Introductory Statistics, : A Decade of Innovation and Course Redesign John T. Harwood Teaching and Learning with Technology Information Technology Services Penn State

A Word about Penn State Penn State is large (~90K students, 6K faculty, and 15K 24 campuses ranging from 700 students to 42K students Increasing % of classes taught by TAs and fixed-term or part-time faculty Highest tuition of any public University (~$13K for in-state students in ) Lots of intro and Gen Ed courses with high DFW rates and attrition at some campuses Penn State is large (~90K students, 6K faculty, and 15K 24 campuses ranging from 700 students to 42K students Increasing % of classes taught by TAs and fixed-term or part-time faculty Highest tuition of any public University (~$13K for in-state students in ) Lots of intro and Gen Ed courses with high DFW rates and attrition at some campuses

Stat 200, Then and Now Enrollment today is larger than in ,600 fall; 1,300 spring; 600 summer Required by ~40 majors Our redesign is the substitution model Redesign began before we had a course management system, so we had to write one. Now we use ANGEL – big PLUS! Redesign requires TEAMS to be sustainable Enrollment today is larger than in ,600 fall; 1,300 spring; 600 summer Required by ~40 majors Our redesign is the substitution model Redesign began before we had a course management system, so we had to write one. Now we use ANGEL – big PLUS! Redesign requires TEAMS to be sustainable

Stat 200, Then and Now Traditional design = 3 lectures and 1 recitation section New model (2001) = 1-2 lectures + readiness assessment tests (RATS) and online activities Newer model (2007) = 2 lectures and 2 labs Newest model is completely online Same course, same standards, similar results Traditional design = 3 lectures and 1 recitation section New model (2001) = 1-2 lectures + readiness assessment tests (RATS) and online activities Newer model (2007) = 2 lectures and 2 labs Newest model is completely online Same course, same standards, similar results

Stat 200, Then and Now Stat 200 continues to innovate Efficient use of ANGEL quizzes High-stakes testing = more time for teaching Clickers provide additional feedback Huge classes seem small Stat 200 now has an online version – same results Cost savings remain about $150K per year (reduction in # of TAs) Stat 200 continues to innovate Efficient use of ANGEL quizzes High-stakes testing = more time for teaching Clickers provide additional feedback Huge classes seem small Stat 200 now has an online version – same results Cost savings remain about $150K per year (reduction in # of TAs)

Stat 200, Then and Now The models remains intact Fewer lectures lead to more active learning Lots of time-on-task (weekly lab exercises, homework, and 2 quizzes) 93-98% of the students complete the assigned quizzes and homework (=mastery learning) Costs do not increase w/enrollments New faculty embrace the model(s) The models remains intact Fewer lectures lead to more active learning Lots of time-on-task (weekly lab exercises, homework, and 2 quizzes) 93-98% of the students complete the assigned quizzes and homework (=mastery learning) Costs do not increase w/enrollments New faculty embrace the model(s)

Stat 200, Then and Now Traditional, 2000 DWF = 12% Redesign, Spring 2008 DWF=6%

Comparison with Traditional vs Redesign in Math 21 (Fall 08) Final Grades

A Redesigned Introductory Stat Course Spawned Other Redesigns Stat 200 (NCAT), Biology 110 (Mellon Foundation), 2000 Spanish 1-3 (Textbook publisher), 2002 So why not fund the redesigns ourselves the PSU Blended Learning Initiative ~30 undergraduate courses Stat 200 (NCAT), Biology 110 (Mellon Foundation), 2000 Spanish 1-3 (Textbook publisher), 2002 So why not fund the redesigns ourselves the PSU Blended Learning Initiative ~30 undergraduate courses

A Word from JoePa about Redesign: Keep on Plugging Away! Our football coach is our biggest support of our University Library