Redesigning LBST 2214 at UNC Charlotte

Matt Belles, David Langford, Mike Moore, Pilar Zuber

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LBST 2214 Issues in Health and Quality of LifeLearning Objectives

1. Discuss the major health issues and national health priorities facing the US in the 21st 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.

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2009 LBST 2214

8-10 sections of approximately 65-90 students

Lecture Focused

Mixture of full-time and part-time faculty

2009 Course Design

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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

Major issues

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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

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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

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ADDIE Modelfor Instructional Design

• Analysis

• Design

• Development

• Implementation

• Evaluation

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What are the learning objectives for the course?

Analysis

Learning Objectives

1. Discuss the major health issues and national health priorities facing the US in the 21st 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.

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Do the current elements of the course support learners in the achievement of these learning objectives?

Analysis

Strengths Weaknesses

Communication Strategy - Lecture

Exposure of Large Audience to experienced faculty creates logistical advantages

Creates the opportunity for experiences faculty to introduce information to students in a meaningful way

Lecture format makes student- teacher and student- student dialogue difficult

Limits the ability to utilize assessments such as debates, student presentations, and group discussions

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What opportunities exist to modify or create course elements which could overcome these challenges?

Design

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

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What opportunities exist to modify or create course elements which could overcome these challenges?

Design

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

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Design

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 76 (3 sections each) 20 hrs/week1 (2 sections) 15 hrs/week

760

5 3 98 (3 sections each) 20 hrs/week1 (1 section each) 10 hrs/week)-or-7 (3 sections each) 20 hrs/week2 (2 sections each) 15 hrs/week

950

What are the minimum staffing resources needed to deliver the proposed changes? How are they scalable?

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Design

• Getting your TAsA. Teaching Assistants (employment)• Up to 20 hrs/week

B. Doctoral Program Course (course credit)• Up to 10-12 hrs/week

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DesignTA Time Commitment TA Student Load Hourly Breakdown

10 hrs/week 1 section38 students max

Hrs in class/week = 3Office Hours = 1Resource Room Hours = 1Weekly Meeting = 1Scheduled time total = 6 hrsOpen time = 4 hrs

15 hrs/week 2 sections76 students max

Hrs in class/week = 6Office Hours = 1Resource Room Hours = 1Weekly Meeting = 1Scheduled time total = 9 hrsOpen time = 6 hrs

20 hrs/week 3 sections114 students max

Hrs in class/week = 9Office Hours = 1Resource Room Hours = 1Weekly Meeting = 1Scheduled time total = 12 hrsOpen time = 8 hrs

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Design

LBST 2214

4 separate sections of the course - 190 students each

11:00AM MW

5:00 PM MW

9:30AM TR

12:30PM TR

Spring 2010 Course Sections

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Design

Keynote Session

1 Section in Banner

190 Students

Keynotes and DiscussionsDiscussion Sessions

5 @ 38 Students each*

190 Students total

*Corresponds to CHHS room capacity

Created using Moodle random groups after add/drop period

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What opportunities exist to modify or create course elements which could overcome these challenges?

Design

2009 LBST 2214 Design

8-10 sections of approximately 80-100 students

Lecture Focused

A mixture of full-time and part-time faculty

2010 LBST 2214 Design

4 sections of 190 each

Each Section is then divided into 5 extended learning groups of 38 students each

1 Lecture per 2 week interval

2-3 meetings per 2 week intervalDiscussion, Presentation, Debate

2 full-time faculty 7 Graduate Teaching Assistants

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What steps are necessary to prepare for the creation or modification of course elements?

Development

Course Element Necessary Steps for Modification

Schedule Develop a Spring 2010 schedule for the Redesign and reserve appropriate rooms

Staffing Establish Faculty GuidelinesEstablish 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

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What organizing constructs exist to develop materials for the course?

Development

Themes

Ethics

Policy

Health Disparities

Measures

Social Determinants of Health

Healthcare System

Possible Topics

Nutrition/Physical Activity- Obesity

Intentional Injuries

Tobacco Healthcare Systems

Alcohol and other Drugs Oral Health

Mental Health - Sleep Health Literacy

Infectious Diseases-Immunizations, STI’s

Unintentional Injuries

Chronic Diseases – Cancer, Diabetes, Stroke, Arthritis

Violence

Environmental Health Reproductive Health

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Development

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Development

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What tasks are necessary to implement the proposed course design?

Implementation

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 2010Consisted of 4 hour training in addition to standard university training

Coordination The design team and all GTA’s met weekly on Mondays at 10AM before the first class of the week

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How has the creation or modification of course elements impacted student ability to achieve learning objectives?

Evaluation

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

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Evaluation

• Evaluation Feedback• Positive – Class was engaging• Negative – Busy Work

Lessons Learned

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Evaluation

• Challenges for LBST 2214• Inconsistency between TAs• Integrating more “fundamental” learning• Course is critical thinking, not just

content• “Sole face of course”• Handholding

Lessons Learned

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Evaluation

• Challenges with this model• No night/evening sections• Need staffing resources• Access to TAs

• Classroom/space resources

Lessons Learned

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Next Steps• Teaching Assistants

• More pedagogy training• More explicit expectations

• Course delivery• More class preparation accountability• Use of more online resources

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Next Steps• Wimba

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Questions?