Redesigning LBST 2214 at UNC Charlotte Matt Belles, David Langford, Mike Moore, Pilar Zuber.
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Transcript of Redesigning LBST 2214 at UNC Charlotte Matt Belles, David Langford, Mike Moore, Pilar Zuber.
Redesigning LBST 2214 at UNC Charlotte
Matt Belles, David Langford, Mike Moore, Pilar Zuber
ADD I E
LBST 2214 Issues in Health and Quality of LifeLearning Objectives
1. Discuss the major health issues and national health priorities facing the US in the 21st century
2. Critique gender, race/ethnic, cultural, and socioeconomic differences that contribute to health and health disparities
3. Assess the organization and delivery of health care and its role in our nation's health
4. Describe various measurement models for health and quality of life
5. Analyze the role of individual and social beliefs in influencing ethical understandings on issues of health and quality of life.
ADD I E
2009 LBST 2214
8-10 sections of approximately 65-90 students
Lecture Focused
Mixture of full-time and part-time faculty
2009 Course Design
ADD I E
2009 LBST 2214
Large sections decrease likelihood of discussion, active learning
No standard set of course objectives
No standard curriculum/content
Varying student and instructor workloads
Difficulty assessing student learning
Major issues
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Proposed Goals for Redesign
• Improve consistency of curriculum across several sections of large enrollment course
• Increase the quality of the educational experience for students in a large enrollment course
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Proposed Goals for Redesign
• Reduce cost of offering multiple sections of LBST course to 1000 students/semester
• Increase retention and success of students in this course of primarily freshman and sophomore students
• Increase student engagement in freshman and sophomore class
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ADDIE Modelfor Instructional Design
• Analysis
• Design
• Development
• Implementation
• Evaluation
ADD I E
What are the learning objectives for the course?
Analysis
Learning Objectives
1. Discuss the major health issues and national health priorities facing the US in the 21st century
2. Critique gender, race/ethnic, cultural, and socioeconomic differences that contribute to health and health disparities
3. Assess the organization and delivery of health care and its role in our nation's health
4. Describe various measurement models for health and quality of life
5. Analyze the role of individual and social beliefs in influencing ethical understandings on issues of health and quality of life.
ADD I E
Do the current elements of the course support learners in the achievement of these learning objectives?
Analysis
Strengths Weaknesses
Communication Strategy - Lecture
Exposure of Large Audience to experienced faculty creates logistical advantages
Creates the opportunity for experiences faculty to introduce information to students in a meaningful way
Lecture format makes student- teacher and student- student dialogue difficult
Limits the ability to utilize assessments such as debates, student presentations, and group discussions
ADD I E
What opportunities exist to modify or create course elements which could overcome these challenges?
Design
Challenge Proposed Solutions
Difficulty creating opportunity for student –student dialogue
Modify schedule to allow for smaller group meetings among students
Difficulty creating opportunity for student –instructor dialogue
Involve GTA’s to create more opportunities for students to engage with instructors in a smaller classroom environment
ADD I E
What opportunities exist to modify or create course elements which could overcome these challenges?
Design
Challenge Proposed Solutions
Improve consistency among course sections
Create a Keynote and Discussion model which uses a Keynote to introduce a topic and Discussion sessions to explore the course themes related to this topic
Use a team approach wherein faculty collaborate on the design of module topics and activities
ADD I E
Design
Sections Faculty TAs (minimum required) # Students
1 1 5 (1 section each) 10 hrs/week 190
2 1 5 (2 sections each) 15 hrs/week 380
3 2 5 (3 sections each) 20 hrs/week 570
4 2 76 (3 sections each) 20 hrs/week1 (2 sections) 15 hrs/week
760
5 3 98 (3 sections each) 20 hrs/week1 (1 section each) 10 hrs/week)-or-7 (3 sections each) 20 hrs/week2 (2 sections each) 15 hrs/week
950
What are the minimum staffing resources needed to deliver the proposed changes? How are they scalable?
