1. Redesigning LBST 2214 at UNC Charlotte Matt Belles, David Langford, Mike Moore, Pilar Zuber

2. ADD I EADD I E LBST 2214 Issues in Health and Quality of Life 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.

3. ADD I EADD 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

4. ADD I EADD 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

5. ADD I EADD I E 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

6. ADD I EADD I E 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

7. ADD I EADD I E ADDIE Model for Instructional Design A nalysis D esign D evelopment I mplementation E valuation

8. ADD I EADD 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.

9. ADD I EADD I E Do the current elements of the course support learners in the achievement of these learning objectives? Analysis StrengthsWeaknesses 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

10. ADD I EADD I E What opportunities exist to modify or create course elements which could overcome these challenges? Design ChallengeProposed 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

11. ADD I EADD I E What opportunities exist to modify or create course elements which could overcome these challenges? Design ChallengeProposed 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

12. ADD I EADD I E Design SectionsFacultyTAs (minimum required)# Students 115 (1 section each) 10 hrs/week190 215 (2 sections each) 15 hrs/week380 325 (3 sections each) 20 hrs/week570 427 6 (3 sections each) 20 hrs/week 1 (2 sections) 15 hrs/week 760 539 8 (3 sections each) 20 hrs/week 1 (1 section each) 10 hrs/week) -or- 7 (3 sections each) 20 hrs/week 2 (2 sections each) 15 hrs/week 950 What are the minimum staffing resources needed to deliver the proposed changes? How are they scalable?

13. ADD I EADD I E Design Getting your TAs A.Teaching Assistants (employment) Up to 20 hrs/week B.Doctoral Program Course (course credit) Up to 10-12 hrs/week

14. ADD I EADD I E Design TA Time CommitmentTA Student LoadHourly Breakdown 10 hrs/week1 section 38 students max Hrs in class/week = 3 Office Hours = 1 Resource Room Hours = 1 Weekly Meeting = 1 Scheduled time total = 6 hrs Open time = 4 hrs 15 hrs/week2 sections 76 students max Hrs in class/week = 6 Office Hours = 1 Resource Room Hours = 1 Weekly Meeting = 1 Scheduled time total = 9 hrs Open time = 6 hrs 20 hrs/week3 sections 114 students max Hrs in class/week = 9 Office Hours = 1 Resource Room Hours = 1 Weekly Meeting = 1 Scheduled time total = 12 hrs Open time = 8 hrs

15. ADD I EADD 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

16. ADD I EADD I E Design Keynote Session 1 Section in Banner 190 Students Keynotes and Discussions Discussion Sessions 5 @ 38 Students each* 190 Students total *Corresponds to CHHS room capacity Created using Moodle random groups after add/drop period

17. ADD I EADD 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 interval Discussion, Presentation, Debate 2 full-time faculty 7 Graduate Teaching Assistants

18. ADD I EADD I E What steps are necessary to prepare for the creation or modification of course elements? Development Course ElementNecessary Steps for Modification ScheduleDevelop a Spring 2010 schedule for the Redesign and reserve appropriate rooms StaffingEstablish Faculty Guidelines Establish Training Procedures for GTA’s ContentIdentify course Themes and Module topics/subtopics ActivitiesDevelop and Modify Activities to reflect new focus on student interaction

19. ADD I EADD 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 TobaccoHealthcare Systems Alcohol and other DrugsOral Health Mental Health - SleepHealth Literacy Infectious Diseases- Immunizations, STI’s Unintentional Injuries Chronic Diseases – Cancer, Diabetes, Stroke, Arthritis Violence Environmental HealthReproductive Health

20. ADD I EADD I E Development

21. ADD I EADD I E

22. ADD I EADD I E What tasks are necessary to implement the proposed course design? Implementation TasksSchedule Content DevelopmentDesign 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 trainingTraining for GTA’s occurred in early January 2010 Consisted of 4 hour training in addition to standard university training CoordinationThe design team and all GTA’s met weekly on Mondays at 10AM before the first class of the week

23. ADD I EADD 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 EvaluationsModeled after faculty evaluation

24. ADD I EADD I E Evaluation Evaluation Feedback Positive – Class was engaging Negative – Busy Work Lessons Learned

25. ADD I EADD 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

26. ADD I EADD I E Evaluation Challenges with this model No night/evening sections Need staffing resources Access to TAs Classroom/space resources Lessons Learned

27. ADD I EADD I E Next Steps Teaching Assistants More pedagogy training More explicit expectations Course delivery More class preparation accountability Use of more online resources

28. ADD I EADD I E Next Steps Wimba

29. ADD I EADD I E Questions?