WORKSHOP II: Planning for Course Redesign

1
WORKSHOP IIPlanning for Course Redesign

• Review of Workshop Homework
• Innovative Course Redesign Practices
• Break-out Sessions Redesign Plans
• Preparing the Final Proposal

2
FINAL PROPOSAL FORMATDue April 18, 2008

• Abstract
• Application Narrative
• Redesign model how you will embody the Five
  Principles
• Learning materials what you plan to use
• Assessment strategy how you plan to measure
  student learning
• Cost reduction strategy what you will do with
  the savings
• Five Critical Implementation Issues how you will
  address
• Timeline pilot in spring 2009 full
  implementation in fall 2009

3
FINAL PROPOSAL FORMATDue April 18, 2008

• Tools and Forms
• Assessment Forms (2)
• Course Completion Forms (2)
• Course Planning Tool (CPT)
• Course Savings Summary Form (CSS)
• Course Structure Form (CSF)
• A draft of your CPT will be due on 4/4/08.
• Grant awards will be made on 5/15/08.

4
http//www.theNCAT.org/R2R/R2R_Planning_Resources.
htm

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

5
READINESS CRITERIA

• What were we looking for in institutional
  responses?
• Collaborative responsenot by one person
• Evidence to document your responsenot yes

6
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?

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NATURAL SCIENCE

• Canton Biology
• Cobleskill Botany
• Stony Brook Biology
• Stony Brook Physics

8
SOCIAL SCIENCE

• Buffalo State Economics
• Oswego Economics
• Oswego Psychology

9
QUANTITATIVE

• Monroe CC Elementary Algebra
• Old Westbury College Algebra
• Oswego College Algebra
• Niagara CC Statistics
• Onondaga CC Info Systems

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HUMANITIES

• Canton Writing
• Erie CC Developmental English
• Fredonia Spanish
• Potsdam History

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FACTORS YOU CITED REGARDING HIGH IMPACT

• High drop-failure-withdrawal rates
• Student performance in subsequent courses
• Students on waiting lists
• Growing enrollment pressures
• Lack of consistency in multiple sections
• Disparate range of student skill levels

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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?

13
CHOICE OF MODEL

• Still exploring Onondaga CC (Info Systems)
• Supplemental Canton (Biology), Niagara CC
  (Statistics), Oswego (Economics), Stony Brook
  (Biology)
• Replacement Buffalo State (Economics),
  Cobleskill (Botany), Erie CC (Writing), Fredonia
  (Spanish), Oswego (Psychology), Potsdam
  (History), Stony Brook (Physics)
• Emporium Old Westbury (College Algebra), Oswego
  (College Algebra)
• Buffet Canton (Writing), Monroe CC (Elementary
  Algebra)

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READINESS CRITERION 3Assessment Plan

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

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FIVE MEASUREMENT METHODS

• Common Finals Niagara CC, Monroe CC, Old
  Westbury
• Common Content Items Buffalo State, Canton
  (Bio), Cobleskill, Oswego (Psych), Potsdam
• Pre- and Post-Tests Oswego (Econ and Algebra),
  Stony Brook (Physics), Onondaga CC, Fredonia
• Multiple Methods Canton (Writing), Stony Brook
  (Bio)

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A WORD OF CAUTION

• More is not better.
• Common indicators of success would include
  withdrawal rates, failure rates and average
  grades.
• Also included would be student evaluations of
  their educational experience.
• While the scope NSSE would probably make it an
  inappropriate choice, a smaller scale engagement
  survey could provide valuable data about the
  relevance of the course work for students.
• Focus groups of faculty from other departments
  will evaluate how well-prepared students are in
  their courses requiring course knowledge.

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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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EIGHT HAVE A COST REDUCTION STRATEGY

• Increase section size to accommodate growth (2).
• Increase section size and decrease the number of
  sections (2).
• Increase section size, decrease the number of
  sections and change the mix of personnel teaching
  the course (2).
• Combine 3 courses into 2 and reduce the number of
  sections (1).
• Combine 2 courses into 1 and reduce the number of
  sections (1).

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EIGHT DO NOT HAVE A COST REDUCTION STRATEGY

• No plan may be able . . . . (1).
• Hope that retention will produce savings (3).
• Paper savings - took the first step but not the
  second (4).

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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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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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Instructional Costs per Hour
25
Traditional Course Preparation
26
Traditional Course Delivery
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COST-PER-STUDENT
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IN-CLASS TO OUT-OF-CLASS
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IN-CLASS TO OUT-OF-CLASS
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IN-CLASS TO OUT-OF-CLASS
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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?

32
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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FOR MORE INFORMATIONwww.theNCAT.org
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INNOVATIVE COURSE REDESIGN PRACTICES

• Creating "Small" within "Large
• Undergraduate Learning Assistants
• Freshmen Dont Do Optional
• Modularization
• New Instructional Roles
• Avoiding Either/or Choices

36
ASSIGNMENT

• Each table will consider one practice.
• Do you think this is a good idea? Why or why not?
  
• If you were to implement the practice, what
  benefits would it offer? What challenges would it
  present?
• What needs to be taken into account in
  implementing this practice?
• Choose one person to report back.

37
COURSE REDESIGN PLANS

• We have broken your teams up so that each team
  member can present and get feedback.
• Each person will present a five-minute summary of
  the model your team has chosen and how you will
  implement the Five Principles of Successful
  Course Redesign within it. (5 minutes)
• Each person will receive feedback from the table
  group. (10 minutes)
• Identify any questions about the process and
  choose someone to report back.

38
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

39
FINAL PROPOSAL FORMATDue April 18, 2008

• Abstract
• Application Narrative
• Redesign model how you will embody the Five
  Principles
• Learning materials what you plan to use
• Assessment strategy how you plan to measure
  student learning
• Cost reduction strategy what you will do with
  the savings
• Five Critical Implementation Issues how you will
  address
• Timeline pilot in spring 2009 full
  implementation in fall 2009

40
FINAL PROPOSAL FORMATDue April 18, 2008

• Tools and Forms
• Assessment Forms (2)
• Course Completion Forms (2)
• Course Planning Tool (CPT)
• Course Savings Summary Form (CSS)
• Course Structure Form (CSF)
• A draft of your CPT will be due on 4/4/08.
• Grant awards will be made on 5/15/08.

41
http//www.theNCAT.org/R2R/R2R_Planning_Resources.
htm

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

42
FIVE CRITICAL IMPLEMENTATION ISSUES

• Prepare students (and their parents) and the
  campus for changes in the course.
• Train instructors, GTAs and undergraduate peer
  tutors.
• Ensure an adequate technological infrastructure
  to support the redesign as planned.
• Achieve initial and ongoing faculty consensus
  about the redesign.
• Avoid backsliding by building ongoing
  institutional commitment to the redesign.

43
NCAT CORPORATE ASSOCIATES

• Blackboard
• Cengage Learning (Thomson Learning)
• Houghton Mifflin
• McGraw-Hill
• Pearson Education

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THE REDESIGN ALLIANCESecond Annual Conference

• When March 16 18, 2008
• Where The Rosen Centre Hotel
• Orlando, Florida
• Hotel Reservation Deadline February 14, 2008
• Meeting Registration Deadline February 29, 2008

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PROGRAM CONSULTANTS

• Carol Twigg
• ctwigg_at_theNCAT.org
• Carolyn Jarmon
• cjarmon_at_theNCAT.org
• 518-695-5320

PLUS PCR and R2R PARTICIPANTS