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Course Redesign Initiative (2)

Course Redesign Initiative (2). Planning and Implementation Workshop 1/19/2012. Who is Here?. Lumina Course Redesign Awardees 2 Community Colleges 1 Non-USM Public 1 Independent Institution 1 USM Institution Carnegie Award Redesign Awardees 8 USM Institutions

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Course Redesign Initiative (2)

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  1. Course Redesign Initiative (2) Planning and Implementation Workshop 1/19/2012

  2. Who is Here? • Lumina Course Redesign Awardees • 2 Community Colleges • 1 Non-USM Public • 1 Independent Institution • 1 USM Institution • Carnegie Award Redesign Awardees • 8 USM Institutions • Course Redesign Fellows, Guest Presenter, and USM Staff

  3. Purpose of this Workshop • In general--to position you for implementation of your project • Carnegie Awardees develop an implementation plan and understand resources for implementation support • Lumina Awardees • Strategize about next steps to begin course redesign work on their campus as well as recognize challenges • Both: Understand some common issues • Need to design assessment into the plan • Tools for understanding the cost of offering a course • How award expenses will be handled

  4. “Course Redesign” • Has specific meaning for these initiatives • Follow definition, structure, principles, models, and tools promoted by National Center for Academic Transformation

  5. Course Redesign • Has specific meaning for these initiatives • Follow definition, structure, principles, models, and tools promoted by National Center for Academic Transformation • Principles • Redesign the whole course • Encourage active learning • Provide students with individualized assistance • Build in ongoing assessment and prompt (automated) feedback • Ensure sufficient time on task and monitor student progress • I.E., except for first one, a definition of student centered learning

  6. What Course Redesign is NOT • Technology driven • Software/materials development project • Online course development specifically

  7. General Expectations • Improve learning outcomes and • Do so using fewer resources* * Recognizing there may be some one-time initial costs

  8. General Expectations • Improve learning outcomes and • Do so using fewer resources* • Meeting these expectations is not anecdotal, but evidence based * Recognizing there may be some one-time initial costs

  9. Review of Models • Supplemental • Retains basic classroom and adds technology based out-of-class activities or alternatively create an in-class active learning environment

  10. Review of Models • Supplemental • Retains basic classroom and adds technology based out-of-class activities or alternatively create an in-class active learning environment • Replacement • Replaces some lectures by out-of-class activities

  11. Review of Models • Supplemental • Retains basic classroom and adds technology based out-of-class activities or alternatively create an in-class active learning environment • Replacement • Replaces some lectures by out-of-class activities • Emporium • Replaces class time with time in a learning resource center featuring interactive software and on-demand personalized assistance

  12. More Models • Fully Online Model

  13. More Models • Fully Online Model • Buffet Model • Customized learning environment for each student (cf. Ohio State Statistics; FGCU Humanities)

  14. More Models • Fully Online Model • Buffet Model • Customized learning environment for each student (cf. Ohio State Statistics; FGCU Humanities) • Linked Workshop Model (new) • Uses workshops to fill in deficiencies while proceeding with standard college level course

  15. Innovative Practices • Rethink roles • Freshmen don’t do “optional” • Creating small within large • Undergraduate Learning Assistants • Modularization

  16. Why Engage in Course Redesign? • Fundamentally one has to have a problem that Course Redesign solves • Low student engagement • High DFW rates • Students working below capability • Not enough resources to staff the course • Course reducing ability to staff other courses • Accommodate growth in enrollment • Course drift • Faculty not engaged

  17. This Workshop • We have asked that you come prepared to discuss the problem(s) you are trying to solve • Late in the morning we will break up into groups to discuss these issues and share approaches to addressing them • The USM Course Redesign Fellows will facilitate these discussions

  18. Special Issues • How to effectively assess the outcomes of your redesign

  19. Special Issues • How to effectively assess the academic outcomes of your redesign • How to deal with the specifics of assessing “saving resources”

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