TODAY

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TODAYS DISCUSSION

• Overview of Course Redesign
• Five Principles of Successful Redesign
• Measuring Outcomes of Redesign
• Assessment Approaches
• Cost Reduction Strategies
• NCAT Resources
• Next Steps

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Section 61.0763 of the Texas Education Code
requires the Board to implement a project under
which institutions of higher education selected
by the Board will review and revise entry-level
lower division academic courses . . . to improve
student learning and reduce the cost of course
delivery through the use of information
technology.
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The initiative will be guided by existing course
redesign models and the work done through the
National Center for Academic Transformation.
In the event that the Board secures a contract
with NCAT, institutions will be given the option
of participating in the NCAT process.
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OPTION A

• THECB will partner with NCAT to work with
  selected projects to
• help you refine your initial proposals
• develop solid plans that will be successful, and
• share your course redesign successes nationally

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OPTION B

• In keeping with the intent of House Bill 1 and
  the desire to provide consistent results across
  all projects to provide information that others
  in Texas can use, we need consistent reporting of
  student learning outcomes and instructional
  costs.
• Because NCAT has developed and tested a number of
  reporting approaches to measure these two
  components, we have asked NCAT to work with each
  of you to be sure that you understand what is
  needed and how to obtain and report the data.

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• 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

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SPELLINGS COMMISSION

• We recommend that Americas colleges and
  universities embrace a culture of continuous
  innovation and quality improvement.
• Effective use of information technology can
  improve student learning, reduce instructional
  costs, and meet critical workforce needs.
• We urge states and institutions to establish
  course redesign programs using technology-based,
  learner-centered principles drawing upon the
  innovative work already being done by
  organizations such as the National Center for
  Academic Transformation.

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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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• 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.

50,000 students 30 projects
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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

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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

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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

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IMPROVED LEARNING OUTCOMES

• Penn State - 68 on a content-knowledge test vs.
  60
• UB - 56 earned A- or higher vs. 37
• CMU - scores on skill/concept tests increased by
  22.8
• Fairfield 88 on concept retention vs. 79
• U of Idaho 30 earned As vs. 20
• UMass 73 on tougher exams vs. 61
• FGCU - 85 on exams vs. 72 75 As and Bs vs.
  31
• USM - scored a full point higher on writing
  assessments
• IUPUI, RCC, UCF, U of S Maine, Drexel and U of
  Ala - significant improvements in understanding
  content

25 of 30 have shown improvement 5 have shown
equal learning.
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REDUCTION IN DFW RATES

• U of Alabama 60 to 40
• Drexel 51 to 38
• Tallahassee CC 46 to 25
• Rio CC 41 to 32
• IUPUI 39 to 25
• UNM 39 to 23
• U of S Maine 28 to 19
• U of Iowa 25 to 13
• Penn State 12 to 9.8

24 measured 18 showed improvement.
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COST SAVINGS RESULTS

• Redesigned courses reduce costs by 37 on
  average, with a range of 15 to 77.
• Collectively, the 30 courses saved about 3
  million annually.

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WHAT HAPPENS TO THE SAVINGS?

• Stay in department for continuous course
  improvement and/or redesign of others
• Provide a greater range of offerings at upper
  division or graduate level
• Accommodate greater numbers of students with same
  resources
• Stay in department to reduce teaching load and
  provide more time for research
• Redesign similar courses
• Miscellaneous
• Offer distance sections
• Reduce rental expenditures
• Improve training of part-time faculty

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TAKING COURSE REDESIGN TO SCALE

• Lumina Study Underserved Students
• The Roadmap to Redesign (R2R)
• Programs with Systems and States
• Colleagues Committed to Redesign (C2R)

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PROGRAM IN COURSE REDESIGNVS.THE ROADMAP TO
REDESIGN
Another Proof of Concept
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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
• Course Planning Tool
• Course Structure Form
• Five Critical Implementation Issues
• Planning Checklist

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R2R COMPLETERS

• Calhoun CC Statistics
• Chattanooga STCC Psychology
• Eastern Washington U Psychology
• Georgia State U Precalculus
• Louisiana State U Precalculus
• Texas Tech Spanish
• UNC-Greensboro Precalculus
• U of Missouri-St. Louis Precalculus
• U of Alabama Spanish
• UNC-Chapel Hill Precalculus
• UNC-Greensboro Statistics
• Wayne State U Precalculus

