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Large Course Redesign Grants Program

 

 

The 100+ Large Course Redesign program is designed to support faculty members interested in implementing changes to a large enrollment course in order to improve student engagement and learning outcomes. A new call for proposals is announced each fall. Since the 100+ initiative began in 2012, the Center for Faculty Excellence has awarded 26 small grants for individual course redesign, and two larger grants to support department-wide efforts in Anthropology and History.

We are pleased to announce the 2014 100+ faculty grant recipients.

2014 grant recipients: 

  • Jay Aikat, Computer Science, COMP 110: Introduction to Programming
  • Linda Green, Brenda Shryock, Debra Etheridge, and Elizabeth McLaughlin, Mathematics, MATH 231: Calculus of Functions of a Single Variable I
  • Suzanne Harris, School of Pharmacy, PHCY 446: Neurology/Psychiatry Therapeutics
  • Jeannie Loeb, Psychology, PSYC 101: General Psychology
  • Layna Mosley, Political Science, POLI 150: International Relations and World Politics
  • Christopher Nelson and Townsend Middleton, Anthropology, ANTH 142: Local Cultures, Global Forces
  • Gabor Pataki and Robin Cunningham, Statistics and Operations Research, STOR 113: Decision Models for Economics
  • Jeremy Petranka and Charles Merritt, Economics, ECON 325: Entrepreneurship Principles and Practices
  • John Sweet, History, HIST 278: The Trans-Atlantic Slave Trade
  • Ben Waterhouse, History, HIST 372: Politics and Society Since the New Deal

 

A list of past grant recipients and brief redesign descriptions is included here:

 

2013 grant recipients: 

2012 grant recipients:

 


Rita Balaban, Economics Department
Description: This section of Economics 101 enrolls nearly 400 students each semester. Dr. Balaban is "flipping" this course, shifting most of her in-class lectures to recorded online lectures that students are responsible for viewing before class. This frees up more class time for students to work together on higher-order problem sets. The use of a class polling system (Poll Everywhere) to report out results provides regular opportunities for just-in-time mini-lectures and class discussion. (back to list)

Jean Davison and Sonda Oppewal, School of Nursing
Description: Nursing 835, Population and Health Epidemiology, is co-taught and enrolls more than 100 students. This course is being offered as a hybrid, with online activities interspersed between six three-hour meetings across the semester. The face-to-face class sessions are devoted to team-based learning. Student teams work together on case studies and other interactive assignments, including the creation of a media-based public service announcement related to a health-related topic. Students prepare for class during non-meeting weeks through readings, online quizzes, databases, and other relevant resources. (back to list)

Joe Kennedy, School of Law
Description: Writing and evaluating legal briefs is a skill important for all law students. Professor Kennedy would like to build on the School's required writing course by providing the 125 students enrolled in his Criminal Procedure Investigation course with opportunities to apply and critique legal briefs in the context of legal doctrine. As many as five regular lectures will be replaced by special sessions in which student teams work together on writing exercises. Each session will include the delivery and questioning of student legal briefs in a mock court environment, with teaching assistants playing the role of judges and students playing attorneys. (back to list)

Laurie McNeil and David Smith, Physics and Astronomy Department
Description: This redesign focuses on Physics 104 and 105, introductory courses that enroll up to 1000 students each academic year. It is part of a larger Department initiative to redesign its introductory physics curriculum. The redesigned courses will be taught using a lecture/studio model, where students spend half their weekly face-to-face time in large interactive lecture sessions and the other half in smaller studio sessions that emphasize problem-based learning. David Smith will be implementing and evaluating many of the interactive lecture methods to be used in other sections of these courses. (back to list)

Silvia Tomaskova, Anthropology Department
Description: Anthropology 222, Prehistoric Art, is a new course that enrolled 120 students the first time it was taught. Dr. Tomaskova would like to move away from the "textbook" model of the course by having students learn to find and group source materials themselves. She is using Wordpress (web.unc.edu) to create a prehistoric art database that students will use to access images. Students will then reorganize and make connections across images and cultures through their research projects. She is also changing the sequence of her weekly meetings by sandwiching the recitations in between the two lectures. This will allow her to use the last lecture session each week to promote peer feedback on student research projects. (back to list)

Courtney Woods, School of Public Health
Description: Dr. Woods teaches a fully online version of Environmental Health 600 that enrolls over 170 students each semester. She is working closely with a colleague who teaches a face-to-face version of the course on campus to unify course learning objectives and materials. Several steps are being taken to help make students in the large online section feel more like part of a community of learners. They include providing students with access to narrated PPT presentations targeted to online learners, conducting synchronous online discussions with small groups of students, conducting regular online office hours, and making podcasts available of interviews with local professionals on topics related to the course. (back to list)

Rudi Colloredo-Mansfeld, Anthropology Department
Description:  Dr. Colloredo-Mansfeld's ANTH 284 Culture and Consumption course, currently capped at 35, will be taught next spring with as many as 180 students. Much of the course content is student-driven, so a major challenge is developing scaleable solutions for sharing student responses to readings, research problems, and data sets. The redesigned course will make significant use of instructional tools such as Sakai and Wordpress. (back to list)

