Planning and Implementation Workshop 1/19/2012

 Lumina Course Redesign Awardees ◦ 2 Community Colleges ◦ 1 Non-USM Public ◦ 1 Independent Institution ◦ 1 USM Institution  Carnegie Award Redesign Awardees ◦ 8 USM Institutions  Course Redesign Fellows, Guest Presenter, and USM Staff

 In general--to position you for implementation of your project ◦ Carnegie Awardees develop an implementation plan and understand resources for implementation support ◦ Lumina Awardees  Strategize about next steps to begin course redesign work on their campus as well as recognize challenges ◦ Both: Understand some common issues  Need to design assessment into the plan  Tools for understanding the cost of offering a course  How award expenses will be handled

 Has specific meaning for these initiatives ◦ Follow definition, structure, principles, models, and tools promoted by National Center for Academic Transformation

 Has specific meaning for these initiatives ◦ Follow definition, structure, principles, models, and tools promoted by National Center for Academic Transformation ◦ Principles  Redesign the whole course  Encourage active learning  Provide students with individualized assistance  Build in ongoing assessment and prompt (automated) feedback  Ensure sufficient time on task and monitor student progress ◦ I.E., except for first one, a definition of student centered learning

 Technology driven  Software/materials development project  Online course development specifically

 Improve learning outcomes and  Do so using fewer resources* * Recognizing there may be some one-time initial costs

 Improve learning outcomes and  Do so using fewer resources*  Meeting these expectations is not anecdotal, but evidence based * Recognizing there may be some one-time initial costs

 Supplemental ◦ Retains basic classroom and adds technology based out-of-class activities or alternatively create an in-class active learning environment

 Supplemental ◦ Retains basic classroom and adds technology based out-of-class activities or alternatively create an in-class active learning environment  Replacement ◦ Replaces some lectures by out-of-class activities

 Supplemental ◦ Retains basic classroom and adds technology based out-of-class activities or alternatively create an in-class active learning environment  Replacement ◦ Replaces some lectures by out-of-class activities  Emporium ◦ Replaces class time with time in a learning resource center featuring interactive software and on-demand personalized assistance

 Fully Online Model

 Buffet Model ◦ Customized learning environment for each student (cf. Ohio State Statistics; FGCU Humanities)

 Fully Online Model  Buffet Model ◦ Customized learning environment for each student (cf. Ohio State Statistics; FGCU Humanities)  Linked Workshop Model (new) ◦ Uses workshops to fill in deficiencies while proceeding with standard college level course

 Rethink roles  Freshmen don’t do “optional”  Creating small within large  Undergraduate Learning Assistants  Modularization

 Fundamentally one has to have a problem that Course Redesign solves ◦ Low student engagement ◦ High DFW rates ◦ Students working below capability ◦ Not enough resources to staff the course ◦ Course reducing ability to staff other courses ◦ Accommodate growth in enrollment ◦ Course drift ◦ Faculty not engaged

 We have asked that you come prepared to discuss the problem(s) you are trying to solve  Late in the morning we will break up into groups to discuss these issues and share approaches to addressing them  The USM Course Redesign Fellows will facilitate these discussions

 How to effectively assess the outcomes of your redesign

 How to effectively assess the academic outcomes of your redesign  How to deal with the specifics of assessing “saving resources”