Redesign of Symposium Faculty Success in Redesigning Large Courses at UNC Charlotte February 17, 2012

UNC CharlotteFebruary 17, 2012 David Langford Matt Belles Pilar Zuber Mike Moore Julie Padilla Trudy Moore-Harrison Karen Schmaling (Former Dean CHHS)

UNC CharlotteFebruary 17, 2012  Reduce cost/resources  Reduce part-time faculty needs  Better utilization of classrooms  Respond to freshman initiative  Increase retention and success of students  More full-time faculty in touch with freshman  Increase student engagement Students giving group presentation in seminar

UNC CharlotteFebruary 17, 2012  CHHS Goals  Introduce Freshman and Sophomore students to faculty and health as a discipline of study  Create consistency across multiple sections  Create a scalable course that can change with needs  Started redesign process summer 2009, offered redesigned course 1 st time spring 2010 Debate as the final exam

BEFOREAFTER  Taught in 10 sections of students each  Auditorium/lecture format  Department/PT Faculty  Taught in 5 large group sections of 200 students each  Combined large class with seminars  College/Team Sloan-C Blended Learning Conference March 26-29

UNC CharlotteFebruary 17, 2012  Each large section subdivided into 5 seminars of 40 students  1 seminar /section taught online  Taught by 3 F/T faculty and 11 graduate TAs  CHHS Learning Community included in one section  Weekly resource room hours Large class instruction

UNC CharlotteFebruary 17, 2012  Save $24,000 - $35,000/yr in part-time salaries  Allows net increase in paid assistantships for graduate students  Reduces demand on larger classrooms that seat students Students working in seminar groups

UNC CharlotteFebruary 17, 2012  Campus LBST 2214 % DWF (includes 2 sec outside CHHS)  Spring % (before redesign)  Fall % (before redesign)  Spring % (after redesign)  Fall % (after redesign)  At midterm D and F students identified  AM Class: About 13% D/F at midterm 6% at final (f10, sp11)  PM Class: About 25% D/F at midterm 9% at final (f10, sp11) Note: Fall 2011 AM class D/F 21% midterm to 2% final PM class D/F 23% midterm to 7% final

UNC CharlotteFebruary 17, 2012  Course provides a positive learning environment for up to 1000 students/semester  Tremendous administrative support  Effective Teamwork (faculty and TAs)  Met original goals  Resource conservation  Scalable class to accommodate increasing enrollments  Increased opportunities for student interaction  Good model for addressing midterm student success

UNC CharlotteFebruary 17, 2012  Interviewing/hiring TAs in summer challenge to 9-mo faculty  Originally planned for 1 faculty to be course coordinator but never realized  Managing volume of students and student-related issues  Logistics of virtual and physical classrooms Large class instruction

UNC CharlotteFebruary 17, 2012  Increase use of online options  20% interested in online options  Continue innovative student engagement strategies  Create more online materials e.g. “student point of view” videos  Simplify and Automate Resource room with TA available to assist students

Thank you