1. Introductory Statistics, 1999- 2009: A Decade of Innovation and Course Redesign John T. Harwood Teaching and Learning with Technology Information Technology Services Penn State

2. A Word about Penn State Penn State is large (~90K students, 6K faculty, and 15K staff) @ 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 2008-09) 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 staff) @ 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 2008-09) Lots of intro and Gen Ed courses with high DFW rates and attrition at some campuses

3. Stat 200, Then and Now Enrollment today is larger than in 2001 1,600 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 2001 1,600 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

4. 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

5. 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)

6. 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)

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

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

9. A Redesigned Introductory Stat Course Spawned Other Redesigns Stat 200 (NCAT), 1999-2001 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), 1999-2001 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

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