READINESS CRITERIA

1
READINESS CRITERIA

• What does it mean to be ready to do a major
  course redesign?
• Is your institution ready?
• Which courses are readyi.e., are good
  candidates for a comprehensive redesign?

2
WHATS NEXT?

• Establish institutional teams
• November 19, 2007
• Deadline for submitting Course Readiness
  Instrument
• January 24, 2008
• Workshop 2 Developing the Proposal

3
READINESS CRITERION 1Course Choice

• What impact would redesigning the course have on
  the curriculum, on students and on the
  institutioni.e., why do you want to redesign
  this course?

4
FACTORS TO CONSIDER WHEN THINKING ABOUT HIGH
IMPACT

• High drop-failure-withdrawal rates
• Student performance in subsequent courses
• Students on waiting lists
• Student complaints
• Other departmental complaints
• Lack of consistency in multiple sections
• Difficulty finding qualified adjuncts

5
READINESS CRITERION 2Redesign Model

• Which redesign model do you think would be most
  appropriate for your redesign? Why?
• What aspects fit your particular discipline and
  your particular students?

6
READINESS CRITERION 3Assessment Plan

• Which assessment model do you think would be most
  appropriate for your redesign? Why?

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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

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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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READINESS CRITERION 4Cost Savings Plan

• Which cost savings strategy do you think would be
  most appropriate for your redesign? Why?

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COST SAVINGS GOAL

• Create cost savings that can be used to sustain
  ongoing redesign, to fund future operations and
  to free up resources for program and/or
  institutional priorities.

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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

• Increase the number of sections.
• Increase section size.
• Change the mix of personnel teaching the course.

Mix and match for greater savings!
15
RIO SALADO COLLEGEPre-Calculus Math

• Redesign
• 4 courses taught by 1 instructor
• Student interaction interactive software, 1
  course assistant, and 1 instructor
• 31 cost-per-student

• Traditional
• 4 courses taught by 4 instructors
• Student interaction each instructor
• 49 cost-per-student

16
U OF TENNESSEESpanish

• Traditional
• 57 sections (27)
• Adjuncts 6 TAs
• 100 in class
• 167,074 (2931/section)
• 1529 students _at_ 109

• Redesign
• 38 sections (54)
• Instructor-TA pairs
• 50 in class, 50 online
• 56,838 (1496/section)
• 2052 students _at_ 28

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STABLE COURSE ENROLLMENT

• Reduce the number of sections and increase the
  section size.
• Reduce the number of graduate teaching assistants
  (Only 9 of 30 projects!)
• Change the mix of personnel teaching the course.

Mix and match for greater savings!
18
FAIRFIELD UNIVERSITYGeneral Biology

• Redesign
• 2 sections (140)
• 4 faculty
• 50 wet, 50 virtual
• 98,033
• 350 cost-per-student

• Traditional
• 7 sections (35)
• 7 faculty
• 100 wet labs
• 131,610
• 506 cost-per-student

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VIRGINIA TECHLinear Algebra

• Redesign
• Single section (1520)
• 1 tenured faculty, graduate under-graduate
  assistants
• 24 x 7 in open computer lab
• 21 cost-per-student

• Traditional
• 38 sections (40)
• 10 tenured faculty, 13 instructors, 15
  GTAs
• 2 hours per week
• 91 cost-per-student

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READINESS CRITERION 5Learning Materials

• Are the faculty able and willing to incorporate
  existing curricular materials in order to focus
  work on redesign issues rather than materials
  creation?

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READINESS CRITERION 6Active Learning

• Do the faculty members have an understanding of
  and some experience with integrating elements of
  computer-based instruction into existing courses?

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READINESS CRITERION 7Collective Commitment

• Describe the members of your team, the skills
  they bring to the project and what their roles
  will be in both the planning and implementation
  phases of the project.

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WHY INSTITUTIONAL TEAMS?

• Faculty experts
• Administrators
• Technology professionals
• Assessment experts

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READINESS CRITERIA

1. Course Choice
2. Redesign Model
3. Assessment Plan
4. Cost Savings Plan
5. Learning Materials
6. Active Learning
7. Collective Commitment

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ASSIGNMENTCriteria 2 - 4

• Read the appropriate document from you packet.
• What do you need to consider in making a choice?
  Why choose one vs. another?
• What do you need to take into account in
  implementing a particular model or strategy?
• Choose one person to report back.

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ASSIGNMENTCriteria 5 - 7

• Read the readiness criteria description in the
  Application Guidelines.
• What issues do you need to consider in developing
  your responses?
• What evidence would you provide to indicate your
  readiness?
• If there are gaps in your readiness, how would
  you plan to address them?
• Choose one person to report back.