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Course Redesign ProjectEmergent Literacy

Graduate level, Cross-campus

Meredith Irvin Toth

Instructional Professional Redesign Alliance Conference

Orlando, Florida

March 22-24, 2009

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Arizona State UniversityArizona State University

• Fall 2008 enrollment across 4 campuses– 67,082 students

• 3 colleges of education– Mary Lou Fulton College of Education– College of Teacher Education and Leadership– School of Educational Innovation and Teacher

Preparation• Total enrollment in education

– 3797 undergraduate students– 6693 graduate students

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Course ContextCourse Context

• Required course in the existing M.Ed. in Early Childhood Education– Available to students at one or two campuses (where

faculty were based)– Two or three sections offered with enrollment of 100

students/year• New, fully online Master’s and AZ Certification -

single degree program for the university– Recertification required of those teaching in public

school classrooms birth through grade three– Expected growth to 300-500+ students/year

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Goals of the RedesignGoals of the Redesign

• Implement a single degree program for the university, led by faculty from all 4 campuses

• Redistribute costs with an alternative staffing model (across the entire program)

• Maintain real-world connections for the students (use their classrooms as labs)– 100% online ≠100% computer-based

• Prepare students to teach face-to-face

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Alternative StaffingAlternative Staffing

• Collapsed all sections into 1 fully online section• Rotated instruction (SCH) among campuses

• Hiring graders/preceptors to facilitate discussions and grade student papers starting Fall 2009

Campus Fall Spring

West Course 1 Course 1

Tempe Course 2 Course 2

Poly Course 3 Course 3

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Activities are Based in PracticeActivities are Based in Practice

• Real-world activities– Interview the parent of an infant & complete the CSBS

Developmental Profile– Create a dramatic prop box for your classroom:

Instructors show what the “real” artifact looks like; Students take photos or videos & submit to the instructor

• Students collaborate as peers– Online debates– Book clubs– Peer assessment circles

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Plans moving ForwardPlans moving Forward

• Hire preceptors/graders to maintain instructor-student contact as enrollment increases and provide feedback on work

• Implement a common structure in all courses in the program

• Increase student-student interaction in groups for checkpoint assignments

• Consolidate all student success files in one Web-based location and link to it from course