Jean DeSaix, Biology Department

Description:  Dr. DeSaix's primary goal for this project is to target misconceptions common among students in her introductory biology course (BIOL 101). Her section of the course enrolls nearly 800 students annually. The primary component of this course redesign is the creation and implementation of learning activities designed to address student misconceptions. Student assessment will be critical to determining the persistence of misconceptions. (back to list)

Buck Goldstein, Economics Department
John Akin, Economics Department
Chancellor Holden Thorp, Chemistry Department
Carolina Arts & Sciences article

Description:  Introduction to Entrepreneurship (ECON 125) has previously been taught using one lecture session and one recitation section per week. The redesigned course will include two lecture sessions per week, eliminating the recitations. Enrollment will increase from 100 to 400 students. One of the challenges is to build opportunities for student interaction into the lecture experience. In keeping with the theme of the course, the redesign will emphasize instructional innovation. A prominent component of the new course is a series of guest lecturers from a variety of disciplines. (back to list)

Suzanne Hobbs, Health Policy & Management Department, School of Public Health
Description:  Dr. Hobbs currently teaches both a residential and a fully online section of Health Care in the United States: Structure and Policy (HPM 754). She plans to integrate the two sections into one 200-student hybrid course with the flexibility to allow students to move between residential and distance components as suits their needs and preferences. Key components of the redesign include new techniques for promoting engagement within the classroom, new techniques for supporting student learning outside of class, and higher overall expectations for students. (back to list)

Kathryn Hunter-Williams, Dramatic Art Department
Results Summary

Description:  Dr. Hunter-William's section of Perspectives in Theater (DRAM 116) enrolls 600 students each year. In an effort to make the course more interactive, her redesign will focus on 1) promoting more engagement in the classroom through small group activities, a class response system, and the use of guest lecturers via Skype, 2) developing new techniques for student learning outside the classroom through the use of recorded lectures, VoiceThread, and Twitter, and 3) developing new techniques for supporting students performing poorly in the course. (back to list)

Jennfier Krumper, Chemistry Department
Carribeth Bliem, Chemistry Department

Description:  Dr. Krumper and Dr. Carribeth Bliem are co-teaching four sections of an introductory chemistry course (CHEM 101) that enroll 300 students each. They will be using a combination of guided reading questions, online recorded mini-lectures, and online homework to shift a portion of basic course content delivery outside of class. This shift will allow more in-class time to be used for group problem-solving activities that promote higher-order understanding. Peer mentors will be trained as in-class teaching assistants. (back to list)

Tim Marr, American Studies Department
Jocelyn Neal, Music Department

Description:  Professors Marr and Neal plan to co-teach a cross-listed course Approaches to Southern Studies (AMST 211). The course has historically enrolled 40-50 students, but will soon enroll as many as 120. Redesign elements include online discussion formats to promote student interaction outside of class, online quizzes to encourage students to come to class prepared and to monitor basic comprehension of course content, shared digital presentations and reports based on fieldwork and extracurricular exposure to course topics. (back to list)

Mark McCombs, Mathematics Department
Results Summary

Description:  Selected Topics in Mathematics (Math 118) is currently offered in several sections capped at 35 students; there are no recitation sections and no use of online materials. The redesigned course will integrate all existing sections into one 130-student section that will meet once a week. Online assignments and quizzes will be implemented to provide students with more opportunities for feedback on their understanding of course materials. 45-student recitation sessions will be offered once a week and will feature an emphasis on small group activities. (back to list)

Dan Reichart, Physics and Astronomy Department

Description:  Dr. Reichart teaches three sections of Introduction to Astronomy: The Solar System (ASTR 101) annually. Each section enrolls roughly 300 students. He would like to make active learning techniques a more significant part of the course experience. He plans to assign recorded online lectures outside of class, and then use small group activities and a class response system to engage students during class. Additional time will be set aside to identify and support students who need help with the math required for the course. (back to list)

Viji Sathy, Psychology Department

Description:  For her 180-student statistics course (PSYC 210), Dr. Sathy would like to be able to engage students who are at different levels in their understanding of course content, and to promote more higher-order understanding for all students. Her redesign includes development of recorded mini-lectures to help prepare students for class. The mini-lectures will free up in-class time for more team-based learning assignments. She feels her students benefit from sharing perspectives with peers, and become more accountable for their own learning through the process. Results Summary (back to list)


 

Program Contacts

Bob Henshaw, ITS Liaison to the Center for Faculty Excellence
bob_henshaw@unc.edu | 962-9969

 

Program sponsorship information
Funding for the CFE 100+ grants is provided by the Provost's Office. Funding for the 2012 grants was made possible by Lenovo. 

Planning and support for the CFE/Lenovo Large Course Redesign Grants Program is provided by the Center for Faculty Excellence and ITS-Teaching and Learning.