A New Model for Faculty Collaboration:  Ensuring Rigorous Curriculum and Assessment in Dual Credit C...
This presentation is the property of its rightful owner.
Sponsored Links
1 / 19

Lisa J. Goodnight, Ph.D. Ralph V. Rogers, Ph.D. Purdue University Calumet Hammond, IN PowerPoint PPT Presentation


  • 55 Views
  • Uploaded on
  • Presentation posted in: General

A New Model for Faculty Collaboration: Ensuring Rigorous Curriculum and Assessment in Dual Credit Courses. Lisa J. Goodnight, Ph.D. Ralph V. Rogers, Ph.D. Purdue University Calumet Hammond, IN. A Call to Action by the State of Indiana: Assessable, Affordable, Accountable.

Download Presentation

Lisa J. Goodnight, Ph.D. Ralph V. Rogers, Ph.D. Purdue University Calumet Hammond, IN

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Lisa j goodnight ph d ralph v rogers ph d purdue university calumet hammond in

A New Model for Faculty Collaboration: Ensuring Rigorous Curriculum and Assessment in Dual Credit Courses

Lisa J. Goodnight, Ph.D.

Ralph V. Rogers, Ph.D.

Purdue University Calumet

Hammond, IN


A call to action by the state of indiana assessable affordable accountable

A Call to Action by the State of Indiana:Assessable, Affordable, Accountable

Indiana Commission of Higher Education (September 2008)

  • Moving beyond college access to degree success

  • Ensuring college is affordable

  • Embracing accountability for results

  • In Indiana, only 36% of high school graduates earn a college degree in 4 years, 57% do so in 6 years.


Gap in perceptions of high school and university faculty

Gap in Perceptions of High School and University Faculty


Creation of dual credit courses

Creation of Dual Credit Courses

  • University Lead faculty member paired with a high school teacher (high school teacher will teach the course under the supervision of the university faculty member)

  • Collaborate on curriculum and pedagogy

  • Align the high school course with the university course

  • Determine means of assessment/rubrics


Faculty partnerships

High School Faculty

Faculty Partnerships

University Faculty

Collaborate with high school faculty to align high school course with the university course

Instructor of record

Observe the high school teacher and offer feedback

Engage in blind grading for inter-rater reliability

Submit final grades to registrar at university

Collaborate with university faculty to align their course with the university course

Responsible for day-to-day instruction of the course

Engage in blind grading for inter-rater reliability

Administer student evaluations of the course

Submit final grades to the university faculty member


Process of collaboration

Process of Collaboration

  • Face to face meeting of the “whole”

  • Summer workshops

  • Fall and Spring workshops


Role of the university faculty

Role of the University Faculty

  • Instructor of record at the university

  • Paid $3000 or received a course release

  • Certify that the course taught at the high school is a university course

  • Monitor the progress of the students

  • Observe the high school teacher and offer feedback

  • Engage in blind grading for inter-rater reliability

  • Submit final grades to registrar at university


Role of the high school faculty

Role of the High School Faculty

  • Collaborate with university faculty to align their course with the university course

  • Received a small stipend for this project

  • Responsible for day-to-day instruction of the course

  • Engage in blind grading for inter-rater reliability

  • Administer student evaluations of the course

  • Submit final grades to the university faculty member


Inter rater reliability

Inter-Rater Reliability

  • Krippendorff’s Alpha

  • Strength is that computed reliabilities are comparable across any numbers of coders and values, different metrics, and unequal sample sizes.


Inter rater reliability1

Inter-Rater Reliability

  • onOne interpretation of Krippendorff's alpha is:

    α = 1 indicates perfect reliability

    α = 0 indicates the absence of reliability. Units and the values assigned to them are statistically unrelated

    α < 0 when disagreements are systematic and exceed what can be expected by chance.

Dwithin units = in error

α = 1 -

Dwithin and between units = in total


Lisa j goodnight ph d ralph v rogers ph d purdue university calumet hammond in

Do is the observed disagreement:

De is the disagreement one would expect when the coding of units

is attributable to chance rather than to the properties of these unit


Courses offered

Courses Offered

FY 2009-2010

  • Communication/Speech

  • Pre-Calculus

  • First and Second courses in Chemistry

  • English Composition

    FY 2010-2011

  • Introduction to Sociology

  • Introduction to Psychology

  • Calculus based Physics


Assessment of student learning

Assessment of Student Learning


Increased participation of high school students

Increased Participation of high school students

Fall 2009

Spring 2010

Total=201 students

Communication: 30

Pre-Calculus: 135

Chemistry: 73

86% earned a C- or better

Total=228 students

Communication: 37

Chemistry: 73

English Comp: 248

89% earned a C- or better

In total over 2500 university credits were earned by students in the first year.


Lisa j goodnight ph d ralph v rogers ph d purdue university calumet hammond in

Lessons Learned from 2009-10Courses taught at the high school were rigorous university courses and the unique and evolving faculty partnerships worked to achieve demonstrated and measurable quality

  • Ensured quality and integrity of university curriculum

  • Rigorous instruction through the unique partnership

  • 2500 credit hours earned by students

  • 87% of students earned college credit

  • Overall student assessment of learning was excellent!


Lessons learned cont

Lessons Learned, cont.

  • Both faculty members must be enthusiastic and willing to collaborate

  • Major issues with admission and registration

  • Cost analysis: What is the true cost to the university for dual credit? Purdue Calumet’s costs were not covered through student tuition.

  • Engaging in marketing research on the price point for dual credit to northwest Indiana families

  • Expanded course offerings for 2010-2011: American Government, Introduction to Psychology, Introduction to Sociology, and two course sequence in calculus based Physics

  • Over 350 students enrolled for Fall 2010

  • Over 600 students enrolled for Fall 2010 at two high schools


Moving forward

Moving Forward

  • Can this program be expanded? How many faculty are needed?

  • How can technology assist in faculty collaboration, strengthening inter-rater reliability, and tracking students?

  • How can we drive the costs of the “business” side down? How do we lower the costs of admission and registration?


New twists from indiana commission on higher education iche

New Twists From Indiana Commission on Higher Education (ICHE)

  • State funding for dual credit shall be limited to a set of priority liberal arts courses identified by ICHE….

  • …the rate charged to Indiana students for the identified dual credit priority liberal arts courses shall not exceed $25 per credit hour, beginning July 1, 2011

  • State support for dual credit funding to public education institutions shall be identified separately under a formula prescribed by the Commission

  • Incentive Funding

    • Dual Credit, on-time degree, low income funding


  • Login