Towson University
Course Title: Spanish Elements I
Contact: Colleen Ebacher
Status: This project originated as part of NCAT's FIPSE-funded Roadmap to Redesign (R2R) program, 2003 – 2006. Due to a variety of factors, this project was not completed. The project plan serves as a good example of how to think about redesigning a large-enrollment course.
Project Plan:
Towson University intends to redesign Spanish Elements I. In the traditional format, the course enrolls 650 students in 23 sections each academic year. Even though there is no foreign language requirement at the university, demand for the course far exceeds capacity. The course is largely staffed by part-time instructors, 50% of whom do not have a degree in Spanish. Teaching assistants are not available to assist in instruction.
The academic problems presented by the traditional course include: 1) course drift as a result of the lack of standardization of instruction; 2) 80% of in-class time spent on grammar instruction with inadequate attention to oral proficiency skills and negotiation of input; and 3) excessive instructor time spent on test and homework creation and evaluation.
Following the Replacement Model, the redesign will be based on the integration of two approaches to learning: analytical (online) and global (in class). One in-class period per week will be eliminated and replaced by online work (grammar, vocabulary, audio/video exercises, online workbook, and quizzes). Instruction will be based on a common text, audio/visual and online materials. Online exercises, quizzes, grading, assignments will be managed via Blackboard. Various avenues of instructional, technical and remedial support will be offered. The course will be placed under the direction of a full-time faculty member who will oversee necessary modifications and updates once the redesign reaches full implementation.
The redesign will enhance quality through significantly increased standardization of instruction-- leading to greater course coherence and quality control--and greater individualization of learning. The redesigned course will create multiple opportunities for and, indeed, require active participation from all students. In-class lectures on grammar and passive note-taking will be replaced by active interaction particularly in comprehension and speaking. Students will also engage actively with grammar and vocabulary, reading and writing online with immediate assessments and feedback. Students not performing to expectations will be required to participate in a one-hour (minimum) studio session per week. Peer learning assistants will offer individualized assistance both online and in the lab. Class community will be created through online and in-class group activities.
The degree to which improved learning has been achieved will be determined by comparing common content items on selected exams in traditional and redesigned sections. Data will be collected during the spring 2005 pilot from one section of the redesigned course and three traditional sections. Subsequently, data from the three traditional sections will be compared to all redesigned sections run under full implementation. The university will also administer satisfaction surveys and conduct interviews with students.
The redesign will increase the number of sections offered by 50% and increase the number of students served from 648 to 985 annually without increasing faculty workload, thus reducing the cost-per-student from $147 to $60. The overall costs of the course will decrease by replacing adjunct staff (who are paid $46 per hour) with instructors paid on a per-course basis ($12 per hour). The amount of time instructors will spend on the course will be reduced as well. Reduced use of classroom facilities will lead to further savings. In addition to serving more students, cost savings will be used to reduce instructor workload from 178 to 113 hours per section.
Quick Links:
