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READINESS CRITERIA. What does it mean to be “ready” to do a major course redesign? Is your institution ready? Which courses are “ready”—i.e., are good candidates for a comprehensive redesign?. WHAT’S NEXT?. Establish institutional teams November 19, 2007

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readiness criteria
READINESS CRITERIA
  • What does it mean to be “ready” to do a major course redesign?
  • Is your institution ready?
  • Which courses are “ready”—i.e., are good candidates for a comprehensive redesign?
what s next
WHAT’S NEXT?
  • Establish institutional teams
  • November 19, 2007

Deadline for submitting Course Readiness Instrument

  • January 24, 2008

Workshop #2: Developing the Proposal

readiness criterion 1 course choice
READINESS CRITERION #1Course Choice
  • What impact would redesigning the course have on the curriculum, on students and on the institution—i.e., why do you want to redesign this course?
factors to consider when thinking about high impact
FACTORS TO CONSIDER WHEN THINKING ABOUT HIGH IMPACT
  • High drop-failure-withdrawal rates
  • Student performance in subsequent courses
  • Students on waiting lists
  • Student complaints
  • Other departmental complaints
  • Lack of consistency in multiple sections
  • Difficulty finding qualified adjuncts
readiness criterion 2 redesign model
READINESS CRITERION #2Redesign Model
  • Which redesign model do you think would be most appropriate for your redesign? Why?
  • What aspects fit your particular discipline and your particular students?
readiness criterion 3 assessment plan
READINESS CRITERION #3Assessment Plan
  • Which assessment model do you think would be most appropriate for your redesign? Why?
assessment goal
ASSESSMENT GOAL

To establish the degree to which improved learning has been achieved as a result of the course redesign.

assessment planning
ASSESSMENT PLANNING

Step 1. Establish the method of obtaining data.

Step 2. Choose the measurement method.

establish the method of obtaining data
ESTABLISH THE METHOD OF OBTAINING DATA
  • Baseline “Before” (traditional) and “After” (redesign)
  • Parallel Sections – Compare traditional sections and redesigned sections
choose the measurement method five models
CHOOSE THE MEASUREMENT METHOD: FIVE MODELS

A. Comparisons of Final Exams

B. Comparisons of Common Content Items Selected from Exams

C. Comparisons of Pre- and Post- Tests

D. Comparisons of Student Work using Common Rubrics

E. Comparisons of Course Grades using Common Criteria

readiness criterion 4 cost savings plan
READINESS CRITERION #4Cost Savings Plan
  • Which cost savings strategy do you think would be most appropriate for your redesign? Why?
cost savings goal
COST SAVINGS GOAL

Create cost savings that can be used to sustain ongoing redesign, to fund future operations and to free up resources for program and/or institutional priorities.

what s your enrollment situation
WHAT’S YOUR ENROLLMENT SITUATION?
  • Is your enrollment growing or projected to grow?
  • Is your enrollment stable or declining?
accommodate enrollment growth
ACCOMMODATE ENROLLMENT GROWTH
  • Increase the number of sections.
  • Increase section size.
  • Change the mix of personnel teaching the course.

Mix and match for greater savings!

rio salado college pre calculus math
Traditional

4 courses taught by 4 instructors

Student interaction = each instructor

$49 cost-per-student

Redesign

4 courses taught by 1 instructor

Student interaction = interactive software, 1 course assistant, and 1 instructor

$31 cost-per-student

RIO SALADO COLLEGEPre-Calculus Math
u of tennessee spanish
Traditional

57 sections (~27)

Adjuncts + 6 TAs

100% in class

$167,074 ($2931/section)

1529 students @ $109

Redesign

38 sections (~54)

Instructor-TA pairs

50% in class, 50% online

$56,838 ($1496/section)

2052 students @ $28

U OF TENNESSEESpanish
stable course enrollment
STABLE COURSE ENROLLMENT
  • Reduce the number of sections and increase the section size.
  • Reduce the number of graduate teaching assistants (Only 9 of 30 projects!)
  • Change the mix of personnel teaching the course.

Mix and match for greater savings!

fairfield university general biology
Traditional

7 sections (~35)

7 faculty

100% wet labs

$131,610

$506 cost-per-student

Redesign

2 sections (~140)

4 faculty

50% wet, 50% virtual

$98,033

$350 cost-per-student

FAIRFIELD UNIVERSITYGeneral Biology
virginia tech linear algebra
Traditional

38 sections (~40)

10 tenured faculty, 13 instructors, 15 GTAs

2 hours per week

$91 cost-per-student

Redesign

Single section (1520)

1 tenured faculty, graduate & under-graduate assistants

24 x 7 in open computer lab

$21 cost-per-student

VIRGINIA TECHLinear Algebra
readiness criterion 5 learning materials
READINESS CRITERION #5Learning Materials
  • Are the faculty able and willing to incorporate existing curricular materials in order to focus work on redesign issues rather than materials creation?
readiness criterion 6 active learning
READINESS CRITERION #6Active Learning
  • Do the faculty members have an understanding of and some experience with integrating elements of computer-based instruction into existing courses?
readiness criterion 7 collective commitment
READINESS CRITERION #7Collective Commitment
  • Describe the members of your team, the skills they bring to the project and what their roles will be in both the planning and implementation phases of the project.
why institutional teams
WHY INSTITUTIONAL TEAMS?
  • Faculty experts
  • Administrators
  • Technology professionals
  • Assessment experts
readiness criteria24
READINESS CRITERIA
  • Course Choice
  • Redesign Model
  • Assessment Plan
  • Cost Savings Plan
  • Learning Materials
  • Active Learning
  • Collective Commitment
assignment criteria 2 4
ASSIGNMENTCriteria #2 - #4
  • Read the appropriate document from you packet.
  • What do you need to consider in making a choice? Why choose one vs. another?
  • What do you need to take into account in implementing a particular model or strategy?
  • Choose one person to report back.
assignment criteria 5 7
ASSIGNMENTCriteria #5 - #7
  • Read the readiness criteria description in the Application Guidelines.
  • What issues do you need to consider in developing your responses?
  • What evidence would you provide to indicate your readiness?
  • If there are gaps in your readiness, how would you plan to address them?
  • Choose one person to report back.