COURSE REDESIGN The State of the Art Redesign Colloquium University of South Florida December 9, 2011

Established in 1999 as a university Center at RPI funded by the Pew Charitable Trusts Became an independent non-profit organization in 2003 Mission: help colleges and universities learn how to use technology to improve student learning outcomes and reduce their instructional costs

WHAT DOES NCAT MEAN BY COURSE REDESIGN? Course redesign is the process of redesigning whole courses (rather than individual classes or sections) to achieve better learning outcomes at a lower cost by taking advantage of the capabilities of information technology.

WHAT DOES NCAT MEAN BY COURSE REDESIGN? Course redesign is not just about putting courses online. It is about rethinking the way we deliver instruction in light of the possibilities that new technology offers.

TRADITIONAL INSTRUCTION Seminars Lectures

BOLT-ON INSTRUCTION

PROGRAM IN COURSE REDESIGN Challenge colleges and universities to redesign their approaches to instruction using technology to achieve quality enhancements as well as cost savings. Focus: Introductory Courses 50,000 students 30 projects

QUANTITATIVE (13) Mathematics – Iowa State University – Northern Arizona University – Rio Salado College – Riverside CC – University of Alabama – University of Idaho – Virginia Tech Statistics – Carnegie Mellon University – Ohio State University – Penn State – U of Illinois-Urbana Champaign Computer Programming – Drexel University – University at Buffalo

SCIENCE (5) SOCIAL SCIENCE (6) Biology – Fairfield University – University of Massachusetts Chemistry – University of Iowa – U of Wisconsin- Madison Astronomy – U of Colorado- Boulder Psychology – Cal Poly Pomona – University of Dayton – University of New Mexico – U of Southern Maine Sociology – IUPUI American Government – U of Central Florida

HUMANITIES (6) English Composition – Brigham Young University – Tallahassee CC Spanish – Portland State University – University of Tennessee Fine Arts – Florida Gulf Coast University World Literature – University of Southern Mississippi

IT IS POSSIBLE TO INCREASE LEARNING WHILE REDUCING COST 25 of 30 PCR projects improved learning; 5 showed equivalent learning. 24 measured course completion rates; 18 showed improvement. All 30 reduced costs by 37% on average, with a range of 15% to 77%. Program in Course Redesign

TAKING COURSE REDESIGN TO SCALE The Roadmap to Redesign (R2R) 2003 – 2006 (20 institutions) Colleagues Committed to Redesign (C2R) (60 institutions) Programs with Systems and States 2006 – present (~93 institutions) The Redesign Alliance 2006 – present (70+ institutions) Changing the Equation 2009 – 2012 (38 institutions)

THE ROADMAP TO REDESIGN Precalculus Mathematics Georgia State LSU Seton Hall U of Missouri--St. Louis UNC Chapel Hill UNC Greensboro Wayne State Psychology Chattanooga State TCC East Carolina Eastern Washington U of Arkansas--Ft. Smith Spanish Montclair State Texas Tech U of Alabama Statistics Calhoun CC UNC Greensboro

COURSE REDESIGN PLANNING RESOURCES Six Models for Course Redesign Five Principles of Successful Course Redesign Four Models for Assessing Student Learning Cost Reduction Strategies Five Critical Implementation Issues Assessment Planning Forms Course Planning Tool Planning Checklist

IT IS POSSIBLE TO INCREASE LEARNING WHILE REDUCING COST 10 of 12 R2R projects improved learning; 2 showed equivalent learning. 9 of 12 improved course completion rates. All 12 reduced costs by 32% on average, with a range of 13% to 68%. Roadmap to Redesign

TAKING COURSE REDESIGN TO SCALE The Roadmap to Redesign (R2R) 2003 – 2006 (20 institutions) Colleagues Committed to Redesign (C2R) (60 institutions) Programs with Systems and States 2006 – present (~93 institutions) The Redesign Alliance 2006 – present (70+ institutions) Changing the Equation 2009 – 2012 (38 institutions)

Quantitative Auburn U Coppin State U Cosumnes River DePaul Hagerstown CC Harry S Truman Morehead State Oklahoma State Santa Fe College SE LU U of Central Florida U of West Florida Miscellaneous Arizona State (Education) Boise State (Accounting) Indiana State (Psychology) NYIT (Psychology) Natural Science Auburn U Indiana U of PA Lorain CCC St. Cloud State U of MD Eastern Shore Winston-Salem State Humanities Edison State Regis U Truman State UNC Chapel Hill U of West Alabama

IT IS POSSIBLE TO INCREASE LEARNING WHILE REDUCING COST 14 of 27 improved learning; 13 showed equivalent learning. 13 of 26 improved course completion rates. Projected cost reduction = 40% on average, with a range of 9% to 76%. 17 of 27 have fully implemented their redesigns. Colleagues Committed to Redesign

TAKING COURSE REDESIGN TO SCALE The Roadmap to Redesign (R2R) 2003 – 2006 (20 institutions) Colleagues Committed to Redesign (C2R) (60 institutions) Programs with Systems and States 2006 – present (~93 institutions) The Redesign Alliance 2006 – present (70+ institutions) Changing the Equation 2009 – 2012 (38 institutions)