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THE ROADMAP TO REDESIGN (R2R)

• 10 of 12 R2R projects improved learning the
  other 2 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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TAKING COURSE REDESIGN TO SCALE

• Lumina Study Underserved Students
• The Roadmap to Redesign (R2R)
• Programs with Systems and States
• Colleagues Committed to Redesign (C2R)

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STATE AND SYSTEM-BASED PROGRAMS

• Pilots
• Hawaii
• Ohio
• South Dakota
• Minnesota
• Full-Scale
• Arizona
• Maryland
• Mississippi
• SUNY
• Tennessee

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STATE AND SYSTEM-BASED PROSPECTS

• Committed
• CUNY
• Indiana
• Serious interest
• Connecticut
• Georgia
• Louisiana
• Oklahoma
• Virginia

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TAKING COURSE REDESIGN TO SCALE

• Lumina Study Underserved Students
• The Roadmap to Redesign (R2R)
• Programs with Systems and States
• Colleagues Committed to Redesign (C2R)

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C2R PROGRAM PURPOSE

• Colleagues Committed to Redesign (C2R) is a
  three-year program conducted by NCAT. Its 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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NEW NCAT FIPSE GRANTSustaining
InnovationCourse Redesign National
Dissemination Project

• October 2006 September 2009
• Help build The Redesign Alliance
• Redesign Scholars Program
• 60 institutions committed to engage in redesign
• 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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C2R ROUND I PARTICIPANTS

• Boise State U Accounting
• Cosumnes River College Elem Algebra
• DePaul U College Algebra
• Hagerstown CC College Algebra
• Harry S Truman College College Algebra
• Indiana State U Psychology
• Indiana U of PA Biology
• Lorain County CC Chemistry
• St. Cloud State U Chemistry
• Truman State U British Lit
• U of West Florida Statistics
• UNC at Chapel Hill Spanish
• Winston-Salem State U Biology

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• Program in Course Redesign (PCR)
• 30 institutions
• Roadmap to Redesign (R2R)
• 20 institutions
• Colleagues Committed to Redesign (C2R)
• 60 institutions
• State and System-based Programs
• 80 institutions

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QUANTITATIVE

• Statistics
• Business Statistics
• Introductory Statistics
• Elementary Statistics
• Economic Statistics
• Computing
• Computer Programming
• Information Technology Concepts
• Computer Literacy
• Information Literacy
• Tools for the Information Age

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

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• SCIENCE
• Anatomy and Physiology
• Astronomy
• Biology
• Ethnobotany
• Chemistry
• Geology

• SOCIAL SCIENCE
• American Government
• Macro and Microeconomics
• Psychology
• Sociology
• Urban Affairs

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• HUMANITIES
• Developmental Reading
• Developmental Writing
• English Composition
• Communication Studies
• Understanding the Visual and Performing Arts
• History of Western Civilization
• Great Ideas in Western Music
• Spanish
• World Literature
• British Literature
• Women and Gender Studies

• PROFESSIONAL
• Elementary Education
• Education The Curriculum
• Engineering Technology
• Organizational Behavior
• Public Speaking
• Accounting
• Nursing

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REDESIGN CHARACTERISTICS

• Redesign the whole coursenot just a single class
• Emphasize active learninggreater student
  engagement with the material and with one another
• Rely heavily on readily available interactive
  softwareused independently and in teams
• Mastery learningnot self-paced
• Increase on-demand, individualized assistance
• Automate only those course components that can
  benefit from automatione.g., homework, quizzes,
  exams
• Replace single mode instruction with
  differentiated personnel strategies

What led to success?
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FIVE REDESIGN MODELS

• Supplemental Add to the current structure
  and/or change the content
• Replacement Blend face-to-face with online
  activities
• Emporium Move all classes to a lab setting
• Fully online Conduct all (most) learning
  activities online
• Buffet Mix and match according to student
  preferences

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FOR MORE INFORMATIONwww.theNCAT.org

• Full project plans
• Monographs
• Progress reports

• Planning resources
• Lessons Learned
• Project contacts