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GETTING STARTED ON COURSE REDESIGN

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Title: GETTING STARTED ON COURSE REDESIGN


1
GETTING STARTED ON COURSE REDESIGN
2
TODAYS DISCUSSION
  • Overview of the Methodology and Findings of the
    Successful Redesign Projects
  • Examples from Successful Institutions
  • Readiness for Course Redesign
  • Opportunities to Get Started

3
  • Established in 1999 as a university Center at
    RPI funded by the Pew Charitable Trusts
  • Became an independent non-profit organization in
    2003
  • Mission help colleges and universities learn how
    to use technology to improve student learning
    outcomes and reduce their instructional costs

4
TRADITIONAL INSTRUCTION
Seminars
Lectures
5
BOLT-ON INSTRUCTION
6
WHATS WRONG WITH THE LECTURE?
  • Treats all students as if they are the same
  • Ineffective in engaging students
  • Inadequate individual assistance
  • Poor attendance and success rates
  • Students fail to retain learning

7
WHATS WRONG WITH MULTIPLE SECTIONS?
  • In theory greater interaction
  • In practice large class size
  • In practice dominated by the same presentation
    techniques
  • Lack of coordination
  • Inconsistent outcomes

8
WHAT DOES NCAT MEAN BY COURSE REDESIGN?
  • Course redesign is the process of redesigning
    whole courses (rather than individual classes or
    sections) to achieve better learning outcomes at
    a lower cost by taking advantage of the
    capabilities of information technology.

9
  • PROGRAM IN
  • COURSE REDESIGN
  • To encourage colleges and universities to
    redesign their approaches to instruction using
    technology to achieve cost savings as well as
    quality enhancements.

50,000 students 30 projects
10
SUMMARY OF RESULTS
  • 25 of the original 30 showed improvement 5
    showed equal learning
  • 24 measured retention 18 showed improvement
  • All 30 showed cost reduction
  • Results in subsequent national and state and
    system programs have continued to show comparable
    results

11
TAKING COURSE REDESIGN TO SCALE
  • The Roadmap to Redesign (R2R)
  • 2003 2006 (20 institutions)
  • Colleagues Committed to Redesign (C2R)
  • 2006 - 2009 (60 institutions)
  • Programs with Systems and States
  • 2006 present (80 institutions)
  • The Redesign Alliance
  • 2006 present (70 institutions)
  • Changing the Equation
  • 2009 2012 (34 institutions)

12
QUANTITATIVE
  • Statistics
  • Business Statistics
  • Introductory Statistics
  • Elementary Statistics
  • Economic Statistics
  • Computing
  • Computer Programming
  • Information Technology Concepts
  • Computer Literacy
  • Information Literacy
  • Tools for the Information Age
  • Mathematics
  • Developmental Math
  • Pre-calculus Math
  • College Algebra
  • Discrete Math
  • Introductory Algebra
  • Elementary Algebra
  • Beginning Algebra
  • Intermediate Algebra
  • Linear Algebra

13
  • SCIENCE
  • Anatomy and Physiology
  • Astronomy
  • Biology
  • Ethnobotany
  • Chemistry
  • Geology
  • SOCIAL SCIENCE
  • American Government
  • Macro and Microeconomics
  • Psychology
  • Sociology
  • Urban Affairs

14
  • PROFESSIONAL
  • Elementary Education
  • Education The Curriculum
  • Engineering
  • Organizational Behavior
  • Public Speaking
  • Accounting
  • Nursing
  • Nutrition
  • HUMANITIES
  • Developmental Reading
  • Developmental Writing
  • English Composition
  • Communication Studies
  • Understanding the Visual and Performing Arts
  • History of Western Civilization
  • Great Ideas in Western Music
  • Spanish
  • World Literature
  • British Literature
  • Women and Gender Studies

15
NCAT METHODOLOGY Relevance and Utility
  • Discipline math literature
  • Age traditional working adults
  • Institution small large
  • Location on-campus at a distance
  • Redesign current new courses
  • Level introductory advanced

16
WHY REDESIGN? Have a high impact!
  • Consider
  • High drop-failure-withdrawal rates
  • Student performance in subsequent courses
  • Students on waiting lists
  • Student complaints
  • Other departmental complaints
  • Lack of consistency in multiple sections
  • Difficulty finding qualified adjuncts

17
WHAT DO THE FACULTY SAY?
  • Its the best experience Ive ever had in a
    classroom.
  • The quality of my worklife has changed
    immeasurably for the better.
  • Its a lot of work during the transition--but
    its worth it.

