COLLEAGUES COMMITTED TO REDESIGN C2R

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COLLEAGUES COMMITTED TO REDESIGN (C2R)

• C2R goals and program structure
• NCAT programs and Redesign Scholars
• C2R tasks before the 4/25 Institutes
• Redesign Alliance Conference

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FIPSE GRANTColleagues Committed to Redesign (C2R)

• October 2006 September 2009
• Build on success of PCR and R2R
• 60 institutions committed to engage in redesign
• Redesign Scholars Program
• 12 disciplinary institutes
• Support collaboration among NCAT staff, Redesign
  Scholars and institutional teams
• Disseminate successful redesign strategies at
  annual national conference

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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.

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C2R PROGRAM PURPOSE

• C2Rs purpose is to support the efforts of
  colleges and universities to redesign their
  instructional approaches using technology to
  achieve improvements in student learning while
  reducing instructional costs.
• Outcome Course Redesign Pilots

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C2R PROGRAM RESOURCES

• NCATs Redesign Methodology
• Nineteen Redesign Scholars
• A Network of Experienced Institutions the
  Redesign Alliance

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C2R ROUND II PARTICIPANTS

• ASU Emergent Literacy
• Auburn U Algebra
• Auburn U Physics
• Austin CC District US Government
• NY Institute of Technology Psychology
• Oklahoma State U College Algebra
• Saint Leo U Elementary Algebra
• SE Louisiana U Intermediate Algebra
• U of Central Florida College Algebra
• UMass Lowell Anatomy Physiology
• U of West Alabama Written English
• Western Michigan U Chemistry

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• 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.

30 projects 1999 - 2003
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IT IS POSSIBLE TO INCREASE LEARNING WHILE
REDUCING COST

• 25 of 30 PCR projects improved learning the
  other 5 showed equal 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
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PROGRAM IN COURSE REDESIGNRounds I and II

• John Broida - U of Southern Maine
• Elizabeth Connor - UMass Amherst
• Joe Benson - U of Alabama
• Malcolm Hill - Fairfield U (now U of
  Richmond)
• Candace Thille - Carnegie Mellon
• Kirk Trigsted - U of Idaho

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PROGRAM IN COURSE REDESIGNRound III

• Gordon Hodge U of New Mexico
• Dennis Pearl Ohio State
• Rob Sanders Portland State
• Sally Search Tallahassee CC
• Jim Wohlpart Florida Gulf Coast

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PROGRAM IN COURSE REDESIGNVS.THE ROADMAP TO
REDESIGN
Another Proof of Concept
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THE ROADMAP TO REDESIGN2003 - 2006

• R2R established a more efficient means of
  spreading the ideas and practices that came out
  of the PCR to additional institutions.
• Our goal was to accelerate institutional adoption
  by simplifying the redesign process--making it as
  close to turnkey as possible--while allowing for
  institutional individuality in the adoption
  process.

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STREAMLINED REDESIGN METHODOLOGYA Menu of
Redesign Options

• Readiness Criteria
• Five Principles of Successful Course Redesign
• Five Models for Course Redesign
• Five Models for Assessing Student Learning
• Cost Reduction Strategies
• Five Critical Implementation Issues
• Assessment Planning Forms
• Course Planning Tool
• Course Structure Form
• Course Savings Summary
• Planning Checklist

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ROADMAP TO REDESIGN

• 10 of 12 R2R projects improved learning the
  other 3 showed equal learning.
• 9 of 12 improved course completion rates.
• All 12 reduced costs by 32 on average, with a
  range of 13 to 68.

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ROADMAP TO REDESIGN

• Ron Henry
• Georgia State University
• Phoebe Rouse
• LSU
• Bill Williams
• Eastern Washington University

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NCAT PROGRAMSPutting the Pieces Together

• 1999 Pew-funded RPI Center
• Program in Course Redesign
• Roadmap to Redesign
• 2003 Independent 501c3
• State- and System-based Programs

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STATE- AND SYSTEM-BASED PROGRAMS

• Pilots
• South Dakota
• Hawaii
• Ohio
• Minnesota

• Full-Scale
• Arizona
• Maryland
• Mississippi
• SUNY
• Tennessee
• Texas

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STATE-BASED PROGRAMSOhio Learning Network

• Margaret Trim
• Central Ohio Technical College
• Amiee Wagner
• Central Ohio Technical College
• Mary Jane Pasky
• Lorain County Community College

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INDIVIDUAL INSTITUTIONS

• Tristan Denley
• Ole Miss
• Michelle Miller
• Northern Arizona U

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BRING A REDESIGN SCHOLAR TO YOUR CAMPUS

• FIPSE grant
• 1,000 in honoraria (500 each)
• 1,000 in travel
• Other visits are possible at campus expense.

