COURSE REDESIGN: Increasing Student Success While Reducing Instructional Costs
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COURSE REDESIGN: Increasing Student Success While Reducing Instructional Costs. TODAY’S DISCUSSION. The National Center for Academic Transformation Proven Models for Successful Redesign Examples of Successful Redesigns.

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Today s discussion
TODAY’S DISCUSSION Instructional Costs

  • The National Center for Academic Transformation

  • Proven Models for Successful Redesign

  • Examples of Successful Redesigns



Ncat programs
NCAT PROGRAMS the Pew Charitable Trusts

  • Program in Course Redesign (PCR)

    • 30 institutions

  • Roadmap to Redesign (R2R)

    • 20 institutions

  • Colleagues Committed to Redesign (C2R)

    • 60 institutions

  • State and System-based Programs

    • 60+ institutions

    • AZ, MD, MS, SUNY, TN, TX


Traditional instruction
TRADITIONAL INSTRUCTION the Pew Charitable Trusts

Seminars

Lectures


Bolt on instruction
“BOLT-ON” INSTRUCTION the Pew Charitable Trusts


What s wrong with the lecture
WHAT’S WRONG the Pew Charitable TrustsWITH 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


What s wrong with multiple sections
WHAT’S WRONG WITH MULTIPLE SECTIONS? the Pew Charitable Trusts

  • In theory: greater interaction

  • In practice: large class size

  • In practice: dominated by the same presentation techniques

  • Lack of coordination

  • Inconsistent outcomes


What does ncat mean by course redesign
WHAT DOES NCAT MEAN BY COURSE REDESIGN? the Pew Charitable Trusts

  • 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.


PROGRAM IN the Pew Charitable Trusts

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


Why redesign
WHY REDESIGN? the Pew Charitable Trusts

  • Look for courses where redesign will have a high impact:

  • 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


Academic areas
ACADEMIC AREAS the Pew Charitable Trusts

  • Sciences: Biology, Chemistry, Anatomy & Physiology, Physics, Geology

  • Humanities: English, Spanish, Fine Arts

  • Social Sciences: Psychology, Economics, Sociology

  • Quantitative Area: Math, Statistics, Computing

  • Professional Studies: Accounting, Nutrition, Organizational Behavior, Engineering Statics


All types of institutions
ALL TYPES OF INSTITUTIONS the Pew Charitable Trusts

  • Public

  • Private

  • Research Universities

  • Comprehensive Universities

  • State Colleges

  • Community Colleges


Summary of results
SUMMARY OF RESULTS the Pew Charitable Trusts

  • 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


What do the faculty say
WHAT DO THE FACULTY SAY? the Pew Charitable Trusts

  • “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.”


Redesign models
REDESIGN MODELS the Pew Charitable Trusts

  • 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 college level course


Redesign characteristics
REDESIGN the Pew Charitable TrustsCHARACTERISTICS

  • 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.


University of hawaii manoa
University of Hawaii, Manoa the Pew Charitable Trusts

  • The course of 600 students annually suffers from problems typical of multiple-section courses

  • course drift and inconsistent learning experiences for students

  • a one-size-fits-all approach

  • course material that needs constant updating

  • an inability to scale beyond the current infrastructure.


University of hawaii manoa1
University of Hawaii, Manoa the Pew Charitable Trusts

  • Traditional: 2 lecture section & 20 lab sections

  • Redesign: 2 hours in optional lecture and 2 hours in lab

  • Lectures are podcast in 30-minute segments – students listen to them as they complete lab exercises & homework

  • 5-minute podcasts of chapter summaries are also available.


University of hawaii manoa2
University of Hawaii, Manoa the Pew Charitable Trusts

  • Results

  • Scores on Midterm and Final Exams

    • Traditional: 66.18 and 68.95

    • Redesign: 83.52 and 75.93

  • Increase in level of questions asked by students indicating greater depth of learning in the redesign

  • Greater consistency in grading

  • Ability to grow without more staff


Arizona state university computing and information literacy
Arizona State University the Pew Charitable TrustsComputing and Information Literacy

  • Issues

  • Course is not learner-centered

  • Content does not develop problem-solving skills.

  • Course does not ensure that students with a broad range of learning styles and levels of preparation will master the content and succeed.

  • Course has high DFW rate, among the 30 highest rates at ASU.


Arizona state university computing and information literacy1
Arizona State University the Pew Charitable TrustsComputing and Information Literacy

  • Traditional: 8 lecture sections of ~270 - 2200 students annually

  • Redesign in 2 formats

    • Replacement: 2 lecture sections of ~299

      • One optional lecture each week

      • One open, interactive lab each week

      • Online resources

    • Online: 1 online section of up to 500 students

      • Students must pass an online assessment first


Arizona state university computing and information literacy2
Arizona State University the Pew Charitable TrustsComputing and Information Literacy

  • All students have

    • Interactive online projects

    • Discussion board

    • Quizzes which are automatically graded

    • Web-based, multi-media resources aligned with the text


Arizona state university computing and information literacy3
Arizona State University the Pew Charitable TrustsComputing and Information Literacy

  • Learning Results

  • Redesign course included more challenging content

  • All failing students had multiple missed assignments and/or projects

  • A very small percentages of students in the replacement model came to lecture


Arizona state university computing and information literacy4
Arizona State University the Pew Charitable TrustsComputing and Information Literacy

  • Students found the course more applied and valuable

  • Final grades

    • Increase in # of As in redesigned course: from 38% to 62%

    • Students in both formats did equally well at all grade levels


Arizona state university computing and information literacy5
Arizona State University the Pew Charitable TrustsComputing and Information Literacy

  • Cost Reduction

  • One faculty coordinator, rather than 2 instructors

  • GTAs: reduced from 2 to 1

  • UGAs: replace 6 undergrad graders with 5 undergrad learning assistants working fewer hours

  • Cost-per-student decreased from $50 to $38, a 24% reduction


Other redesign examples
OTHER REDESIGN EXAMPLES the Pew Charitable Trusts

  • Drexel University – Computer Programming

  • State University of New York at Buffalo – Computer Literacy

  • University of Southern Mississippi – Introduction to Computing


Faculty benefits
FACULTY BENEFITS the Pew Charitable Trusts

  • 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


A streamlined redesign methodology a menu of redesign options
A STREAMLINED REDESIGN METHODOLOGY the Pew Charitable Trusts“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


Course redesign increasing student success while reducing instructional costs

COURSE REDESIGN: Increasing Student Success While Reducing Instructional Costs

Carolyn Jarmon, Ph.D.

[email protected]

www.theNCAT.org


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