teams • Undergraduate peer tutors and adjuncts guide discussion groups and evaluate longer papers • Interactive learning resources available 24*7

  8. FINE ARTSFlorida Gulf Coast UniversityRedesign Plan • Online tests are evaluated automatically • Intelligent Essay Assessor (after being trained) evaluates short, focused essays • Students attend performances and art exhibits in the community or on campus • Model is scalable because more peer learning teams can be added as needed.

  9. Traditional 25 sections (~30); 6 sections (~15) = 800 Taught mainly by adjuncts “Course drift” $132 cost-per-student Redesign Single section (~950) Taught by 1 faculty, 1 course coordinator, 16 preceptors Consistent & coherent $81 cost-per-student FLORIDA GULF COAST U Visual & Performing Arts

  10. FINE ARTSFlorida Gulf Coast UniversityOutcomes • 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%

  11. FOR MORE INFORMATIONwww.theNCAT.org

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