COURSE REDESIGN The State of the Art Redesign Colloquium University of South Florida December 9, 2011.

COURSE REDESIGNThe State of the Art

Redesign Colloquium

University of South Florida

December 9, 2011

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

WHAT DOES NCAT MEAN BY COURSE REDESIGN?

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.

WHAT DOES NCAT MEAN BY COURSE REDESIGN?

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.

TRADITIONAL INSTRUCTION

SeminarsLectures

“BOLT-ON” INSTRUCTION

PROGRAM IN COURSE REDESIGN

Challenge colleges and universities to redesign their approaches to instruction using technology to achieve quality enhancements as well as cost savings.

Focus: Introductory Courses

50,000 students

30 projects

QUANTITATIVE (13)

Mathematics– Iowa State University– Northern Arizona

University– Rio Salado College– Riverside CC– University of

Alabama– University of Idaho– Virginia Tech

Statistics– Carnegie Mellon

University– Ohio State University– Penn State– U of Illinois-Urbana

Champaign Computer

Programming– Drexel University– University at Buffalo

SCIENCE (5) SOCIAL SCIENCE (6)

Biology– Fairfield University– University of

Massachusetts Chemistry

– University of Iowa– U of Wisconsin-

Madison Astronomy

– U of Colorado-Boulder

Psychology– Cal Poly Pomona– University of Dayton– University of New

Mexico– U of Southern Maine

Sociology– IUPUI

American Government– U of Central Florida

HUMANITIES (6)

English Composition– Brigham Young University– Tallahassee CC

Spanish– Portland State University– University of Tennessee

Fine Arts– Florida Gulf Coast University

World Literature– University of Southern

Mississippi

IT IS POSSIBLE TO INCREASE LEARNING WHILE REDUCING COST

25 of 30 PCR projects improved learning; 5 showed equivalent 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

TAKING COURSE REDESIGN TO SCALE

The Roadmap to Redesign (R2R)2003 – 2006 (20 institutions)

Colleagues Committed to Redesign (C2R)2006 - 2009 (60 institutions)

Programs with Systems and States2006 – present (~93 institutions)

The Redesign Alliance2006 – present (70+ institutions)

Changing the Equation2009 – 2012 (38 institutions)

THE ROADMAP TO REDESIGNPrecalculus MathematicsGeorgia StateLSUSeton HallU of Missouri--St. LouisUNC Chapel HillUNC GreensboroWayne State

PsychologyChattanooga State TCCEast CarolinaEastern WashingtonU of Arkansas--Ft. Smith

SpanishMontclair StateTexas Tech U of Alabama

StatisticsCalhoun CCUNC Greensboro

COURSE REDESIGN PLANNING RESOURCES

Six Models for Course Redesign Five Principles of Successful

Course Redesign Four Models for Assessing

Student Learning Cost Reduction Strategies Five Critical Implementation

Issues Assessment Planning Forms Course Planning Tool Planning Checklist


10 of 12 R2R projects improved learning; 2 showed equivalent learning.

9 of 12 improved course completion rates.

All 12 reduced costs by 32% on average, with a range of 13% to 68%.

Roadmap to Redesign







QuantitativeAuburn U Coppin State U Cosumnes River DePaul Hagerstown CC Harry S Truman Morehead State Oklahoma State Santa Fe CollegeSE LU U of Central Florida U of West Florida

MiscellaneousArizona State (Education)Boise State (Accounting)Indiana State (Psychology)NYIT (Psychology)

Natural ScienceAuburn U Indiana U of PA Lorain CCCSt. Cloud State U of MD Eastern Shore Winston-Salem State

HumanitiesEdison State Regis U Truman State UNC Chapel Hill U of West Alabama


14 of 27 improved learning; 13 showed equivalent learning.

13 of 26 improved course completion rates.

Projected cost reduction = 40% on average, with a range of 9% to 76%.

17 of 27 have fully implemented their redesigns.

