TRANSFORMING
LEARNING ENVIRONMENTS
THROUGH COURSE REDESIGN
TODAY’S DISCUSSION
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The National Center for Academic
Transformation
Overview of the Methodology and Findings
of the Program in Course Redesign
Proven Models for Successful Redesign
How to get the most out of this conference…
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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
BRIEF HISTORY OF
COURSE REDESIGN
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The Roadmap to Redesign (R2R)
2003 – 2006 (20 institutions)
Colleagues Committed to
Redesign (C2R)
2006 - 2009 (60 institutions)
Programs with Systems & States
2006 – present (~80 institutions)
The Redesign Alliance
2006 – present (70+ institutions)
Changing the Equation
2009 – 2012 (25+ institutions)
TRADITIONAL INSTRUCTION
Seminars
Lectures
“BOLT-ON” INSTRUCTION
WHAT’S WRONG
WITH THE LECTURE?
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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
WHAT’S WRONG WITH
MULTIPLE SECTIONS?
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In theory: greater interaction
In practice: large class size
In practice: dominated by the
same presentation
techniques
Lack of coordination
Inconsistent outcomes
THE ONE PERCENT SOLUTION
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Maricopa Community College District
200,000 students
2,000 course titles
25 courses =
44% enrollment
All CCs = 51%
All four-year = 35%
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.
30 projects
50,000+
students
WHAT DOES NCAT MEAN BY
COURSE REDESIGN?
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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.
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.
WHY REDESIGN?
Look for courses where redesign will
have a high impact:
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High withdrawal/failure rates
Students on waiting lists
Students turned away – graduation bottleneck
Over enrollment of courses leading to
multiple majors
Inconsistency of preparation
Difficulty getting qualified adjuncts
Difficulty in subsequent courses
QUANTITATIVE (13)
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Mathematics
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Iowa State University
Northern Arizona
University
Rio Salado College
Riverside CC
University of
Alabama
University of Idaho
Virginia Tech
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Statistics
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Carnegie Mellon
University
Ohio State University
Penn State
U of Illinois-Urbana
Champaign
Computer
Programming
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Drexel University
University at Buffalo
SCIENCE (5)
SOCIAL SCIENCE (6)
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Biology
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University of Iowa
U of WisconsinMadison
Astronomy
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U of ColoradoBoulder
Psychology
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Fairfield University
University of
Massachusetts
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Chemistry
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Sociology
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Cal Poly Pomona
University of Dayton
University of New
Mexico
U of Southern Maine
IUPUI
American
Government
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U of Central Florida
HUMANITIES (6)
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English Composition
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Spanish
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Portland State University
University of Tennessee
Fine Arts
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Brigham Young University
Tallahassee CC
Florida Gulf Coast University
World Literature
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University of Southern Mississippi
TEAM EFFORT IS KEY
Each team included
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Administrator
Faculty experts
Technology expertise
Assessment assistance
IT IS POSSIBLE TO INCREASE
LEARNING WHILE REDUCING COST
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25 of 30 PCR projects
improved learning; the
other 5 showed equal
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
WHAT HAPPENS TO THE
SAVINGS?
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Stay in department for continuous course
improvement and/or redesign of others
Provide a greater range of offerings at upper division
or graduate level
Accommodate greater numbers of students with same
resources
Stay in department to reduce teaching load and
provide more time for research
Redesign similar courses
Miscellaneous
– Offer distance sections
– Reduce rental expenditures
– Improve training of part-time faculty
NCAT METHODOLOGY:
Relevance and Utility
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Discipline: math &
literature
Age: traditional & working
adults
Institution: small & large
Location: on-campus & at
a distance
Redesign: current & new
courses
Level: introductory &
advanced
WHAT DO THE FACULTY SAY?
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“It’s the best experience
I’ve ever had in a
classroom.”
“The quality of my worklife
has changed
immeasurably for the
better.”
“It’s a lot of work during
the transition--but it’s
worth it.”
SIX REDESIGN MODELS
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Supplemental
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Replacement
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Emporium
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Fully Online
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Buffet
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Linked Workshop
Add to the current structure
and/or change the content
Blend face-to-face with
online activities
Move all classes to a lab
setting
Conduct all (most) learning
activities online
Mix and match according to
student preferences
Replace developmental
courses with just-in-time
workshops
REDESIGN CHARACTERISTICS
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Redesign the whole course—not just a
single class
Emphasize active learning—greater
student engagement with the material
and with one another
Rely heavily on readily available
interactive software—used
independently and in teams
Mastery learning—not self-paced
Increase on-demand, individualized
assistance
Automate only those course
components that can benefit from
automation—e.g., homework, quizzes,
exams
Replace single mode instruction with
differentiated personnel strategies
Technology enables good pedagogy with large #s of students.
