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The Redesign Alliance Third Annual Conference Poster Sessions Accelerating Student Learning in a Carnegie Mellon Statistics Course Automated Grading with Student Feedback and Administrative Interface Presenters: Anthony Hayes and Toni Farley, Arizona State University Description: To support a very large-enrollment Computing and Information Literacy course, we developed four online grading programs that provide student feedback. To ensure sustainability, we developed an easy-to-use administrative interface for future faculty to access and utilize the programs. This poster session will discuss how we did it and its success with students and faculty. Collaborative Content: Building, Sharing and Reusing Course Materials across Sections and over Time Presenters: Deborah Everhart, Melissa Anderson and Donna Jones, Blackboard Description: Effective whole-course redesign involves re-thinking course content and materials that are used to teach the course to achieve gains in quality and consistency. Whether the course materials are licensed from publishers, acquired from other sources, or developed locally, centralized sharing and organization of content with appropriate access controls is critical. Content management enables, among other things: sharing and commenting on course materials for inclusion in the redesigned course; building secure storage of course materials in a central location; delivering consistent content to multiple sections of the same course; providing appropriate overlap of content with other courses in the curriculum; allowing access to library resources, including course reserves, that are tailored to the course; and giving students the opportunity to contribute exemplary assignments and resources to the course materials. This poster session will discuss how you and your colleagues can make effective use of easy but powerful content management. Delivering Developmental Mathematics with Success Presenters: Dora Ahmadi and Sue Beck, Morehead State University Description: This poster session will illustrate how Morehead State University delivers developmental mathematics instruction to accommodate the needs of students’ diverse learning styles. Four types of teaching are used including lecture with and without technology, individualized instruction, and online delivery. Common to all types of delivery is the use of technology. Results from a project carried out at various high schools will also be incorporated and data from a program evaluation and class surveys will be included. Introductory Spanish and Economics Courses at Florida State University Presenters: Jennifer L. Gramling and Shenifa M. Taite, Florida State University Description: This poster session will cover the design, development and cost effectiveness of two undergraduate large-enrollment redesign projects at Florida State University. The first is a hybrid redesign of sequential introductory Spanish courses. The second is the streamlining of micro and macro Economics courses. Presenters will share outcomes attained, hurdles surpassed and successes, as well as a breakdown of cost effectiveness factors and implications for future projects. Helping Math Students Succeed Using a Computer Tutorial Presenter: Amy Rexrode, Navarro College Description: This poster session will present an overview of our institution’s success using the Hawkes Learning Systems in our developmental math courses. The presentation will include data on the effectiveness of the software on student grades. I will also be available to discuss our process of choosing a software program. Improved Performance of Students in College Algebra and Pre-Calculus Courses using a modified Emporium Model Presenters: Johan Hattingh, Nilay S. Manzagol and Sutandra Sarkar, Georgia State University Description: A modified Emporium Model was introduced to redesign College Algebra and Pre-Calculus in fall 2008 at Georgia State University. We transitioned from a hybrid 50-50 model, which resulted in improved student performance. This poster session will discuss our experiences in implementing the model as well as the results of the redesign. Interactive Learning Styles and Undergraduate Learning Assistants Presenters: Ginger McNeil DeMita and William Ganley, Buffalo State College Description: Buffalo State College is in the process of redesigning a large-lecture, general-education course, The Economic System. The new course attempts to utilize a greater amount of online instructional material supported by undergraduate learning assistants (ULAs) to provide a wider variety of interactive styles for students. This poster session will highlight the nature and role of ULAs including their recruitment, training and educational background; creation of an online course text with imbedded videos to improve understanding and comprehension; coordination of in-class skits, games and activities; online quizzes as a learning tool; creation and use of online and in-class study guides; in-class exam review sessions; and, online discussion forums where students respond to questions essential to understanding course content. Making the Right Choice for Mathematics Redesign Presenter: Merideth Kolaski, Hawkes Learning Systems Description: Using technology is a crucial part of doing a mathematics course redesign. The