klaus woelk [email protected] associate professor interim chairman of chemistry missouri s&t rolla,...
TRANSCRIPT
Klaus [email protected]
Associate Professor Interim Chairman of Chemistry
Missouri S&TRolla, MO
Targeting Diverse Learning Needs with a Buffet Redesign Model
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
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
First Round of Redesign (2004)Measures to enhance student engagement
and 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
Increase in Student Performance
Second Round of Redesign (2007-2010)--- Replacement Model ---
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
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
• 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
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
Third Round of Redesign (2011-2013) --- Buffet Model ---
• 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
• Afternoon and evening– recitation quizzes – voluntary collaborative learning centers
M Tu W Th F
8-8:50 Lecture A Recitations A1, B1, C1, D1 Lecture A Recitations
A5, B5, C5, D5 Lecture A
9-9:50 Lecture B Recitations A2, B2, C2, D2 Lecture B Recitations
A6, B6, C6, D6 Lecture B
10-10:50 Lecture C Recitations A3, B3, C3, D3 Lecture C Recitations
A7, B7, C7, D7 Lecture C
11-11:50 Lecture D Recitations A4, B4, C4, D4 Lecture D Recitations
A8, B8, C8, D8 Lecture D
Course Structure (Fall Semesters, traditional)
• Afternoon and evening– common exams– voluntary collaborative learning centers
M Tu W Th F
8-8:50 Learning Centers
E1, F1, G1, H1
Learning Centers
E3, F3, G3, H3
9-9:50 LecturesA (f2f), C (so)
LecturesA (f2f), C (so)
10-10:50 LecturesB (f2f), D (so) Learning
CentersE2, F2, G2, H2
LecturesB (f2f), D (so) Learning
Centers E4, F4, G4, H4
11-11:50
Course Structure (Fall Semesters)
Face-to-face LecturesEngaging students inside the classroom
Synchronous Online LecturesEngaging students outside the classroom
Synchronous Online LecturesEngaging students outside the classroom
Synchronous Online LecturesEngaging students outside the classroom
Synchronous Online LecturesEngaging students outside the classroom
Student-Centered Learning in Collaborative Learning Centers
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:1.Encourage Student-Faculty Contact2.Encourage Cooperation Among Students3.Encourage Active Learning4.Give Prompt, Frequent, Informative Feedback5.Emphasize Time on Task6.Communication High Expectations7.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
• 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)
“Online” doesn’t mean “left alone”
LEAD Collaborative Learning Centers
LEAD Collaborative Learning CentersActive Learning …
… in a non-threatening environment
Outcome vs. Number of Sessions Attended
Total Number of Students Per Session
Average Seat Time per Student
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
Success tomorrow depends on choices today.
unknown author
Video clips from the redesigned Missouri S&T general chemistry
course are available at:
http://classes.mst.edu/chem1