A New Model for Faculty Collaboration: Ensuring Rigorous Curriculum and Assessment in Dual Credit Courses

Lisa J. Goodnight, Ph.D. Ralph V. Rogers, Ph.D.Purdue University CalumetHammond, IN

A New Model for Faculty Collaboration: Ensuring Rigorous Curriculum and Assessment in Dual Credit Courses

A Call to Action by the State of Indiana:Assessable, Affordable, AccountableIndiana Commission of Higher Education (September 2008)Moving beyond college access to degree successEnsuring college is affordableEmbracing accountability for resultsIn Indiana, only 36% of high school graduates earn a college degree in 4 years, 57% do so in 6 years.

Gap in Perceptions of High School and University Faculty

Creation of Dual Credit CoursesUniversity Lead faculty member paired with a high school teacher (high school teacher will teach the course under the supervision of the university faculty member)Collaborate on curriculum and pedagogyAlign the high school course with the university course Determine means of assessment/rubrics

Faculty PartnershipsUniversity FacultyCollaborate with high school faculty to align high school course with the university courseInstructor of record Observe the high school teacher and offer feedbackEngage in blind grading for inter-rater reliabilitySubmit final grades to registrar at university

High School FacultyCollaborate with university faculty to align their course with the university courseResponsible for day-to-day instruction of the courseEngage in blind grading for inter-rater reliabilityAdminister student evaluations of the courseSubmit final grades to the university faculty member

Process of CollaborationFace to face meeting of the wholeSummer workshopsFall and Spring workshops

Role of the University FacultyInstructor of record at the universityPaid $3000 or received a course releaseCertify that the course taught at the high school is a university courseMonitor the progress of the studentsObserve the high school teacher and offer feedbackEngage in blind grading for inter-rater reliabilitySubmit final grades to registrar at university

Role of the High School FacultyCollaborate with university faculty to align their course with the university courseReceived a small stipend for this projectResponsible for day-to-day instruction of the courseEngage in blind grading for inter-rater reliabilityAdminister student evaluations of the courseSubmit final grades to the university faculty member

Inter-Rater ReliabilityKrippendorffs AlphaStrength is that computed reliabilities are comparable across any numbers of coders and values, different metrics, and unequal sample sizes.

Inter-Rater ReliabilityonOne interpretation of Krippendorff's alpha is:

= 1 indicates perfect reliability

= 0 indicates the absence of reliability. Units and the values assigned to them are statistically unrelated

< 0 when disagreements are systematic and exceed what can be expected by chance.

= 1 -D within units = in errorD within and between units = in total

Do is the observed disagreement:De is the disagreement one would expect when the coding of units is attributable to chance rather than to the properties of these unit

Courses OfferedFY 2009-2010Communication/SpeechPre-CalculusFirst and Second courses in ChemistryEnglish CompositionFY 2010-2011Introduction to SociologyIntroduction to PsychologyCalculus based Physics

Assessment of Student LearningPUC CourseAssessment ToolInter-Rater ReliabilityCommunication/SpeechInformative Speech

Fall 2009 .94, Good reliabilitySpring 2010 .97, Strong reliabilityPre-Calculus

Problem Set

.96, Strong reliability and .93, Good reliability for two teachersChemistryBuffer LabFall 2009 .46, Major issues with reliability Spring 2010 .98, Excellent reliability English Composition

Literacy NarrativeCritical ReviewReflective Essay

Increased Participation of high school studentsFall 2009Spring 2010Total=201 studentsCommunication: 30 Pre-Calculus: 135Chemistry: 7386% earned a C- or better

Total=228 studentsCommunication: 37Chemistry: 73English Comp: 24889% earned a C- or better

In total over 2500 university credits were earned by students in the first year.

Lessons Learned from 2009-10Courses taught at the high school were rigorous university courses and the unique and evolving faculty partnerships worked to achieve demonstrated and measurable qualityEnsured quality and integrity of university curriculumRigorous instruction through the unique partnership2500 credit hours earned by students87% of students earned college creditOverall student assessment of learning was excellent!

Lessons Learned, cont.Both faculty members must be enthusiastic and willing to collaborateMajor issues with admission and registrationCost analysis: What is the true cost to the university for dual credit? Purdue Calumets costs were not covered through student tuition.Engaging in marketing research on the price point for dual credit to northwest Indiana familiesExpanded course offerings for 2010-2011: American Government, Introduction to Psychology, Introduction to Sociology, and two course sequence in calculus based PhysicsOver 350 students enrolled for Fall 2010Over 600 students enrolled for Fall 2010 at two high schools

Moving ForwardCan this program be expanded? How many faculty are needed?How can technology assist in faculty collaboration, strengthening inter-rater reliability, and tracking students?How can we drive the costs of the business side down? How do we lower the costs of admission and registration?

New Twists From Indiana Commission on Higher Education (ICHE)State funding for dual credit shall be limited to a set of priority liberal arts courses identified by ICHE.the rate charged to Indiana students for the identified dual credit priority liberal arts courses shall not exceed $25 per credit hour, beginning July 1, 2011State support for dual credit funding to public education institutions shall be identified separately under a formula prescribed by the CommissionIncentive FundingDual Credit, on-time degree, low income funding