Transcript Musings on Course Redesign - Texas Higher Education

Musings on Course Redesign
PRESENTATION TO THE DIVISION OF
INSTRUCTIONAL INNOVATION AND
ASSESSMENT, THE UNIVERSITY OF TEXAS
AT AUSTIN
Types of Course Redesign: The NCAT Models
The Supplemental Model
 Retains the basic structure of the traditional course
 Supplements lectures and textbooks with
technology-based, out-of-class activities
 Creates an active learning environment within a
large lecture hall setting
Types of Course Redesign: The NCAT Models
The Replacement Model
 Replaces some in-class time with out-of-class,
online, interactive learning activities
 Makes significant changes in remaining in-class
meetings.
Types of Course Redesign: The NCAT Models
The Emporium Model
 Eliminates all class meetings
 Uses a learning resource center featuring online
materials and on-demand personalized assistance
 Uses an open attendance model or a required
attendance model, depending on student motivation
and experience levels
Types of Course Redesign: The NCAT Models
The Fully Online Model
 Eliminates all in-class meetings
 Moves all learning experiences online, using Webbased, multi-media resources, commercial software,
automatically evaluated assessments
 Uses guided feedback and alternative staffing models
Types of Course Redesign: The NCAT Models
The Buffet Model
 Customizes the learning environment for each
student based on background, learning preference,
and academic/professional goals
 Offers students an assortment of individualized
paths to reach the same learning outcomes
Course Redesign in Texas
 Phase I
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US History I, UNT
Calculus, UTTC
English Composition I,
LeCroy/TTU
 Phase II
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Developmental Writing
Workshop, UTEP
Spanish I and II, ACC
Spanish, TTU
Course Redesign in Texas
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Phase III
 Developmental Math and College Algebra,
UNT
 Developmental Math and Computer
Literacy, TWU
 Developmental English and English
Composition, UTEP
 Developmental Math, UTB
 Developmental Writing, Richland
 English Composition I and II,
LeCroy/TTU
 Biology I and II, ACC
 Spanish I, LeCroy
 Introduction to Humanities, Mountain
View
 Elementary Statistics, UTB
 College Algebra, Del Mar
 Math for Business and Social
Sciences/TAMU
 Intro to Engineering/Applied
Engineering Analysis, UTSA
 Developmental Writing and US History
II, UNT
 Developmental Reading and Government
2301, UTB
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Phase IV
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Chemistry I, Angelo State
Introduction to Engineering, TAMU-Texarkana
Promises of Course Redesign
 Cost savings through
economies of scale
 Frees up faculty for other
projects or courses
 Improved efficiency of
human resources,
classroom space, and
instructional resources
 Improved student learning
outcomes through studentcentered technologies and
active-learning teaching
methods
 “Just in time” instruction
allows students to “relearn” as needed
 Better use of classroom
time for active learning
activities
 Increased access to realtime student learning
assessment so faculty can
restructure lessons as
needed
Challenges of Course Redesign
 Necessary to redesign all
sections of the same course
 May lead to loss of teaching
opportunities for graduate
students or adjuncts
 Start up costs may be
initially high, and savings
may take more than one or
two semesters to be
realized
 Some standardization of
syllabi and course
materials necessary
 Students may be
unprepared for active
learning
 Faculty may need
professional development
for pedagogical shifts
 Technological
infrastructures as well as
student and faculty support
services need to be robust
Lessons Learned
 Buy-in from all university constituencies
 Plans for the use of any monetary savings
 Large scale redesign of most, if not all, sections in order to leverage
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economies of scale
Clear objectives and assessment tools (formative and summative)
Ample time for modification of redesign plans after pilot testing
Gains in student learning may not be initially apparent. It may take
more than one semester because of faculty and student learning
curves.
Appropriate faculty training
Appropriate and stable infrastructure, especially technology, and
ongoing support
Opportunities to help students adjust to new expectations
The institutionalization of change takes time, patience, and
encouragement
Additional Information
DR. VAN L. DAVIS, DIRECTOR OF SPECIAL
PROJECTS
[email protected]
DR. ALLEN MICHIE, PROGRAM DIRECTOR
[email protected]