18
REDESIGN MODELS
  • Supplemental Add to the current structure
    and/or change the content
  • Replacement Blend face-to-face with online
  • activities
  • Emporium Move all classes to a lab setting
  • Fully online Conduct all (most)
  • learning activities online
  • Buffet Mix and match according
  • to student preferences
  • Linked Workshop JIT workshops
  • linked to a college level course

19
REDESIGN CHARACTERISTICS
  • Redesign the whole coursenot just a single class
  • Emphasize active learninggreater student
    engagement with the material and with one another
  • Rely heavily on readily available interactive
    softwareused independently and in teams
  • Mastery learningnot self-paced
  • Increase on-demand, individualized assistance
  • Automate only those course components that can
    benefit from automatione.g., homework, quizzes,
    exams
  • Replace single mode instruction with
    differentiated personnel strategies

Technology enables good pedagogy with large s of
students.
20
SUPPLEMENTAL MODEL
  • Maintain the basic current structure
  • Change the content so that more is available on
    line
  • Change interaction so that students are
    interacting more with the material
  • Change the use of the time to reduce or eliminate
    lecturing and increase student interaction

21
Introduction to Psychology Northern Arizona
University
  • 2000/year foundational, survey-style class
  • 8-11 uncoordinated sections annually
  • Issues
  • Engagement. 63 study lt 2 hours per week
  • Student learning and achievement
  • Enrollment pressures and cost. 62/student
  • Consistency. Non-permanent staff, divergent
    grade distributions
  • Faculty perception, participation

22
INTRODUCTION TO PSYCHOLOGY Northern Arizona
University
  • Redesigned Course
  • Team taught F2F section with substantial online
    components
  • 400 students/section, back to back scheduling,
    coordination
  • GTA team approach with early intervention
    specialist
  • Student response system
  • Required, repeatable online quizzes

23
INTRODUCTION TO PSYCHOLOGY Northern Arizona
University
  • Web assignments - 4 per semester
  • Guided exploration and written reflection on
    web-based surveys and other activities
  • Pilot research suggested these effectively
    complement material
  • Email contact with struggling students
  • Students in redesigned sections scored better on
    exams
  • Costs reduced 63 -gt 42 per student
  • 90 taught by FT faculty

24
REPLACEMENT MODEL
  • Blend face-to-face with online activities
  • Determine exactly what activities required
    face-to-face and reduce the amount of time to
    focus only on those activities in class
  • Provide 24/7 online interactive learning
    materials and resources
  • Include online self-assessment activities with
    immediate feedback

25
ENGLISH COMPOSITION Tallahassee Community College
  • Primary goals
  • Increase writing skills
  • Improve student success (lt60)
  • Increase consistency (100 sections)
  • Replace classroom time with lab time and online
    activities
  • Integrate reading and writing, provide immediate
    feedback and support collaborative learning
  • Success rates Increased to 68.4
  • Final essay scores increased (8.35 in redesign
    vs. 7.32 in traditional)
  • Cost-per-student declined by 43

26
EMPORIUM MODEL
  • Move all classes to a lab setting
  • Permit the use of multiple kinds of personnel
  • Allow students to work as long as they need to
    master the content
  • Can be adapted for the kinds of students at a
    particular institution
  • Allow multiple courses the same time
  • Include multiple examples in math

27
THE EMPORIUM MODEL 77 Cost Reduction (V1) 30
Cost Reduction (V2)
28
EMPORIUM MODEL University of Alabama
29
PRE-CALCULUS MATH University of Alabama
  • PROBLEMS
  • No support for multiple learning styles
  • No flexibility in instructional pace
  • Lack of student success
  • D/F/W rates as high as 60
  • Very high course repeat percentage
  • Negative impact on student retention
  • Significant drain on resources

30
PRE-CALCULUS MATH University of Alabama
  • 30-50 minute group meetings weekly
  • 3-4 hours in lab or elsewhere working
    independently using software that presents a
    series of topics covering specific learning
    objectives
  • Practice problems and assessments that cover
    defined learning objectives
  • Quizzes taken multiple times with immediate
    feedback
  • Tests available on demand with a specified
    completion date
  • Instructors and tutors available in lab to
    provide individualized assistance

31
UNIVERSITY OF ALABAMA SUCCESS RATES
  • Fall 1998
  • Fall 1999
  • Fall 2000
  • Fall 2001
  • Fall 2002
  • Fall 2003
  • Fall 2004
  • 47.1
  • 40.6
  • 50.2
  • 60.5
  • 63.0
  • 78.9
  • 76.2

32
DEVELOPMENTAL READING Northeast State Community
College
  • Reading Emporium
  • Annual enrollment 500-550
  • Problems High failure rate, course drift, one
    size fits all
  • Goals improve outcomes, individualized student
    programs, reduce cost course costs
  • Weekly group meetings, required lab hours, course
    notebook, early exit possible
  • Results Nelson Denny test redesign increase
    20 points, 12 points more than traditional

33
FULLY ONLINE MODEL
  • Moves all or most of the learning environment
    online
  • Provides access to anyone, anywhere, anytime on
    demand
  • Allows international groups of students to
    interact easily and learn from
    each other

34
U. OF S. MISSISSIPPI World Literature
  • Redesign
  • Single online section
  • Team-taught by 4 faculty and 4 TAs
  • 50 automated grading via WebCT 50 TAs
  • 31 cost-per-student
  • Traditional
  • 16 20 sections (65)
  • Taught by 8 faculty and 8 adjuncts
  • Faculty do all grading
  • 70 cost-per-student
  • Redesign triples course capacity.

