REDESIGN: OPPORTUNITIES & COMPLEXITIES Dr. Jessica McCall & Jacquie Downing

AGENDA  Welcome & Session Objectives  CST 105 Case Study  Course Design Models  Redesign Planning Considerations

SESSION OBJECTIVES  Explore course redesign models and best practices  Examine the CST 105 redesign case study  Communicate with fellow participants to fully engage with the process

PAIR & SHARE  What does a course redesign project entail?  What aspects of a redesign project do you foresee presenting the greatest challenge(s)?  How do you know if the redesign has been successful?

EXPLORING COURSE REDESIGN  Course redesign projects in higher education are developed for a variety of reasons:  Curriculum update  Shifts in departmental focus  Pedagogical challenges and initiatives  Student-centered focus  Increased student/faculty engagement  Retention endeavors  Teaching platforms (on-ground vs. online) KELLY, (2011A); KELLY, (2011B); OAKS, (2013); TURNER, (2009); SCHWARTZMAN, (2007); STRAWSER, BUCKNER, & KAUFMANN, (2015) 5

CST 105 CASE STUDY  Redesign efforts began early 2015  Goals  More manageable for instructors  More meaningful for students and other departments  Reflective of change within the discipline/society  Requirements & Constraints  GEC-Reasoning and Discourse (GRD) (LG1-Foundational Skills)  Speaking Intensive (SI)  Communication Studies SLOs (revised in this project)  Text, 25, 3 rd party web platform SEE ACCOMPANYING HANDOUT 6

FINK’S INTEGRATED COURSE DESIGN Significant learning experiences are achieved when quality is integrated into the design of courses  Three basic ways of putting a course together: 1.List of topics approach 2.List of activities approach 3.Integrated course design FINK,

BACKWARDS DESIGN Identify Overall Goals Specify Learning Outcomes Determine Appropriate Evidence Plan Learning Experiences and Instruction (ADAPTED FROM: WIGGINS AND MCTIGHE, 2000 & 2004; FRANKLIN; KEELING & ASSOCIATES) 8

CST 105 CHART ObjectiveGoalEvidenceExperiences & InstructionPedagogical Options Utilize logical reasoning and credible evidence to create persuasive cogent evidence-based arguments Use logical reasoning and credible evidence for persuasive messages. Find and use evidence in a competent manner. Outlines (persuasive), and actual recordings, possible new assignment Reflections (perhaps using evidence from readings to say WHY something is good or bad). *Teach Persuasion, Organization, Research Collection, Audience Adaptation, delivery skills, etc. * Deliver persuasive speech and create outline with sources (cited) Pedagogical Options: 1.Different types of persuasive speeches/ techniques 2.Outline activity (cut up in pieces) 3.Audience adaptation activity 4.Debate/Panel Discussion Activity (See Bethany’s Description below)

CONCEPTUAL MODEL Situational Factors Learning Goals Feedback & Assessment Teaching & Learning Activities ADAPTED FROM FINK'S (2013) INTEGRATED COURSE DESIGN MODEL 10

REDESIGN PLANNING CONSIDERATIONS  Include All Involved Internal & External Constituents  Assessments & Future General Education Requirements  Goal for Redesign  Committee Deadlines

TIMELINE Spring 15 Summer 15 Fall 15 Spring 16 * Committee formed *Instructors/Classes Scheduled *Initial surveys of constituents * Design Pilot *Develop chart (Backwards Design) * Implement Courses * Gain feedback from students * Gain feedback from CST faculty * Proposal Submissions (should be Dec.) * Departmental Content Decisions * Training and Preparing

PAIR & SHARE  Having explored various redesign modules, which option would work best for your project?  What questions do you now have about your own redesign project?

FINAL REMARKS Please feel free to reach out to Dr. Jessica McCall and Jacquie Downing for further discussions on course redesign. Thank you for your time! Dr. Jessica D. McCall Curry Building, Ms. Jacquie Downing South University High