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C2R TIMELINE
FebMar 2008 Establish campus teams Conduct
baseline assessments MarApr 2008 Prepare draft
redesign plans Apr 25, 2008 Disciplinary
institutes Jun 1, 2008 Teams submit final plans
Summer 2008 Campus planning and development
Fall 2008 Pilot redesign projects JanFeb
2009 Assess the pilot results Mar 2009 Share
results at Conference
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BASELINE ASSESSMENTSDeadline March 28th

• Student learning outcomes
• Course completion rates
• Traditional course costs (CPT)

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ASSESSMENT GOAL

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

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ASSESSMENT PLANNING

• Step 1. Establish the method of obtaining data.
• Step 2. Choose the measurement method.

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ESTABLISH THE METHOD OF OBTAINING DATA

• Baseline Before (traditional) and After
  (redesign)
• Parallel Sections Compare traditional sections
  and redesigned sections (Fall 2008)

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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

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GRADES ARE NOT A SUFFICIENT MEASURE OF STUDENT
LEARNING

• Lack of consistency
• Different coverage
• Different tests and exams
• Curving
• Inflation

Use only for course completion!
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BASELINE ASSESSMENT DATA

• Do you have baseline learning data?
• If yes, please report it below.
• If no, please describe how you plan to collect
  it.
• Timeframe (e.g., fall 2002 semester, AY
  2003-2004)
• of traditional sections
• of students in each section
• of students (total)
• Which method of obtaining data did you use or do
  you plan to use?

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BASELINE COURSE COMPLETION DATA

• Timeframe (e.g., fall 2002 semester, AY
  2003-2004, five-year average 1999-2004)
• of traditional sections
• of students in each section
• of students (total)
• For each grade number and percentage of students
  earning
• Fall Spring problem

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COURSE PLANNING TOOL

• A decision-making tool that enables institutions
  to compare the before activities and costs (the
  traditional course) and the after activities
  and costs (the redesigned course)

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THE CPT - IS IT WORTH IT?

• Provides a structure for the team to think about
  activities and costs
• Allows consideration of changes in specific
  instructional tasks
• Permits visualization of duplication and waste
• Enables cost/benefit analysis re type of
  personnel per task

TEAM!!!
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ACTIVITIES AND COSTS

• Determine all personnel costs expressed as an
  hourly rate.
• Determine the specific tasks associated with
  offering a course.
• Determine how much time each person spends on
  each of the tasks.
• Calculate the total instructional costs.
• Redesign the course by task and
  re-calculate the costs.

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Instructional Costs per Hour
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PERSONNEL COSTSWorksheet 1

• Be sure to include benefits in personnel costs.
• Include all personnel on sheet 1.
• Use an average salary by faculty type/role rather
  than showing each individual person involved.
  Show only one average for each type rather than
  an aggregate.
• Use the same personnel costs on all 3 sheets.

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Traditional Course Preparation
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Traditional Course Delivery
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MISCELLANEOUS

• CPT assumptions
• Section vs. whole course  
• Read the instructions
• Consult the definitions
• Explain worksheets in a narrative if needed
• When more than 3 worksheets are needed

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C2R DISCIPLINARY INSTITUTESApril 25, 2008

• 900 1000 C2R Overview
• (Plenary)
• 1000 1200 Disciplinary Breakouts
• 1200 100 Lunch
• 100 145 Assessment CPT Review
• (Plenary)
• 145 330 Innovative Practices
• 330 400 Report Back
• Next Steps
• (Plenary)

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DISCIPLINARY INSTITUTES HOMEWORK

• Help us plan (Kay Katzer)
• Background reading
• Team presentation
• 10 minutes
• Choice of model
• How you intend to implement the Five Principles
  of Successful Course Redesign
• Feedback from Redesign Scholars

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NCAT PLANNING RESOURCES

• Five Models for Course Redesign
• Five Principles of Successful Course Redesign
• Five Models for Assessing Student Learning
• Cost Reduction Strategies
• Five Critical Implementation Issues