STATE AND SYSTEM-BASED PROGRAMS Pilots – South Dakota – Hawaii – Ohio – Minnesota Full-Scale – Maryland – Tennessee – Arizona – New York – Texas – Mississippi – Missouri

TAKING COURSE REDESIGN TO SCALE The Roadmap to Redesign (R2R) 2003 – 2006 (20 institutions) Colleagues Committed to Redesign (C2R) (60 institutions) Programs with Systems and States 2006 – present (~93 institutions) The Redesign Alliance 2006 – present (70+ institutions) Changing the Equation 2009 – 2012 (38 institutions)

THE REDESIGN ALLIANCE An organization that links practitioners to practitioners and provides a place for those who want to learn more about course redesign – To consult with colleagues about how to improve course redesigns – To move successful redesigns to other disciplines – To leverage success to garner greater state support

NCAT CORPORATE PARTNERS Carnegie Learning Cengage Learning Educational Testing Service Hawkes Learning Systems iLearn John Wiley and Sons, Inc. Pearson Education SMARTHINKING SunGard Higher Education

TAKING COURSE REDESIGN TO SCALE The Roadmap to Redesign (R2R) 2003 – 2006 (20 institutions) Colleagues Committed to Redesign (C2R) (60 institutions) Programs with Systems and States 2006 – present (~93 institutions) The Redesign Alliance 2006 – present (70+ institutions) Changing the Equation 2009 – 2012 (38 institutions)

CHANGING THE EQUATION Scaling a Proven Innovation Moving beyond experimentation Focus: remedial and developmental math at community colleges 38 institutions received a $40,000 grant Key elements – 1) Emporium Model – 2) Modularization – 3) All remedial and developmental courses

SO WHERE ARE WE NOW?

HOW MANY SCHOOLS HAS NCAT WORKED WITH? 148 have submitted a fully developed course redesign plan approved as part of a formal NCAT program – Of those, 9 participated in more than one program. – Of those, 69 redesigned more than one course under our auspices. – Many have gone on to redesign additional courses, but we do not track them.

27 additional schools submitted a fully developed course redesign plan as part of a program where NCAT provided consultation but not oversight. There are other schools among Alliance members, etc. that we do not track. There are also well over 1,500 schools that have participated in NCAT workshops and seminars, may have developed plans that were not accepted or may not have developed plans.

HOW MANY COURSE REDESIGNS HAVE BEEN INITIATED? 274 individual course redesigns have been initiated as part of a formal NCAT program. 40 additional course redesigns have been initiated as part of a program where NCAT provided consultation. There are others among Alliance members, etc. that we do not track.

HOW MANY COURSES HAVE BEEN FULLY REDESIGNED? 86 course redesigns have been fully implemented at 54 institutions.* 115 course redesigns at 51 institutions are in progress (CTE and MO). 34 institutions (35 courses) were only expected to conduct a pilot (PCR and C2R).* 6 institutions (11 courses) conducted pilots but did not fully implement. 9 institutions (10 courses) were expected to conduct a pilot but did not do so.

Mathematics – Beginning Algebra – College Algebra – Developmental Math – Discrete Math – Elementary Algebra – Intermediate Algebra – Introductory Algebra – Linear Algebra – Pre-calculus Math Statistics – Business Statistics – Economic Statistics – Elementary Statistics – Introductory Statistics Computing – Computer Literacy – Computer Programming – Information Literacy – Information Technology Concepts – Tools for the Info Age

SCIENCE – Anatomy and Physiology – Astronomy – Biology – Chemistry – Ethnobotany – Geology – Physics SOCIAL SCIENCE – American Government – Health – Macro and Microeconomics – Psychology – Sociology – Urban Affairs

HUMANITIES – British Literature – Communication Studies – Developmental Reading – Developmental Writing – English Composition – European History – Great Ideas in Western Music – History of Western Civilization – Public Speaking – Spanish – Understanding the Visual and Performing Arts – U.S. History – World Literature – Women & Gender Studies PROFESSIONAL – Accounting – Business – Education: The Curriculum – Elementary Education – Engineering – Engineering Technology – Management – Nursing – Nutrition and Food Science – Organizational Behavior

REDESIGNED COURSES Impacted 160,000+ students nationwide Improved student learning: 72% Equivalent student learning: 28% Cost reduction: 37% (9% to 77%) Annual savings: ~$9.5 million Other outcomes – Increased course-completion rates – Improved retention – Better student attitudes toward the subject – Increased student satisfaction with the mode of instruction

NCAT METHODOLOGY: Relevance and Utility Discipline: math & literature Age: traditional & working adults Institution: small & large Location: on-campus & at a distance Redesign: current & new courses Level: introductory & advanced

WHAT REALLY MATTERS? Data – First, measure something... A team approach – It takes a village... Corporate partners – Mutual self-interest Leadership – Faculty, department chairs, deans, campus executives, system and state leaders

ADDITIONAL NCAT RESOURCES The NCAT web site – Case studies – Planning resources – Articles and monographs The Learning MarketSpace Redesign Alliance workshops and seminars NCAT Redesign Scholars

PRIMARY ISSUES How do we sustain what we have achieved? How do we scale what we have achieved?