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University of North Carolina at Charlotte CTL Summer Institute Friday, May 21, 2010 CHHS 281 * 09:15-10:15 Redesigning Elementary Spanish at UNC Charlotte Concepción B. Godev, Adriana Vega, and Heather McCullough [on behalf of: Elementary Spanish Redesign Committee / Research Group: - PowerPoint PPT Presentation
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Redesign of Elementary Spanish * Godev, Vega & McCullough 1 of 18
University of North Carolina at CharlotteCTL Summer InstituteFriday, May 21, 2010
CHHS 281 * 09:15-10:15
Redesigning Elementary Spanish at UNC Charlotte
Concepción B. Godev, Adriana Vega, and Heather McCullough[on behalf of:
Elementary Spanish Redesign Committee / Research Group: Jasoon An, Concepción Godev (chair), Ann Gonzalez, Paula Goolkasian,
Heather McCullough, Ton Pujol, Garvey Pyke, Adriana Vega, and Sandra Watts
Instructors: Carlos Coria, Lorena Delgadillo, Elizabeth Mahaffey, and Adriana Vega
Tutors:Graduate Students and Mary Frances Castro, Elvira Jardines, and Shirley
WrightFormer Colleagues:
Joan Elies Adell-Pitarch, Cristian Batalla, Rosalba Esparragoza-Scott, and Kazuko Ichinozeki]
Redesign of Elementary Spanish * Godev, Vega & McCullough 2 of 18
general information 1
• Traditional Elementary Spanish (first and second semester)
60 sections per semester
30 students per section
3000 students per year (including summer)
3 contact hours over two days
• Redesigned Elementary Spanish (first and second semester)
30 sections per semester
60 students per section
3000 students per year (including summer)
1 hour 15 mins in one day
Redesign of Elementary Spanish * Godev, Vega & McCullough 3 of 18
general information 2
● redesign goals: lowering cost, improving academic instruction and improving performance.
● project status: completed the first semester pilot study and the second semester pilot study is underway.
Redesign of Elementary Spanish * Godev, Vega & McCullough 4 of 18
planning 1● review of and consultation with existing redesigned programs
(Spring 2008)● Center for Teaching and Learning (CTL) informs languages
department about NCAT’s program “Colleagues Committed to Redesign Projects” (Spring 2009)
● CTL, in consultation with LACS department committee, drafts course redesign NCAT proposal (Spring-Summer 2009)
● lesson plans, online activities selection and pre-pilot hybrid first-semester course (Spring-Summer 2009)
● pilot first-semester Spanish courses (Fall 2009)● pilot second-semester Spanish courses (Spring 2010)
Redesign of Elementary Spanish * Godev, Vega & McCullough 5 of 18
planning 2● administrative support (5 colleagues): department chair,
associate chair, Language Resource Center director, two colleagues from Center for Teaching and Learning.
● faculty / time support (4 colleagues / 3 course-releases): elementary Spanish coordinator, specialist in second language acquisition, two full-time instructors, two part-time instructors.
● grant support ($18,190): Office of Distance Education-$3,000 (Spring 2008); Academic Program Improvement-$4,500 (Fall 2008); Scholarship of Teaching and Learning-$10,690 (Spring-Summer 2010).
● research support (statistical analysis) (1 colleague): psychology professor.
Redesign of Elementary Spanish * Godev, Vega & McCullough 6 of 18
planning 3● committee
CTL representative
Language Resource Center Director
instructor
coordinator
senior faculty● meetings
3-4 meetings per semester as a committee
senior faculty may have some 4-5 one-to-one meetings
Redesign of Elementary Spanish * Godev, Vega & McCullough 7 of 18
planning 4● data collectionmonitored and coordinated by senior faculty● communicationemailmoodle forummoodle file-sharing space
Redesign of Elementary Spanish * Godev, Vega & McCullough 8 of 18
sloan-c’s criteria
1. student satisfaction.2. access. 3. learning effectiveness.4. faculty satisfaction.5. institutional cost effectiveness.
Redesign of Elementary Spanish * Godev, Vega & McCullough 9 of 18
student reactions 1● challenge: 59% of the redesigned course
students wanted to take a redesigned second-semester Spanish.
● solution: changing expectations by changing study habits.
● challenge: 13% withdrawals● solution 1: better training on making the most
of the academic support services available.● solution 2: strategic scheduling of tutoring
services.
Redesign of Elementary Spanish * Godev, Vega & McCullough 10 of 18
student reactions 2● challenge: students need to improve the pace
of their online work.● solution: flexible software that allows for easy-
to-set-up deadlines.● challenge: ~50% of both traditional and hybrid
students can’t learn grammar from virtual instructor.
● solution: tutoring
Redesign of Elementary Spanish * Godev, Vega & McCullough 11 of 18
instructors’ reactions
● the software quality has to improve.● perception that more work is involved.● instructors got to know traditional students
better.● concerns about student evaluations.● hybrid students’ class participation is higher in
the first half of the semester.
Redesign of Elementary Spanish * Godev, Vega & McCullough 12 of 18
numerical results 1
0
5
10
15
20
25
30
35
Percentage of Letter Grades
Figure 1. Common Final Exam Results. SPAN 1201. Fall 2009
trad final ex 20 32 29 5 14
hyb final ex 18 34 25 10 12
A B C D F
Redesign of Elementary Spanish * Godev, Vega & McCullough 13 of 18
numerical results 2
0
5
10
15
20
25
30
35
40
Percentage of Letter Grades
Figure 2. Course Grade Results. SPAN 1201. Fall 2009
trad course g 23 38 22 10 3 3
hyb course g 22 38 18 4 5 13
A B C D F W
Redesign of Elementary Spanish * Godev, Vega & McCullough 14 of 18
cost 1
● 15 sections (as opposed to 30) of first semester Spanish in Fall 2010.
● use of classroom space has been reduced by 50%
● contact time has not been reduced for the instructor.
● preparation time has been reduced by 50%.
● 9 GTAs, 1 lecturer, and 2 part-time instructors will be teaching the entire first semester in Fall 2010.
● some GTA hours will be allocated to tutoring and assisting with any-language faculty’s research tasks.
Redesign of Elementary Spanish * Godev, Vega & McCullough 15 of 18
cost 2
● instructors need to grade:
two compositions (as opposed to 3). a midterm exam (as opposed to 4). an in-class oral exam (as opposed to 3 qzs). 25% of the final exam (as opposed to 100%).
● grading time per student per semester: 41 minutes (as opposed to 100 minutes).
Redesign of Elementary Spanish * Godev, Vega & McCullough 16 of 18
accomplishments
● common final exam first- and second-semester Spanish.
● final speaking test.
● more time on task.
● lesson plan preparation time has been reduced.
● grading time has been reduced.
● exam preparation time has been reduced.
● videotaped classes for future training.
Redesign of Elementary Spanish * Godev, Vega & McCullough 17 of 18
remaining tasks
● estimating communication/counseling time-cost per student (probable average is some 10 minutes per semester per student).
● instructor training for hybrid first-semester Spanish rollout in Fall 2010.
● advertising for students and parents.
● analyzing pilot hybrid second-semester Spanish results.
● analyzing results from hybrid first-semester Spanish rollout in Fall 2010.
Redesign of Elementary Spanish * Godev, Vega & McCullough 18 of 18
THANKS!
QUESTIONS, COMMENTS, REMARKS?