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COURSE REDESIGNThe State of the Art
Redesign Colloquium
University of South Florida
December 9, 2011
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
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.
WHAT DOES NCAT MEAN BY COURSE REDESIGN?
Course redesign is not just about putting courses online. It is about rethinking the way we deliver instruction in light of the possibilities that new technology offers.
TRADITIONAL INSTRUCTION
SeminarsLectures
“BOLT-ON” INSTRUCTION
PROGRAM IN COURSE REDESIGN
Challenge colleges and universities to redesign their approaches to instruction using technology to achieve quality enhancements as well as cost savings.
Focus: Introductory Courses
50,000 students
30 projects
QUANTITATIVE (13)
Mathematics– Iowa State University– Northern Arizona
University– Rio Salado College– Riverside CC– University of
Alabama– University of Idaho– Virginia Tech
Statistics– Carnegie Mellon
University– Ohio State University– Penn State– U of Illinois-Urbana
Champaign Computer
Programming– Drexel University– University at Buffalo
SCIENCE (5) SOCIAL SCIENCE (6)
Biology– Fairfield University– University of
Massachusetts Chemistry
– University of Iowa– U of Wisconsin-
Madison Astronomy
– U of Colorado-Boulder
Psychology– Cal Poly Pomona– University of Dayton– University of New
Mexico– U of Southern Maine
Sociology– IUPUI
American Government– U of Central Florida
HUMANITIES (6)
English Composition– Brigham Young University– Tallahassee CC
Spanish– Portland State University– University of Tennessee
Fine Arts– Florida Gulf Coast University
World Literature– University of Southern
Mississippi
IT IS POSSIBLE TO INCREASE LEARNING WHILE REDUCING COST
25 of 30 PCR projects improved learning; 5 showed equivalent learning.
24 measured course completion rates; 18 showed improvement.
All 30 reduced costs by 37% on average, with a range of 15% to 77%.
Program in Course Redesign
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 States2006 – present (~93 institutions)
The Redesign Alliance2006 – present (70+ institutions)
Changing the Equation2009 – 2012 (38 institutions)
THE ROADMAP TO REDESIGNPrecalculus MathematicsGeorgia StateLSUSeton HallU of Missouri--St. LouisUNC Chapel HillUNC GreensboroWayne State
PsychologyChattanooga State TCCEast CarolinaEastern WashingtonU of Arkansas--Ft. Smith
SpanishMontclair StateTexas Tech U of Alabama
StatisticsCalhoun CCUNC Greensboro
COURSE REDESIGN PLANNING RESOURCES
Six Models for Course Redesign Five Principles of Successful
Course Redesign Four Models for Assessing
Student Learning Cost Reduction Strategies Five Critical Implementation
Issues Assessment Planning Forms Course Planning Tool Planning Checklist
IT IS POSSIBLE TO INCREASE LEARNING WHILE REDUCING COST
10 of 12 R2R projects improved learning; 2 showed equivalent learning.
9 of 12 improved course completion rates.
All 12 reduced costs by 32% on average, with a range of 13% to 68%.
Roadmap to Redesign
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 States2006 – present (~93 institutions)
The Redesign Alliance2006 – present (70+ institutions)
Changing the Equation2009 – 2012 (38 institutions)
QuantitativeAuburn U Coppin State U Cosumnes River DePaul Hagerstown CC Harry S Truman Morehead State Oklahoma State Santa Fe CollegeSE LU U of Central Florida U of West Florida
MiscellaneousArizona State (Education)Boise State (Accounting)Indiana State (Psychology)NYIT (Psychology)
Natural ScienceAuburn U Indiana U of PA Lorain CCCSt. Cloud State U of MD Eastern Shore Winston-Salem State
HumanitiesEdison State Regis U Truman State UNC Chapel Hill U of West Alabama
IT IS POSSIBLE TO INCREASE LEARNING WHILE REDUCING COST
14 of 27 improved learning; 13 showed equivalent learning.
13 of 26 improved course completion rates.
Projected cost reduction = 40% on average, with a range of 9% to 76%.
17 of 27 have fully implemented their redesigns.