35
PRE-CALCULUS MATH Rio Salado College
  • Traditional
  • 4 courses taught by 4 instructors
  • Student interaction each instructor
  • 49 cost-per-student
  • Retention 59
  • Redesign
  • 4 courses taught by 1 instructor
  • Student interaction interactive software, 1
    course assistant, and 1 instructor
  • 31 cost-per-student
  • Retention 65

36
BUFFET MODEL
  • Assess each students knowledge/skill level and
    preferred learning style
  • Provide an array of high-quality, interactive
    learning materials and activities
  • Develop individualized study plans
  • Built in continuous assessment to provide
    instantaneous feedback
  • Offer appropriate, varied
  • human interaction
  • when needed

37
STATISTICS Ohio State University
  • Redesign students outscored traditional students
    on common exams (mean 78.3 vs. 70)
  • Percentage of students needing to retake the
    course reduced from 33 to 12.
  • Cost-per-student reduced from 191 to 132

38
LINKED WORKSHOP MODEL
  • Retain basic structure of the college-level
    course, particularly the number of class meetings
  • Replace remedial/developmental course with
    just-in-time (JIT) workshops
  • Design workshops to remove deficiencies in core
    course competencies
  • Workshops consist of computer-based instruction,
    small-group activities and test reviews to
    provide additional instruction on key concepts
  • Students individually assigned software modules
    based on results of diagnostic assessments
  • Workshops facilitated by students who have
    previously excelled in core course students
    trained and supervised by core course faculty
  • JIT workshop activities designed so students use
    concepts during next core course class session,
    which in turn helps them see the value of the
    workshops and motivates them to do workshop
    activities

39
DEVELOPMENTAL MATH Austin Peay State University
  • Fundamentals of Math
  • Traditional 33 of students who took the
    developmental and the college-level course
    sequentially were successful.
  • Redesign 70 of students who would have been
    assigned to a developmental course were
    successful in the course linked to a workshop.
  • Elements of Statistics
  • Traditional 23 of students who took the
    developmental and the college-level course
    sequentially were successful.
  • Redesign 52 of students who would have been
    assigned to a developmental course were
    successful in the course linked to a workshop.

40
FACULTY BENEFITS
  • Increased opportunity to work directly with
    students who need help
  • Reduced grading
  • Technology does the tracking and monitoring
  • More practice and interaction for students
    without faculty effort
  • Ability to try different approaches to meet
    different student needs
  • Opportunity for continuous improvement of
    materials and approaches

41
A STREAMLINED REDESIGN METHODOLOGY A Menu of
Redesign Options
  • Five Models for Course Redesign
  • Five Principles of Successful Course Redesign
  • Cost Reduction Strategies
  • Course Planning Tool
  • Course Structure Form
  • Five Models for Assessing Student Learning
  • Five Critical Implementation Issues
  • Planning Checklist

42
  • How do these examples relate to
  • GETTING STARTED?

43
READINESS CRITERIA
  • What does it mean to be ready to do a major
    course redesign?
  • Is your institution ready?
  • Which courses are readyi.e., are good
    candidates for a comprehensive redesign?

44
WHY INSTITUTIONAL TEAMS?
  • Faculty experts
  • Administrators
  • Technology professionals
  • Assessment experts

45
READINESS CRITERIA
  1. Institutional Commitment to Change
  2. Institutional Commitment to Strategic Use of
    Technology
  3. Technology Readiness
  4. Commitment to Learner-Centered Education
  5. Commitment to Learner Readiness
  6. Willingness to Use Active Learning Materials
  7. Collective Faculty Commitment

46
GETTING STARTED ON COURSE REDESIGN
  • Carolyn Jarmon, Ph.D.
  • cjarmon_at_theNCAT.org
  • www.theNCAT.org

47
Transportation to the Airport
  • If you do not have a car, and have not already
    done so, you will need to schedule transportation
    back to the hotel or airport.
  • Possible travel options
  • Checker Cab 410-685-1212
  • Jimmys Cab - 410-296-7200
  • Royal Cab 410-327-0330
  • Sun Cab 410-235-0300
  •  The Airport Shuttle 800-776-0323
  • Super Shuttle 800-258-3826

48
READINESS CRITERIA
  1. Institutional Commitment to Change
  2. Institutional Commitment to Strategic Use of
    Technology
  3. Technology Readiness
  4. Commitment to Learner-Centered Education
  5. Commitment to Learner Readiness
  6. Willingness to Use Active Learning Materials
  7. Collective Faculty Commitment

49
GROUP ASSIGNMENTS
  • A, H Criterion 1
  • B, I Criterion 2
  • C, J Criterion 3
  • D Criterion 4
  • E Criterion 5
  • F Criterion 6
  • G Criterion 7

50
ASSIGNMENT
  • For the Readiness Criterion assigned to your
    group
  • What are the obstacles to meeting this criteria?
  • What issues do you need to consider?
  • What evidence would help you overcome the
    obstacles?
  • What information do you need to gather?
  • What process, if any, might help overcome the
    obstacles?
  • Choose one person to report back.

51
QUESTIONS?
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