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:
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
Wright
Former Colleagues:
Joan Elies Adell-Pitarch, Cristian Batalla, Rosalba Esparragoza-Scott, and
Kazuko Ichinozeki]
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general information 1
• Traditional Elementary • Redesigned Elementary
Spanish (first and
Spanish (first and second
second semester)
semester)
60 sections per semester
30 sections per semester
30 students per section
60 students per section
3000 students per year
3000 students per year
(including summer)
(including summer)
3 contact hours over two
1 hour 15 mins in one day
days
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general information 2
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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.
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planning 1
●
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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 firstsemester course (Spring-Summer 2009)
pilot first-semester Spanish courses (Fall 2009)
pilot second-semester Spanish courses (Spring 2010)
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planning 2
●
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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 (SpringSummer 2010).
research support (statistical analysis) (1 colleague):
psychology professor.
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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
●
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planning 4
data collection
monitored and coordinated by senior faculty
● communication
email
moodle forum
moodle file-sharing space
●
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sloan-c’s criteria
1. student satisfaction.
2. access.
3. learning effectiveness.
4. faculty satisfaction.
5. institutional cost effectiveness.
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student reactions 1
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challenge: 59% of the redesigned course
students wanted to take a redesigned secondsemester 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.
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student reactions 2
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challenge: students need to improve the pace
of their online work.
solution: flexible software that allows for easyto-set-up deadlines.
challenge: ~50% of both traditional and hybrid
students can’t learn grammar from virtual
instructor.
solution: tutoring
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instructors’ reactions
●
the software quality has to improve.
●
perception that more work is involved.
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instructors got to know traditional students
better.
concerns about student evaluations.
hybrid students’ class participation is higher in
the first half of the semester.
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numerical results 1
Figure 1. Common Final Exam Results. SPAN 1201. Fall 2009
35
30
25
20
15
10
5
0
A
B
C
D
F
trad final ex
20
32
29
5
14
hyb final ex
18
34
25
10
12
Percentage of Letter Grades
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numerical results 2
Figure 2. Course Grade Results. SPAN 1201. Fall 2009
40
35
30
25
20
15
10
5
0
A
B
C
D
F
W
trad course g
23
38
22
10
3
3
hyb course g
22
38
18
4
5
13
Percentage of Letter Grades
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cost 1
●
15 sections (as opposed to 30) of first semester
Spanish in Fall 2010.
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use of classroom space has been reduced by 50%
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contact time has not been reduced for the instructor.
●
preparation time has been reduced by 50%.
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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.
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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).
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accomplishments
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common final exam first- and second-semester
Spanish.
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final speaking test.
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more time on task.
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lesson plan preparation time has been reduced.
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grading time has been reduced.
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exam preparation time has been reduced.
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videotaped classes for future training.
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remaining tasks
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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.
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advertising for students and parents.
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analyzing pilot hybrid second-semester Spanish results.
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analyzing results from hybrid first-semester Spanish rollout in
Fall 2010.
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THANKS!
QUESTIONS, COMMENTS, REMARKS?
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