COURSE REDESIGN PROJECTS

COURSE REDESIGN PROJECTS Gary Smith Audriana Stark

“… student success, however it is

defined and measured, must have at its

core success in individual classes.

Though student success is indeed

everyone’s business, it is the business

of faculty in particular.” Tinto, V., and Pusser, B., 2006, Moving

from theory to action: Building a model of

institutional action for student success

“The biggest and most long-lasting reforms of

undergraduate education will come when individual

faculty or small groups of instructors adopt the view of

themselves as reformers, within their immediate sphere

of influence, the classes they teach every day.”

K. Patricia Cross, Professor of Higher Education,

University of California, Berkeley; Trustee, Carnegie

Foundation for the Advancement of Teaching

1-2 CNM faculty who frequently teach the targeted gateway course

Timeline

Assessment

April May-August Fall Semester Spring Semester May-June STEM Gateway compensation:

Faculty

Graduate Assistant

COURSE REDESIGN PROJECTS – What

How STEM Gateway course redesign projects work: 3 redesign teams begin each year

1 UNM Graduate Assistant from

the gateway-course

department

Each course-redesign team consists of:

3-4 UNM faculty who frequently teach the targeted gateway course

STEM Course Redesign Institute Assessment

STEM Gateway Course Redesign Advisory Council

Leaders who advise STEM Gateway to establish priorities

Charles Fleddermann, Associate Dean of Engineering Kate Krause, Dean of University College Mark Peceny, Dean of Arts & Sciences

Steve Cabaniss, Chair, Chemistry & Chemical Biology Patricia Henning, Associate Chair, Physics & Astronomy Terry Loring, Chair, Mathematics & Statistics


2012-2013 Course Reform Projects

CHEM 122 – General Chemistry II

MATH 121 – College Algebra

PHYC 161/167- University Physics



CHEM 121 – General Chemistry I

BIOL 204L – Plant/Animal Form/Function Lab

PHYC 1xx – Preparation for General Physics


BIOL 202 – Genetics

BIOL 204 – Plant/Animal Form/Function

MATH 123/150 – Trigonometry/Pre-Calculus

Recommended by 2013

symposium participants

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Improved success in college algebra (Math 121) Partly a result of curriculum change (across all sections) and pedagogical change (in some sections) since redesign first implemented in Fall 2012

COURSE REDESIGN PROJECTS – Impact

% o

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% gain (post-test minus pre-test)

Spring 2012, before redesign Spring 2013, after redesign

Evidence of greater conceptual learning in General Chemistry II (Chem 122) following redesign



Some redesigned courses are using elements of flipped learning

In Class Out of Class

Introduction to content

Elaboration and engagement for deep

learning

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Q2 How effective are in-class exercises in helping you learn the material? (1-5 where

1= not at all and 5 = very much)

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Q1: How well do the reading assignments and quizzes prepare you for class? (1- 5 where 1 = not at all and 5 = very much)

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More class timeshould be spent on

lecture withproblems worked

outside class

More class timeshould be spent onin-class exercises

and less on lecture

The balance oflecture and in-class

exercises works wellfor me

I would prefer theclass be taught using

only lecture

Q3 Which statement do you agree with most?


Students are responding positively to the redesign structure (e.g., Chem 122)

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… but what happens after that year?

Course redesign teams are funded for 1 year …

COURSE REFORM PROJECTS- Expanding and Sustaining

1. Expand 2. Sustain

Teams must:


Expanding across section instructors

Training material: Website guide Video of teachers in action

Sharing curricular and pedagogical knowledge via archived resources on PBWorks/Google Drive


Sustaining Teams close the loop with assessment data to sustain successful components

Elements include: Informal meetings Learning from one another through peer observations for learning Standardization Sharing and managing knowledge

Teams

of

of o

f


From a Community of Course Redesign Teams to Communities of Practice

To create, expand and exchange knowledge and develop individual capabilities

COURSE REDESIGN PROJECTS

Documents

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