Transcript Slide 1

Academic
Transformation/Course
Redesign
Vincent J. Granito, Ph.D.
Chair, Center for Teaching Excellence
Assistant Professor, Psychology
Center For Teaching
Excellence
“The Center For Teaching
Excellence (CTE) is a community
of educators serving as catalysts
and resources for professional
growth and innovative teaching
to enhance student learning and
achievement”
Center for Teaching
Excellence
Grants Program
•Course Redesign
•Innovative Learning Projects
Professional
Development
•Roundtables
•Study Groups
•Faculty Development
Days
Communications
•Newsletter
•Website
•Blog
Supporting Organizations
National Center for Academic
Transformation (NCAT)
– Non-profit organization providing information
on the use of technology to redesign learning
environments
Ohio Learning Network
– Resource information on cutting edge
teaching and learning practices
– Established by the Ohio Board of Regents in
1999
Course Redesign (2005)
Re-structure the delivery method of the 30
highest enrolled courses
– Utilize distance learning and technology
– Improve quality of learning, student engagement and
retention by using current pedagogical theories and
research
– Reduce cost of the delivery method
– Create shareable information and practice for other
instructors, including adjunct professors
Rationale
Strategies to increase learning
Engagement with students/faculty
Use technology creatively
Increase retention rates
Decrease D/F/W
Reduce overall costs
Common Characteristics
Computer based learning resources
Alternative staffing
Active learning
Redesign applied to adjunct sections of
course for consistency
REDESIGN MODELS RESEARCHED
Supplemental – Add to the current structure
and/or change the content, so that more is
available on-line
Replacement – Blend face-to-face with online
activities and assessments
Emporium – Move all classes
to a lab setting
Fully online – Conduct all (most)
learning activities online
Buffet – Mix and match
according to student preferences
Course Changes
Increase IVDL delivery
– Two rooms vs. three rooms
On-line lab experience
– Six lab days conducted on-line
Technology enhancements
– Angel System uses
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On-line tests
PowerPoint slides
Podcasts
Video-capture
Clickers
Biofeedback Equipment
Benefits To The Students
[Grades]
79% success rate (Grade of C or better—
typical indicator used at LCCC) (38% vs.
29% [traditional course] received A)
71% for all intro. Psychology classes
63% for 30 highest enrolled classes
70% for full-time psychology faculty
73% for landbased psychology classes
65% for distance psychology classes
64% for my previous 18 sections of intro.
Benefits To The Students
[Grades]
38% received A’s vs. 13% over my previous 18
sections of Introduction to Psychology
Benefits To The Students [Test
Scores]
Students in the redesigned course scored
significantly higher on tests 1, 3, 4, and
final exam [there was no difference on test
2]*
*Independent Sample t-test performed to
look at statistical significance.
Benefits To The Students
[Attrition Rates]
Students in the redesigned course had an
attrition rate of 15% {withdrawals plus
grades of “F”}
23% for the traditional course
30% for all psychology courses
36% college-wide rate
Benefits To The Students
[Course Outcomes]
86% of the students in the redesigned
course either “strongly agreed” or “agreed”
that the course met the documented
course and student outcomes
LCCC Projects
Macro and Micro Economics (2005)
Introduction to Psychology (2006)
American National Government (2006)
College 101 (2007)
Pre-Algebra (2007)
Writing Review (2007)
Body Structure and Function (2007)
Challenges
Once a course has been redesigned, how do we
make changes to the wider set of courses?
How can we convince faculty to engage in a
process that changes the way they teach their
courses?
How can we change students’ thought process
of the notion of education?
How do we adopt the redesigned courses to our
current administrative structure?
Are some students better prepared to be
successful in the redesigned format?