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Dr. Jerrold E. Hogle, The University of Arizona

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Dr. Jerrold E. Hogle, The University of Arizona. The Learner-Centered Education Course Redesign Initiative (LCE-CRI) in Partnership with NCAT at all of the Arizona Public Universities. Learner-Centered Education (LCE) Grants supporting individual and group LCE course innovations

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slide1
Dr. Jerrold E. Hogle,

The University of Arizona

The Learner-Centered Education Course Redesign Initiative (LCE-CRI) in Partnership with NCAT at all of the Arizona Public Universities
the arizona board of regents abor
Learner-Centered Education (LCE) Grants supporting individual and group LCE course innovations

(15-20 courses system-wide per year)

Grant support of about $500,000 annually since 2001-2002

The Arizona Board of Regents (ABOR)
slide3
ABOR Revision to Create LCE-CRI

(after presentation by Dr. Twigg)

Purposes in 2007-08 (First year):

Increase spread of LCE to many more students

Create lessons and technology transportable across instructors

Improve learner-centered effectiveness using technology

Have more planned and credible outcomes assessments

Save $ overall in a constrained resource environment

slide4
Declared Requirements for LCE-CRI

2007-2008 ABOR Grant Proposals

Only for large introductory courses (primarily “core” curriculum)

Must enunciate aims and techniques for improved student learning

Must have plans for effective full incorporation of technology

Must show how all improvements are learner-centered

Must show how savings can be achieved and transferred

Incentive: department keeps the savings, provided uses are educational

slide5
ABOR Grant application procedures in 2007:

Bring together instructional-technical-administrative teams

Draft preliminary applications for campus coordinators

“Test the waters” with NCAT advice/responses

Submit full proposals to ABOR

ABOR’s LCE Advisory Team evaluates proposals with NCAT counsel

Responses/suggestions sent back to campus coordinators

Grants awarded, to start with planning and piloting semesters

slide6
The subject areas in which

ABOR LCE-CRI grants were awarded to four campuses of Arizona State University (ASU)

Lower-division

Uses of accounting information

General chemistry

College algebra

Computer literacy

Intro to geology

Earth, solar system and universe

Intro to solar systems astronomy

Intro to stars, galaxies and cosmology

Public speaking

Women and society

slide7
The subject areas in which

ABOR LCE-CRI grants were awarded

to the campuses of

Arizona State University (ASU)

Upper-division (large “core” classes for majors)

Health integrity

Leadership and management

Organizational behavior and leadership

slide8
The subject areas in which

ABOR LCE-CRI grants were awarded to Northern Arizona University (NAU)

Introductory biology

Introduction to Psychology

Technical and professional writing (“core” upper-division class)

slide9
The subject areas in which

ABOR LCE-CRI grants were awarded to the University of Arizona (UA)

Introductory biology (for multiple majors)

Fundamentals of Chemistry (for multiple majors)

Natural Science (NATS): A Geological Perspective (one of a series of NATS options for non-science students)

slide10
Especially important advances in the UA’s revision of Introductory Biology

(MCB-EEB 181)--[1,800 students per year]

Pre-class online, interactive tutorials (from Pearson Mastering Biology) and home-grown additions

Lectures “jump off” of tutorials with “clicker” answers to questions

Online short-answer exams (gradable by preceptors, graduate assistants, and faculty)

Active-learning exercises for discussion/lab sections

Ongoing advice on pilot year from honors sections

Approval for ongoing assessment by Human Subjects research board

slide11
Especially important advances in the UA’s revision of “Natural Sciences: A Geological Perspective”

[1,200 students per year]

Small group work in lecture (using blue slides) develops active critical thinking and analysis

Break out sessions combine graduate assistants with undergraduate preceptors for more individualization

Online assignments replace much of what was in lectures and allows students to learn at their own pace (and take online quizzes with immediate responses)

Reduction of graduate assistants from eight to five, with increase in preceptors (for credit)

slide12
Arizona LCE-CRI Grant Success Already

Greater coordination and curricular cohesion in large courses

The opportunity for different types of revision in different types of courses

The team approach to course development and execution

The “piloting” in comparison to regular offerings

Keeping cost savings internally puts less pressure on central fund sources as enrollments grow

slide13
Cautions Emerging from Arizona

LCE-CRI Grants 2007-08

Full assessment under way but not yet completed

Attrition of students by mid-semester has fallen, but how much retention will be improved is not clear yet

Extent of cost savings will be clearer after grant money stops (initial infusion is VITAL)

Research universities must – and can – deal with the issue of potential threats to funds for graduate assistantships in teaching

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