• Assessment Planning Forms
• Course Planning Tool
• Course Structure Form
• Course Savings Summary
• Planning Checklist

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CHOICE OF MODEL

• Supplemental NYIT (Psych), Saint Leo U
  (Algebra), UMass Lowell (Anat Phys), W Michigan
  U (Chemistry)
• Replacement U of W Alabama (English)
• Emporium OSU, SELA (Algebra)
• Fully Online Auburn U (Algebra), ASU (Literacy)
• Buffet Auburn U (Physics), Austin CC
  (Government), UCF (Algebra)

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NCAT PLANNING RESOURCES

• Five Models for Course Redesign
• Five Principles of Successful Course Redesign
• Five Models for Assessing Student Learning
• Cost Reduction Strategies
• Five Critical Implementation Issues

• Assessment Planning Forms
• Course Planning Tool
• Course Structure Form
• Course Savings Summary
• Planning Checklist

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FIVE PRINCIPLES OF SUCCESSFUL COURSE REDESIGN

• 1 Redesign the whole course
• 2 Encourage active learning
• 3 Provide students with individualized
  assistance
• 4 Build in ongoing assessment and prompt
  (automated) feedback
• 5 Ensure sufficient time on task and monitor
  student progress

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NCAT PLANNING RESOURCES

• Five Models for Course Redesign
• Five Principles of Successful Course Redesign
• Five Models for Assessing Student Learning
• Cost Reduction Strategies
• Five Critical Implementation Issues

• Assessment Planning Forms
• Course Planning Tool
• Course Structure Form
• Course Savings Summary
• Planning Checklist

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WHATS YOUR ENROLLMENT SITUATION?

• Is your enrollment growing or projected to grow?
• Is your enrollment stable or declining?

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ACCOMMODATE ENROLLMENT GROWTH (4)

• Increase section size
• Southeastern Louisiana
• UMass, Lowell
• UCF
• Increase section size and change the mix of
  personnel
• Austin CC (course assistants)

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STABLE ENROLLMENT (3)

• Reduce the number of sections, increase the
  section size and change the mix ASU
• Decrease number of faculty and change the mix of
  personnel Auburn (Algebra)
• Decrease number of faculty and increase
  instructor load Oklahoma State U

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NOT CLEAR OR IN PROCESS OF DECIDING (5)

• Auburn University (Physics)
• NYIT
• Saint Leo University
• University of West Alabama
• Western Michigan University

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• Growth argument must be supported by data.
• You can change your mind, but you must make a
  decision.
• Retention is a hope - not a strategy.
• Beware of paper savings!

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LABOR SAVINGS TACTICSSubstitute (in part or in
whole)

• Coordinated development and delivery and shared
  instructional tasks
• Interactive tutorial software
• Automated grading
• Course management software
• Peer interaction or interaction with other
  personnel
• Online training materials

• Individual development and delivery
• Face-to-face class meetings
• Hand grading
• Human monitoring and course administration
• One-to-one faculty/student interaction
• Face-to-face training of GTAs, adjuncts and other
  personnel

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• Step 1 Complete the CPT.
• Step 2 Translate saved hours to one of the
  cost savings strategies.
• Reducing time spent by individuals is an enabler
  that allows you to choose a cost savings
  strategy.
• If you stop at the first step, you create what
  NCAT calls paper savings.
• Paper savings A workload reduction for
  individuals but not cost savings to the
  department or institution.

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COST REDUCTION EXAMPLE

• Traditional
• Each instructor teaches 1 section
• Section size 25
• Time spent 200 hours

• Redesign
• Time spent 100 hours
• Options
• Each instructor 2 sections of 25
• Each instructor 1 section of 50

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FINAL PLAN FORMATDue June 1, 2008

• One-page abstract summarizing
• the current (traditional) course
• the courses academic problem(s)
• the planned course redesign
• how the redesign will enhance quality
• how you will assess the impact on learning
• how the redesign will produce cost savings and
  what you intend to do with the savings

Many examples on the NCAT web site
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FINAL PLAN FORMATDue June 1, 2008

• Application Narrative
• Redesign model how you will embody the Five
  Principles
• Learning materials what you plan to use
• Redesign Scholars and the NCAT staff how youve
  taken advantage and/or how you plan to do so
• Cost reduction strategy what you will do with
  the savings
• Implementation issues what you plan to do to
  address them
• Timeline pilot in fall 2008 indicate future
  plans

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FINAL PLANS FORMATDue June 1, 2008

• Tools and Forms
• Assessment Form
• Course Completion Form
• Course Planning Tool (CPT)
• Course Savings Summary Form (CSS)
• Course Structure Form (CSF)
• A draft of your CPT is due on 5/23/07.

