Matt Belles, David Langford,
Mike Moore, Pilar Zuber

LBST 2214 Issues in Health and Quality of Life
Learning Objectives
1. Discuss the major health issues and national health priorities facing the US in the 21st century
A
2. Critique gender, race/ethnic, cultural, and socioeconomic our nation's health
D differences that contribute to health and health disparities
3. Assess the organization and delivery of health care and its role in
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4. Describe various measurement models for health and quality of life
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5. Analyze the role of individual and social beliefs in influencing ethical understandings on issues of health and quality of life.

2009 LBST 2214
8-10 sections of approximately 65-90 students
Lecture Focused
Mixture of full-time and part-time faculty
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I
E
D
D

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
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I
E
D
D

• 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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I
E
D
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• 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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I
E
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• A nalysis
• D esign
• D evelopment
• I mplementation
• E valuation
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E
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Analysis
What are the learning objectives for the course?
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.
A
I
E
D
D

Analysis
Do the current elements of the course support learners in the achievement of these learning objectives?
Strengths Weaknesses
Communication Strategy
- Lecture
Exposure of Large
Audience to experienced faculty creates logistical advantages
Lecture format makes student- teacher and student- student dialogue difficult
Creates the opportunity for experiences faculty to introduce information to students in a meaningful way
Limits the ability to utilize assessments such as debates, student presentations, and group discussions
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I
E
D
D

Design
What opportunities exist to modify or create course elements which could overcome these challenges?
Challenge Proposed Solutions
Difficulty creating opportunity for student –student dialogue
Difficulty creating opportunity for student –instructor dialogue
Modify schedule to allow for smaller group meetings among students
Involve GTA’s to create more opportunities for students to engage with instructors in a smaller classroom environment
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I
E
D
D

Design
What opportunities exist to modify or create course elements which could overcome these challenges?
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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I
E
D
D

Design
What are the minimum staffing resources needed to deliver the proposed changes? How are they scalable?
Sections
1
2
3
4
5
Faculty
1
1
2
2
3
TAs (minimum required)
5 (1 section each) 10 hrs/week
5 (2 sections each) 15 hrs/week
5 (3 sections each) 20 hrs/week
7
6 (3 sections each) 20 hrs/week
1 (2 sections) 15 hrs/week
9
8 (3 sections each) 20 hrs/week
1 (1 section each) 10 hrs/week)
-or-
7 (3 sections each) 20 hrs/week
2 (2 sections each) 15 hrs/week
# Students
190
380
570
760
950
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I
E
D
D

Design
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•
•
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E
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D

TA Time Commitment
10 hrs/week
15 hrs/week
20 hrs/week
Design
TA Student Load Hourly Breakdown
1 section
38 students max
Hrs in class/week = 3
Office Hours = 1
Resource Room Hours = 1
Weekly Meeting = 1
Scheduled time total = 6 hrs
Open time = 4 hrs
2 sections
76 students max
Hrs in class/week = 6
Office Hours = 1
Resource Room Hours = 1
Weekly Meeting = 1
Scheduled time total = 9 hrs
Open time = 6 hrs
3 sections
114 students max
Hrs in class/week = 9
Office Hours = 1
Resource Room Hours = 1
Weekly Meeting = 1
Scheduled time total = 12 hrs
Open time = 8 hrs
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E
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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
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E
D
D

Design
Keynote Session Discussion Sessions
5 @ 38 Students each* 1 Section in Banner
190 Students total
190 Students
*Corresponds to CHHS room capacity
Created using Moodle random groups after add/drop period
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I
E
D
D

Design
What opportunities exist to modify or create course elements which could overcome these challenges?
2009 LBST 2214 Design
8-10 sections of approximately 80-100 students
2010 LBST 2214 Design
4 sections of 190 each
Each Section is then divided into
5 extended learning groups of 38 students each
Lecture Focused
A mixture of full-time and part-time faculty
1 Lecture per 2 week interval
2-3 meetings per 2 week interval
Discussion, Presentation, Debate
2 full-time faculty
7 Graduate Teaching Assistants
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I
E
D
D

Development
What steps are necessary to prepare for the creation or modification of course elements?
Course Element Necessary Steps for Modification
Schedule
Staffing
Content
Activities
Develop a Spring 2010 schedule for the Redesign and reserve appropriate rooms
Establish Faculty Guidelines
Establish Training Procedures for GTA’s
Identify course Themes and Module topics/subtopics
Develop and Modify Activities to reflect new focus on student interaction
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E
D
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Development
What organizing constructs exist to develop materials for the course?
Possible Topics
Themes
Ethics
Nutrition/Physical Activity-
Obesity
Tobacco
Intentional Injuries
Healthcare Systems Policy
Health Disparities
Measures
Social Determinants of Health
Healthcare System
Alcohol and other Drugs
Mental Health - Sleep
Oral Health
Health Literacy
Infectious Diseases-
Immunizations, STI’s
Chronic Diseases – Cancer,
Diabetes, Stroke, Arthritis
Environmental Health
Unintentional
Injuries
Violence
Reproductive Health
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I
E
D
D

Development
A
I
E
D
D

Development
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E
D
D

Implementation
What tasks are necessary to implement the proposed course design?
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 2010
Consisted 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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Evaluation
How has the creation or modification of course elements impacted student ability to achieve learning objectives?
Formative Evaluation
Student
Communication
Survey
Standard Faculty
Evaluations
TA Evaluations
Investigated student preferences regarding types of communication in the course – Online or In-person
With Faculty, With GTA, With other students
Standard university and college faculty evaluations
Modeled after faculty evaluation
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Evaluation
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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
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I
E
D
D

Evaluation
• Challenges with this model
• No night/evening sections
• Need staffing resources
• Access to TAs
• Classroom/space resources
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I
E
D
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• Teaching Assistants
• More pedagogy training
• More explicit expectations
• Course delivery
• More class preparation accountability
• Use of more online resources
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E
D
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• Wimba
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