Redesigning LBST 2214 at UNC Charlotte Matt Belles

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

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 21 st century A 2. Critique gender, race/ethnic, cultural, and socioeconomic D differences that contribute to health and health disparities D 3. Assess the organization and delivery of health care and its role in our nation's health I 4. Describe various measurement models for health and quality of life E 5. Analyze the role of individual and social beliefs in influencing ethical understandings on issues of health and quality of life.

2009 Course Design 2009 LBST 2214 8 -10 sections of approximately 65 -90 students Lecture Focused Mixture of full-time and part-time faculty A D D I E

Major issues 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 A D D 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 A D D 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 A D D I E

ADDIE Model for Instructional Design • Analysis • Design • Development • Implementation • Evaluation A D D I E

Analysis What are the learning objectives for the course? Learning Objectives 1. Discuss the major health issues and national health priorities facing the US in the 21 st 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. A D D I E

Analysis Do the current elements of the course support learners in the achievement of these learning objectives? Strengths Weaknesses Communication Strategy - Exposure of Large Lecture Audience to experienced faculty creates logistical advantages Lecture format makes student- teacher and student- student dialogue difficult Creates the opportunity for experiences faculty to introduce information to students in a meaningful way Limits the ability to utilize assessments such as debates, student presentations, and group discussions A D D I E

Design What opportunities exist to modify or create course elements which could overcome these challenges? Challenge Proposed 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 A D D I E

Design What opportunities exist to modify or create course elements which could overcome these challenges? Challenge Proposed 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 A D D I E

Design What are the minimum staffing resources needed to deliver the proposed changes? How are they scalable? Sections Faculty TAs (minimum required) # Students 1 1 5 (1 section each) 10 hrs/week 190 2 1 5 (2 sections each) 15 hrs/week 380 3 2 5 (3 sections each) 20 hrs/week 570 4 2 7 6 (3 sections each) 20 hrs/week 1 (2 sections) 15 hrs/week 760 5 3 9 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 A D D 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 A D D I E

Design TA Time Commitment TA Student Load Hourly Breakdown 10 hrs/week 1 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/week 2 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/week 3 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 A D D I E

Design Spring 2010 Course Sections LBST 2214 4 separate sections of the course - 190 students each 11: 00 AM MW 5: 00 PM MW 9: 30 AM TR 12: 30 PM TR A D D I E

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

Design What opportunities exist to modify or create course elements which could overcome these challenges? 2009 LBST 2214 Design 2010 LBST 2214 Design 8 -10 sections of approximately 80 -100 students 4 sections of 190 each Lecture Focused 1 Lecture per 2 week interval Each Section is then divided into 5 extended learning groups of 38 students each 2 -3 meetings per 2 week interval Discussion, Presentation, Debate A mixture of full-time and part-time faculty 2 full-time faculty 7 Graduate Teaching Assistants A D D I E

Development What steps are necessary to prepare for the creation or modification of course elements? Course Element Necessary Steps for Modification Schedule Develop a Spring 2010 schedule for the Redesign and reserve appropriate rooms Staffing Establish Faculty Guidelines Establish Training Procedures for GTA’s Content Identify course Themes and Module topics/subtopics Activities Develop and Modify Activities to reflect new focus on student interaction A D D I E

Development What organizing constructs exist to develop materials for the course? Themes Possible Topics Ethics Nutrition/Physical Activity. Obesity Intentional Injuries Policy Tobacco Healthcare Systems Health Disparities Alcohol and other Drugs Oral Health Measures Mental Health - Sleep Health Literacy Social Determinants of Health Infectious Diseases. Immunizations, STI’s Unintentional Injuries Healthcare System Chronic Diseases – Cancer, Diabetes, Stroke, Arthritis Violence Environmental Health Reproductive Health A D D I E

Development A D D I E

Development A D D I E

Implementation What tasks are necessary to implement the proposed course design? Tasks Schedule Content Development Design 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 training Training for GTA’s occurred in early January 2010 Consisted of 4 hour training in addition to standard university training Coordination The design team and all GTA’s met weekly on Mondays at 10 AM before the first class of the week A D D I E

Evaluation How has the creation or modification of course elements impacted student ability to achieve learning objectives? 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 Evaluations Modeled after faculty evaluation A D D I E

Evaluation Lessons Learned • Evaluation Feedback • Positive – Class was engaging • Negative – Busy Work A D D I E

Evaluation Lessons Learned • Challenges for LBST 2214 • Inconsistency between TAs • Integrating more “fundamental” learning • Course is critical thinking, not just content • “Sole face of course” • Handholding A D D I E

Evaluation Lessons Learned • Challenges with this model • No night/evening sections • Need staffing resources • Access to TAs • Classroom/space resources A D D I E

Next Steps • Teaching Assistants • More pedagogy training • More explicit expectations • Course delivery • More class preparation accountability • Use of more online resources A D D I E

Next Steps • Wimba A D D I E

Questions? A D D I E