SUPPLEMENTAL MODEL
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Retains the basic structure, especially class
meetings
Supplements lectures and textbooks with
technology-based, out-of-class activities to
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encourage greater student engagement with course
content
ensure that students are prepared when they come to
class
May also change what goes on in class by
creating an active learning environment
within a large lecture hall setting.
GENERAL BIOLOGY
Fairfield University
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Inconsistent student academic preparation
Inadequate student interaction with learning
materials and complex topics
Inadequate use of modern technology
Inability of students to retain what they have
learned (amnesia)
Inability of students to apply biological
principles to other disciplines (inertia)
 Memorization vs. Application of Scientific Concepts
ACADEMIC GOALS
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Enhance quality by individualizing instruction
Focus on higher-level cognitive skills
Create both team-based and independent
investigations
Use interactive learning environments in lectures
and labs
– to illustrate difficult concepts
– to allow students to practice certain skills or
test certain hypotheses
– to work with other students to enhance the
learning and discussion of complex topics
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Traditional
7 sections (~35)
7 faculty
100% wet labs
$131,610
$506 cost-per-student
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Redesign
2 sections (~140)
4 faculty
50% wet, 50% virtual
$98,033
$350 cost-per-student
Content mastery: significantly better performance
Content retention: significantly better (88% vs. 79%)
Course drops declined from 8% to 3%
Next course enrollment increased from 75% to 85%
Declared majors increased by 4%
REPLACEMENT MODEL
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Reduces the number of in-class
meetings
Replaces in-class time with online,
interactive learning activities
Determines what activities require
face-to-face and what can be done
online
Provides 24/7 access to online learning
resources
Includes online self-assessment
activities with immediate feedback
SPANISH
University of Tennessee
CHALLENGES
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Inconsistent student preparation
Inability to accommodate all who would like to take
this course – bottleneck to graduation
Inability to accommodate different learning styles
Limited number of qualified
instructors
Time in class devoted to
grammar and vocabulary –
not expressive speaking
and writing
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Traditional
57 sections (~27)
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Adjuncts + 6 TAs
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100% in class
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$167,074 ($2931/section) •
$109 cost-per-student •
Redesign
38 sections (~54)
Instructor-TA pairs
50% in class, 50% online
$56,838 ($1496/section)
$28 cost-per-student
Oral skills: significantly better performance
Language proficiency & language achievement:
no significant difference
A second Spanish project: final exam scores in
speaking, reading and listening were higher
ENGLISH COMPOSITION
Tallahassee Community College
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Primary goals
– Increase writing skills
– Improve student success (<60%)
– 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%
ANATOMY & PHYSIOLOGY
Central Ohio Technical College
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High DFW rates for traditional class (~35-40%)
Moved all lectures and content online
Meet 2 hours per week for lab
Exam averages nearly identical
DFW rates
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Redesigned sections: 9%
Traditional section: 29%
32% Increase in Enrollment
Significant cost reductions
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Traditional = $184.30/student
Redesigned = $78.60/student
EMPORIUM MODEL
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Eliminates all lectures
Replaces them with a learning-resource
center (lab) model
– interactive software
– on-demand, personalized assistance
Permits the use of multiple kinds of
personnel
Allows multiple courses to be offered at
the same time and place
Can be adapted for different kinds of
institutions and disciplines
THE MATH EMPORIUM
at Virginia Tech
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Traditional
38 sections (~40)
10 tenured faculty,
13 instructors, 15
GTAs
2 hours per week
$91 cost-per-student
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Redesign
1 section (~1520)
1 instructor, grad &
undergrad TAs + 2
tech support staff
24*7 in open lab
$21 cost-per-student
Replicated at U of Alabama, U of Idaho, LSU, Wayne
State, U Missouri-St. Louis, Seton Hall, Cleveland
State CC, Northeast State CC, Jackson State CC
THE EMPORIUM MODEL
77% Cost Reduction (V1)
30% Cost Reduction (V2)
FULLY ONLINE MODEL
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Eliminates all in-class meetings
and moves all (or most) learning
experiences online
Adopts successful design
elements of other models
including
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web-based, multi-media resources
commercial software
automatically evaluated assessments
with guided feedback
links to additional resources and
alternative staffing models
FULLY ONLINE MODEL
Fine Arts, Literature, Math, Psychology
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Traditional
Redesign one class
Emphasize instructor-tostudent interaction
Instructor does all
grading and provides all
student feedback
Single personnel strategy
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Redesign
Redesign whole course
Emphasize student-tostudent interaction and
teaming
Automate grading and
student feedback
Differentiated personnel
strategy
U. OF S. MISSISSIPPI
World Literature
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Traditional
16 – 20 sections (~65)
Taught by 8 faculty
and 8 adjuncts
Faculty do all grading
$70 cost-per-student
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Redesign
Single online section
Team-taught by 4
faculty and 4 TAs
50% automated grading
via WebCT; 50% TAs
$31 cost-per-student
Redesign triples course capacity.