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NCAT CORPORATE ASSOCIATES

• Blackboard
• Cengage Learning
• Houghton Mifflin Company
• McGraw-Hill
• Pearson Education

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PROGRAM CONSULTANTS

• Carol Twigg
• ctwigg_at_theNCAT.org
• Carolyn Jarmon
• cjarmon_at_theNCAT.org
• Kay Katzer
• kkatzer_at_theNCAT.org

THE REDESIGN SCHOLARS
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THE REDESIGN ALLIANCESecond Annual Conference

• How to get the most out of your conference
  experience . . .

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THE REDESIGN ALLIANCE

• Mission to advance the concept of course
  redesign throughout higher education to increase
  student success and access while containing or
  reducing instructional costs.
• Create a community of higher education
  institutions and others who are committed to and
  experienced with large-scale course redesign.

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THE REDESIGN ALLIANCE

• Program in Course Redesign
• Roadmap to Redesign (R2R)
• State- and System-based Programs
• Corporate Community
• Colleagues Committed to Redesign (C2R)
• Individual Institutions

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• Austin CC District
• Bedford, Freeman, Worth
• Blackboard
• Boise State
• Carnegie Mellon
• CSU at Fresno
• Connors State
• Dallas CCC District
• Eastern Washington U
• Educational Testing Service
• Fordham
• Georgia State
• Houghton Mifflin
• Indiana University
• Lorain County CC
• Louisiana State
• Ocean CC
• Ohio Learning Network
• Ohio State

• RPI
• Rio Salado College
• Riverside CC
• Seton Hall
• SMARTHINKING
• SunGard Higher Education
• Tennessee Board of Regents
• Thomson Learning
• U of Alabama
• U of Central Florida
• U of Hawaii System
• U of Idaho
• U of Illinois Urbana-Champaign
• UMass System
• UNC at Chapel Hill
• U of North Texas
• U of Southern Mississippi
• U of Texas System
• University System of MD

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REDESIGN ALLIANCENEW MEMBERS

• Alamo Community Colleges
• University System of Georgia
• CSU, East Bay
• DePaul University
• East Tennessee State
• Hawkes Learning Systems
• Hocking College
• Houston CC
• Idaho State University
• Indiana State University
• Miami University
• Minnesota State Colleges and Universities
• Minnesota State U, Mankato
• Northern Virginia CC

• Purchase College, SUNY
• Radford University
• Saint Cloud State U
• Santa Fe CC
• Southwest Minnesota State U
• SUNY at Oswego
• Texas Higher Education Coordinating Board
• University of Calgary
• University of North Carolina
• University of South Carolina
• University of Wisconsin-Milwaukee
• WebAssign
• Winona State University

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SUNDAY

• Orientation
• Corporate Exhibits
• Opening Reception

Corporate Hospitality Suites Birds of a Feather
(Lunches)
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MONDAY MORNING

• Opening Keynote Kati Haycock
• Disciplinary Showcases and Roundtables
• Developmental Mathematics
• Humanities
• Mathematics (2)
• Psychology
• Biology
• Chemistry, Anatomy Physiology
• Statistics and Accounting
• Showcase and Roundtable for Administrators

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MONDAY AFTERNOON

• Whats New in Course Redesign?
• Developmental Math
• Developmental English
• Math in the Community College
• Math in the University
• Humanities
• Social Sciences
• Biology
• Chemistry and Geology
• Professional Education
• Social Sciences
• The Mathematics Success Project
• Panel State and System Course Redesign
• Poolside Reception

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TUESDAY MORNING

• Hot Topics in Course Redesign
• Feedback Forum
• How To Get Started
• Engaging Students in New Ways of Learning
• Working with Commercial Software I
• Working with Commercial Software II
• Developing a Valid Assessment Plan
• Avoiding Either/Or Choices Greater Flexibility
  
• Use and Reuse of Materials
• Applying the Five Models in New Ways
• But What about the English Department?
• Panel Assessing Student Engagement Featuring
  NSSE and CCSSE