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FULLY ONLINE COURSE REDESIGN AND STUDENTS USING MYWRITINGLAB

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fully online course redesign and students using mywritinglab b. hughes california state university, bakersfield online course redesign 2011 non-traditional students ... – PowerPoint PPT presentation

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Title: FULLY ONLINE COURSE REDESIGN AND STUDENTS USING MYWRITINGLAB


1
FULLY ONLINE COURSE REDESIGN AND STUDENTS USING
MYWRITINGLAB
  • B. HUGHES
  • CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
  • ONLINE COURSE REDESIGN 2011

2
ABOUT CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
  • Non-traditional students
  • Most do not live on campus
  • Average age 25
  • Enrollment almost 8,000 Students
  • 39 Latin/Mexican American (2,300 students)
  • 73 of students are ESL or Generation 1.5
  • 62.5 of our First-Time Freshman Regular Admits
    students require English Remediation
  • 86.8 of our First-Time Freshman Special Admits
    students require English Remediation
  • Commuter Campus
  • Budget Cuts/Furloughs
  • Because of the items above, we decided to rethink
    our course design.

3
REASONS WE REDESIGNEDOUR COURSES
  • Saved money
  • Freed up space on campus
  • Met student needs time requirements more easily
  • Allowed faculty to have more time

4
WE FOCUSED OUR REDESIGN ON TWO AREAS
  • Remedial English Composition Courses English
    50, 80, and 100
  • A one-unit standalone course to help students
    with writing/grammar Humanities/Behavioral
    Sciences 277 477
  • This presentation will discuss the one-unit
    standalone course.

5
Course Course Description Problems
Humanities / Behavioral Sciences 277 477 This course began as English faculty tutoring students one-on-one for a single unit.  Some students signed up on their own, and others were required to be in the course by another instructor/coach/advisor.  These students had to complete 10 hours of one-on-one tutoring time with an instructor. Who would run these tutoring sessions?  How would we pay them?  Would we have enough time/instructors to meet with 50 students? What about students who dont have the time to come to the tutoring sessions?
6
HOW WE BEGAN
  • We assessed our problems
  • We began shopping around for online grammar
    /writing programs
  • We chose 5 programs to pilot/test out
  • We chose MyWritingLab

7
HOW TO START COURSE REDESIGN AT YOUR SCHOOL
  • Start small!  Remember that you can always expand
    your pilot
  • Keep an open mind your students may love what
    you initially didnt like
  • Seek out other people (admin/faculty) who want
    the same problems solved
  • See if you can find someone who has done a
    similar Course Redesign
  • Apply for grants
  • Dont get discouraged!
  • Keep track of everything, no matter how small it
    may seem you might need that data!!

8
WHAT IS 277/477 NOW?
  • 277/477 is still a one-unit course, although it
    is now purely online.
  • Students enroll in the program to work on their
    own they work on their own time, at their own
    pace.
  • Students complete all four diagnostic tests.
  • Students must master 20 topics any of their
    choosing for credit.

9
WHO WE WORK WITH FOR 277/477
  • This program is part of our campuss Reading and
    Writing Across the Curriculum plan.
  • We paired 277/477 up with courses (mostly
    non-English) across the campus.
  • Students are required to take 1 extra unit with
    their course
  • OR
  • Students are required to take the extra unit
    based on an individual assessment.
  • This program is also a required part of the
    Division 1 tutoring program for student athletes.
  • Advisors recommend the course to new students
    (First-Time Freshmen and New Transfers).
  • Probationary Officers require students on
    academic probation to take the course in order to
    remain enrolled at CSUB.
  • We, the coordinators, manage students in the
    program and send out bi-weekly updates to the
    faculty, coaches, advisors, etc.

10
AVERAGE SCORES IN MWL
11
STUDENT QUOTES
  • The videos make MWL a MUCH better program than
    others.
  • I like that when you mess up on a quiz, you
    have the chance to re-take the quiz and learn
    from your mistakes.
  • It let us watch the video when taking the
    exercises.
  • It was easy to understand.
  • The program was very helpful, and I enjoyed it.
  • You get to work at your own pace.
  • The fact that you can fail an assignment, learn
    from it, and try it again was the best part.

12
IN 2009-2010, WE SURVEYED OUR STUDENTS ABOUT
MYWRITINGLAB
13
LOOKING TO THE FUTURE
  • Due to a grant, we are currently working on
    creating a MyWritingLab Resource Center on
    campus. This will provide us with a computer
    lab, lab assistants, and equipment in order to
    help students, faculty, etc.
  • We have become a model for other schools to copy.
    In 2011, we helped a college create their
    redesign based on our composition model (will be
    discussed in R. Brummetts presentation)
  • Keep moving this program (as 277/477) across the
    curriculum and in multiple disciplines.
  • We are currently working on the following types
    of data
  • The effects of MyWritingLab on students in
    non-English courses
  • The long term effects of MyWritingLab on students
    graduation rates and GPAs
  • The overall pass/fail rates of students taking
    the Graduate Writing Assessment Requirement (a
    CSU required test) who have taken a course using
    MyWritingLab
  • The length of time it takes students to finish
    remediation now with MyWritingLab vs. before
    without the program
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