Colleagues Committed to Redesign
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 States2006 – present (~93 institutions)
The Redesign Alliance2006 – present (70+ institutions)
Changing the Equation2009 – 2012 (38 institutions)
STATE AND SYSTEM-BASED PROGRAMS
Pilots– South Dakota– Hawaii– Ohio– Minnesota
Full-Scale – Maryland– Tennessee– Arizona – New York– Texas– Mississippi– Missouri
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 States2006 – present (~93 institutions)
The Redesign Alliance2006 – present (70+ institutions)
Changing the Equation2009 – 2012 (38 institutions)
THE REDESIGN ALLIANCE
An organization that links practitioners to practitioners and provides a place for those who want to learn more about course redesign
– To consult with colleagues about how to improve course redesigns
– To move successful redesigns to other disciplines– To leverage success to garner greater state support
NCAT CORPORATE PARTNERS
Carnegie Learning Cengage Learning Educational Testing Service Hawkes Learning Systems iLearn John Wiley and Sons, Inc. Pearson Education SMARTHINKING SunGard Higher Education
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 States2006 – present (~93 institutions)
The Redesign Alliance2006 – present (70+ institutions)
Changing the Equation2009 – 2012 (38 institutions)
CHANGING THE EQUATIONScaling a Proven Innovation
Moving beyond experimentation Focus: remedial and developmental math
at community colleges 38 institutions received a $40,000 grant Key elements
– 1) Emporium Model– 2) Modularization– 3) All remedial and developmental courses
SO WHERE ARE WE NOW?
HOW MANY SCHOOLS HAS NCAT WORKED WITH?
148 have submitted a fully developed course redesign plan approved as part of a formal NCAT program – Of those, 9 participated in more than one
program.– Of those, 69 redesigned more than one course
under our auspices.– Many have gone on to redesign additional
courses, but we do not track them.
27 additional schools submitted a fully developed course redesign plan as part of a program where NCAT provided consultation but not oversight.
There are other schools among Alliance members, etc. that we do not track.
There are also well over 1,500 schools that have participated in NCAT workshops and seminars, may have developed plans that were not accepted or may not have developed plans.
HOW MANY COURSE REDESIGNS HAVE BEEN INITIATED?
274 individual course redesigns have been initiated as part of a formal NCAT program.
40 additional course redesigns have been initiated as part of a program where NCAT provided consultation.
There are others among Alliance members, etc. that we do not track.
HOW MANY COURSES HAVE BEEN FULLY REDESIGNED?
86 course redesigns have been fully implemented at 54 institutions.*
115 course redesigns at 51 institutions are in progress (CTE and MO).
34 institutions (35 courses) were only expected to conduct a pilot (PCR and C2R).*
6 institutions (11 courses) conducted pilots but did not fully implement.
9 institutions (10 courses) were expected to conduct a pilot but did not do so.
Mathematics– Beginning Algebra– College Algebra– Developmental Math– Discrete Math – Elementary Algebra– Intermediate Algebra– Introductory Algebra– Linear Algebra – Pre-calculus Math
Statistics– Business Statistics– Economic Statistics– Elementary Statistics – Introductory Statistics
Computing– Computer Literacy– Computer Programming– Information Literacy– Information Technology
Concepts – Tools for the Info Age
SCIENCE– Anatomy and
Physiology– Astronomy – Biology – Chemistry– Ethnobotany – Geology– Physics
SOCIAL SCIENCE– American
Government – Health– Macro and
Microeconomics – Psychology – Sociology
– Urban Affairs
HUMANITIES– British Literature– Communication Studies– Developmental Reading– Developmental Writing– English Composition– European History– Great Ideas in Western Music– History of Western Civilization – Public Speaking – Spanish– Understanding the Visual and
Performing Arts – U.S. History– World Literature – Women & Gender Studies
PROFESSIONAL– Accounting – Business– Education: The Curriculum– Elementary Education– Engineering– Engineering Technology– Management– Nursing– Nutrition and Food Science– Organizational Behavior
REDESIGNED COURSES
Impacted 160,000+ students nationwide Improved student learning: 72%
Equivalent student learning: 28% Cost reduction: 37% (9% to 77%)
Annual savings: ~$9.5 million Other outcomes
– Increased course-completion rates– Improved retention– Better student attitudes toward the subject– Increased student satisfaction with the mode of
instruction
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
WHAT REALLY MATTERS?
Data – First, measure something . . .
A team approach – It takes a village . . .
Corporate partners– Mutual self-interest
Leadership– Faculty, department chairs, deans, campus
executives, system and state leaders
ADDITIONAL NCAT RESOURCES
The NCAT web site– Case studies– Planning resources– Articles and monographs
The Learning MarketSpace Redesign Alliance
workshops and seminars NCAT Redesign Scholars
PRIMARY ISSUES
How do we sustain what we have achieved?
How do we scale what we have achieved?