Small Two-Year College Northern Idaho--Rural 3500 Full-Time Students, 3200 Part-Time 5,200 Receive Financial Aid (78%) Average Class Size: 18 Average Age: 27 80% Plan to Transfer 75% Need Remediation (English and/or Math)

Space and Scheduling Issues Course Content Inconsistency Difficult for Students to Progress Low Enrollments Classes Cancelled, Programs Threatened Diverse Abilities/Backgrounds Concerns with Student Success/Retention

Word Processing, Spreadsheets, Database, PowerPoint, Computer Fundamentals Offered in a different departments-different prefixes Course Content Duplicated Most Three Semester Credits Each Face to Face and Online Traditional Design—”Lock Step”

Use information technology Redesign learning environments Produce better learning outcomes Reduced cost to the institution

Flexible learning approach Replace structured classes with learning resource centerInstructional software Supported by on-demand individual instructionGains in student learning Reductions in instructional costs

Student Videos /Textbook--Simulated Training Objective Chapter Quizzes--Randomized QuestionsLive in the Application Practice--Grader Project Chapter Exams—Simulated and Grader Project Exams End of Course Assessment Weights: 25% --Training, Quizzes, Practice 50%--Chapter Exams/Grader Project Exams 25%--End of Course Assessment

First Semester-Course Redesign Pre-Course Redesign Most classes full with waiting lists

**These courses were not offered due to consistent low enrollment. Note: Inconsistencies in affect pre-course redesign data. Data do not include students who dropped or withdrew from class. Pre-course redesign data reflect 3-credit courses as compared to 1-credit courses and include face-to-face and Internet courses.

 Redesign immediately increased enrollment and sustained increases  Met students needs  Cost effective  No increase in faculty or facilities  Students are more successful in Excel and Access and at higher levels  Beginning students struggle with time management, active learning, self-responsibility  Consistency affects student success  Differences in instructor, content, delivery  Data from post-redesign reflect consistency in delivery, assessments, course design, schedule, etc.

 Constantly adapting system to better meet students’ needs and shifts in college policies  Attendance  Registration  Communication with students and other stakeholders  Developing better methods of communicating and explaining course delivery  Updated website, videos, college LMS  Data driven decisions regarding future course offerings

Financial Aid, Attendance, Registration, College’s current LMS, etc. Students must make the transition from passive to active learning Students must responsible for their own learning Students, Other Faculty, Administration, Advising, Coaches, etc.

Readiness, Agreement, Attitude Lecture/teacher-centered classes to learner-centered Challenging, engaging online activities that meet learning objectives Instructors and students must learn and use technology effectively Management of online assessments and course tools to best facilitate asynchronous learning

Compare pass rates for each credit for each semester beginning Fall 2008 to determine effect of policy changes on student success Collect data on student retention Successful completion of three-credit course within three semesters