ADD I E
Design
• Getting your TAsA. Teaching Assistants (employment)• Up to 20 hrs/week
B. Doctoral Program Course (course credit)• Up to 10-12 hrs/week
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DesignTA Time Commitment TA Student Load Hourly Breakdown
10 hrs/week 1 section38 students max
Hrs in class/week = 3Office Hours = 1Resource Room Hours = 1Weekly Meeting = 1Scheduled time total = 6 hrsOpen time = 4 hrs
15 hrs/week 2 sections76 students max
Hrs in class/week = 6Office Hours = 1Resource Room Hours = 1Weekly Meeting = 1Scheduled time total = 9 hrsOpen time = 6 hrs
20 hrs/week 3 sections114 students max
Hrs in class/week = 9Office Hours = 1Resource Room Hours = 1Weekly Meeting = 1Scheduled time total = 12 hrsOpen time = 8 hrs
ADD I E
Design
LBST 2214
4 separate sections of the course - 190 students each
11:00AM MW
5:00 PM MW
9:30AM TR
12:30PM TR
Spring 2010 Course Sections
ADD I E
Design
Keynote Session
1 Section in Banner
190 Students
Keynotes and DiscussionsDiscussion Sessions
5 @ 38 Students each*
190 Students total
*Corresponds to CHHS room capacity
Created using Moodle random groups after add/drop period
ADD I E
What opportunities exist to modify or create course elements which could overcome these challenges?
Design
2009 LBST 2214 Design
8-10 sections of approximately 80-100 students
Lecture Focused
A mixture of full-time and part-time faculty
2010 LBST 2214 Design
4 sections of 190 each
Each Section is then divided into 5 extended learning groups of 38 students each
1 Lecture per 2 week interval
2-3 meetings per 2 week intervalDiscussion, Presentation, Debate
2 full-time faculty 7 Graduate Teaching Assistants
ADD I E
What steps are necessary to prepare for the creation or modification of course elements?
Development
Course Element Necessary Steps for Modification
Schedule Develop a Spring 2010 schedule for the Redesign and reserve appropriate rooms
Staffing Establish Faculty GuidelinesEstablish Training Procedures for GTA’s
Content Identify course Themes and Module topics/subtopics
Activities Develop and Modify Activities to reflect new focus on student interaction
ADD I E
What organizing constructs exist to develop materials for the course?
Development
Themes
Ethics
Policy
Health Disparities
Measures
Social Determinants of Health
Healthcare System
Possible Topics
Nutrition/Physical Activity- Obesity
Intentional Injuries
Tobacco Healthcare Systems
Alcohol and other Drugs Oral Health
Mental Health - Sleep Health Literacy
Infectious Diseases-Immunizations, STI’s
Unintentional Injuries
Chronic Diseases – Cancer, Diabetes, Stroke, Arthritis
Violence
Environmental Health Reproductive Health
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Development
ADD I E
Development
ADD I E
What tasks are necessary to implement the proposed course design?
Implementation
Tasks Schedule
Content Development Design Team met every other week during the Summer of 2009 to create and modify existing 2214 content through funding from the UNC General Administration
GTA training Training for GTA’s occurred in early January 2010Consisted of 4 hour training in addition to standard university training
Coordination The design team and all GTA’s met weekly on Mondays at 10AM before the first class of the week
ADD I E
How has the creation or modification of course elements impacted student ability to achieve learning objectives?
Evaluation
Formative Evaluation
Student Communication Survey
Investigated student preferences regarding types of communication in the course – Online or In-person With Faculty, With GTA, With other students
Standard Faculty Evaluations
Standard university and college faculty evaluations
TA Evaluations Modeled after faculty evaluation
ADD I E
Evaluation
• Evaluation Feedback• Positive – Class was engaging• Negative – Busy Work
Lessons Learned
ADD I E
Evaluation
• Challenges for LBST 2214• Inconsistency between TAs• Integrating more “fundamental” learning• Course is critical thinking, not just
content• “Sole face of course”• Handholding
Lessons Learned
ADD I E
Evaluation
• Challenges with this model• No night/evening sections• Need staffing resources• Access to TAs
• Classroom/space resources
Lessons Learned
ADD I E
Next Steps• Teaching Assistants
• More pedagogy training• More explicit expectations
• Course delivery• More class preparation accountability• Use of more online resources
ADD I E
Next Steps• Wimba
ADD I E
Questions?