software chosen can make a huge impact on the success of the redesign and the improvement of student performance. Hawkes Learning Systems promotes grade improvement and motivates students by engaging them with interactive learning. The software helps students succeed through tutorials, unlimited practice, mastery-based homework assignments, and error-specific feedback provided by artificial intelligence. Many controlled studies have been conducted proving significant improvement in student learning, retention and other success factors. This poster session will explore ways to use software and technology in a mathematics redesign, show results of proven success, explain what other schools have done to implement technology in their redesigns and foster an atmosphere of discussion and ideas. Redesigning College Algebra and Intermediate Algebra at Jackson State University Presenter: David C. Bramlett, Jackson State University Description: This poster session will discuss the process of how we redesigned two math courses to work within our available recourses as part of the Mississippi Course Redesign Initiative. The organization, challenges and solutions to implementation problems will be displayed and discussed. Multi-Exit Opportunities in Developmental Mathematics Presenter: Betty Frost, Jackson State Community College Description: At Jackson State Community College, three developmental courses have been combined into one course broken up into twelve modules. Developmental math students are required to master only the concept deficiencies determined by a pre-test that are relevant to their educational and career goals. This poster session will discuss how we determined students’ individual requirements based on their goals and how we educated our college community about these multi-exit opportunities. Rebooting the Program: PSYCH Version 2009 Presenters: Eileen O’Brien, Linda Baker, Laura Stapleton and Karen Freiberg, University of Maryland Baltimore County. Description: This poster session will review the redesign of Introductory Psychology at UMBC, emphasizing the change to technology and altered pedagogy which created a more interactive class and contemporary learning experience. Components of the poster will include a comparison to prior course structure, grade comparisons between the two course designs, instructor workload changes, teaching assistant role changes, implementation of peer mentors and student evaluation of the new course design. Reducing Drop-Outs with Redesign Presenter: Kim Denley, University of Mississippi Description: This poster session will highlight the results of using a slight twist on a redesign originally begun in the math department at the University of Mississippi applied to a developmental math course. We found the number of students taking the final exam at the end of the semester increased by almost 20% in the redesigned format. StraighterLine: Attracting New Students and Outsourcing Developmental and General Education Courses Presenter: Burck Smith, StraighterLine, a division of SMARTHINKING Description: This poster session will describe how SMARTHINKING has created online developmental and general education courses that are better supported, more convenient, and more affordable than most traditional online courses. StraighterLine combines on-demand live and asynchronous tutoring from SMARTHINKING with off-the-shelf course content to create courses that can be started immediately, are self-paced and are priced far below traditional tuition levels. Students may enroll in these courses directly or colleges may enroll their own students. StraighterLine has relationships with numerous regionally accredited colleges who have agreed to award credit for StraighterLine’s courses. In exchange for agreeing to award credit for these courses, the partner college receives free marketing and a pipeline of potential students. StraighterLine also works with colleges interested in outsourcing individual online courses. University of Central Florida Redesigns College Algebra Presenters: Tammy Muhs and Maria Capursi, University of Central Florida Description: UCF has redesigned College Algebra using the Emporium Model. Students will be required to spend a minimum of three hours each week in a computer lab working with software, which provides videos, worked examples, quizzes and practice tests with automated feedback, homework assignments and tests. The lab is staffed with graduate teaching assistants, undergraduate teaching assistants and peer tutors, who provide on-demand, individualized assistance. One face-to-face meeting each week is conducted by the course coordinator. We will show the impact of our redesign strategy on student success rates. Using Computer-Assisted Teaching to Increase Competency in Pre-Calculus Algebra. Presenter: Michel Smith, Auburn University Description: Using undergraduate and graduate teaching assistants in a computer-based pre-calculus algebra course increased the competency of the students compared to a control group. Among the techniques used were required attendance in computer-driven classes, access to undergraduate and graduate students trained to use a modified Socratic method, and regular assessment by the computer. Problems surmounted and lessons learned will be outlined.
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