COMPUTER LITERACY
Arizona State University
Redesign
Traditional
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2 lectures per week
Paper-based assignments and
multiple-choice exams
Open lab hours staffed by TAs
and graders
26% received C or better
$50 cost-per-student
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1 optional lecture per week
All content online:
assignments, quizzes and
projects submitted via the Web
Scheduled guidance in lab and
online staffed by ULAs
65% received C or better in
more difficult course
$35 cost-per-student
BUFFET MODEL
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Assess each student’s 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
LINKED WORKSHOP MODEL
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Retains the basic structure of college-level course,
especially class meetings
Replace remedial/developmental course with just-intime (JIT) workshops
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designed to remove deficiencies
computer-based instruction, small-group activities and test
reviews
individually assigned modules based on diagnostic
assessments
facilitated by students who have previously excelled in core
course who are trained and supervised by core faculty
JIT workshop activities designed so students use
concepts during next core course class session, which
in turn motivates them to do workshop activities
DEVELOPMENTAL MATH
Austin Peay State University
Student Success Rates
College Course
Before
SLA
Fund of Math
32.4%
69.9%
Elem Statistics
22.4%
52.5%*
* Higher than the success rate for students with 19-22 ACT subscores
A STREAMLINED REDESIGN
METHODOLOGY
“A Menu of Redesign Options”
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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
MANY DIFFERENT COURSES
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Mathematics
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Developmental Math
Pre-calculus Math
College Algebra
Discrete Math
Introductory Algebra
Elementary Algebra
Beginning Algebra
Intermediate Algebra
Linear Algebra
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Statistics
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Business Statistics
Introductory Statistics
Elementary Statistics
Economic Statistics
Computing
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Computer Programming
Information Technology
Concepts
Computer Literacy
Information Literacy
Tools for the Information
Age
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SCIENCE
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Anatomy and
Physiology
Astronomy
Biology
Ethnobotany
Chemistry
Geology
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SOCIAL SCIENCE
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American
Government
Macro and
Microeconomics
Psychology
Sociology
Urban Affairs
HUMANITIES
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British Literature
Communication Studies
Developmental Reading
Developmental Writing
English Composition
European and US History
Great Ideas in Western Music
History of Western Civilization
Public Speaking
Spanish
Technical Writing
Visual & Performing Arts
Women & Gender Studies
World Literature
PROFESSIONAL
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Accounting
Education: The Curriculum
Elementary Education
Engineering
Nursing
Nutrition
Organizational Behavior
FACULTY BENEFITS
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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
THE NCAT WEB SITE
www.theNCAT.org
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Course redesign planning resources
Project descriptions
Monographs: Lessons Learned
Project contacts
THE REDESIGN ALLIANCE
Fourth Annual Conference
How to get the most out
of your conference
experience . . .
THE REDESIGN ALLIANCE
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Members: a community of higher
education institutions and others who
are committed to and experienced with
large-scale course redesign.
Mission: to advance the concept of
course redesign throughout higher
education to increase student success
and access while containing or
reducing instructional costs.
SUNDAY
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Orientation
Corporate
Exhibits
Opening
Reception
Corporate Hospitality Suites and Salons
Birds of a Feather (during Lunches)
CORPORATE MEMBERS
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Blackboard
Carnegie Learning
Cengage Learning
Hawkes Learning Systems
McGraw-Hill
Pearson Education
SMARTHINKING
MONDAY MORNING
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Opening Keynote: Kay McClenney
Disciplinary Showcases
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Developmental Mathematics
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College-Level Mathematics
Developmental English and Reading
Social Science
Science and Engineering
Other Disciplines
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MONDAY AFTERNOON
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Roundtable Discussion Sessions
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College-Level Math
Developmental Math
Humanities and Writing Intensive courses
Natural Sciences
Social Sciences
Administrators
Sector Roundtable Discussions
CTE Debriefing
Poster Sessions
Poolside Reception
TUESDAY MORNING
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Keynote Address: Leadership in
Innovation – Dennis Pearl
Hot Topics in Course Redesign
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Benefits of Departmental Redesign
How to Get Started with Course Redesign
Engaging Students in New Ways of Learning
Developing a Valid Assessment Plan
Linked Courses: A New Strategy for Developmental
Studies
Modularization: Fast Track to Student Success
TRANSFORMING
LEARNING ENVIRONMENTS
THROUGH COURSE REDESIGN
Carolyn Jarmon, Ph.D.
[email protected]
www.theNCAT.org
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