Colleagues Committed to Redesign







STATE AND SYSTEM-BASED PROGRAMS

Pilots– South Dakota– Hawaii– Ohio– Minnesota

Full-Scale – Maryland– Tennessee– Arizona – New York– Texas– Mississippi– Missouri







THE REDESIGN ALLIANCE

An organization that links practitioners to practitioners and provides a place for those who want to learn more about course redesign

– To consult with colleagues about how to improve course redesigns

– To move successful redesigns to other disciplines– To leverage success to garner greater state support

NCAT CORPORATE PARTNERS

Carnegie Learning Cengage Learning Educational Testing Service Hawkes Learning Systems iLearn John Wiley and Sons, Inc. Pearson Education SMARTHINKING SunGard Higher Education







CHANGING THE EQUATIONScaling a Proven Innovation

Moving beyond experimentation Focus: remedial and developmental math

at community colleges 38 institutions received a $40,000 grant Key elements

– 1) Emporium Model– 2) Modularization– 3) All remedial and developmental courses

SO WHERE ARE WE NOW?

HOW MANY SCHOOLS HAS NCAT WORKED WITH?

148 have submitted a fully developed course redesign plan approved as part of a formal NCAT program – Of those, 9 participated in more than one

program.– Of those, 69 redesigned more than one course

under our auspices.– Many have gone on to redesign additional

courses, but we do not track them.

27 additional schools submitted a fully developed course redesign plan as part of a program where NCAT provided consultation but not oversight.

There are other schools among Alliance members, etc. that we do not track.

There are also well over 1,500 schools that have participated in NCAT workshops and seminars, may have developed plans that were not accepted or may not have developed plans.

HOW MANY COURSE REDESIGNS HAVE BEEN INITIATED?

274 individual course redesigns have been initiated as part of a formal NCAT program.

40 additional course redesigns have been initiated as part of a program where NCAT provided consultation.

There are others among Alliance members, etc. that we do not track.

HOW MANY COURSES HAVE BEEN FULLY REDESIGNED?

86 course redesigns have been fully implemented at 54 institutions.*

115 course redesigns at 51 institutions are in progress (CTE and MO).

34 institutions (35 courses) were only expected to conduct a pilot (PCR and C2R).*

6 institutions (11 courses) conducted pilots but did not fully implement.

9 institutions (10 courses) were expected to conduct a pilot but did not do so.

Mathematics– Beginning Algebra– College Algebra– Developmental Math– Discrete Math – Elementary Algebra– Intermediate Algebra– Introductory Algebra– Linear Algebra – Pre-calculus Math

Statistics– Business Statistics– Economic Statistics– Elementary Statistics – Introductory Statistics

Computing– Computer Literacy– Computer Programming– Information Literacy– Information Technology

Concepts – Tools for the Info Age

SCIENCE– Anatomy and

Physiology– Astronomy – Biology – Chemistry– Ethnobotany – Geology– Physics

SOCIAL SCIENCE– American

Government – Health– Macro and

Microeconomics – Psychology – Sociology

– Urban Affairs

HUMANITIES– British Literature– Communication Studies– Developmental Reading– Developmental Writing– English Composition– European History– Great Ideas in Western Music– History of Western Civilization – Public Speaking – Spanish– Understanding the Visual and

Performing Arts – U.S. History– World Literature – Women & Gender Studies

PROFESSIONAL– Accounting – Business– Education: The Curriculum– Elementary Education– Engineering– Engineering Technology– Management– Nursing– Nutrition and Food Science– Organizational Behavior

REDESIGNED COURSES

Impacted 160,000+ students nationwide Improved student learning: 72%

Equivalent student learning: 28% Cost reduction: 37% (9% to 77%)

Annual savings: ~$9.5 million Other outcomes

– Increased course-completion rates– Improved retention– Better student attitudes toward the subject– Increased student satisfaction with the mode of

instruction

NCAT METHODOLOGY:Relevance and Utility

Discipline: math & literature

Age: traditional & working adults

Institution: small & large Location: on-campus &

at a distance Redesign: current & new

courses Level: introductory &

advanced

WHAT REALLY MATTERS?

Data – First, measure something . . .

A team approach – It takes a village . . .

Corporate partners– Mutual self-interest

Leadership– Faculty, department chairs, deans, campus

executives, system and state leaders

ADDITIONAL NCAT RESOURCES

The NCAT web site– Case studies– Planning resources– Articles and monographs

The Learning MarketSpace Redesign Alliance

workshops and seminars NCAT Redesign Scholars

PRIMARY ISSUES

How do we sustain what we have achieved?

How do we scale what we have achieved?

COURSE REDESIGN The State of the Art Redesign Colloquium University of South Florida December 9, 2011.

Documents

course redesign slide

redesign c2r

redesign alliance

university center

buffalo slide

institutions programs

institutions colleagues

improved learning