Achieving Efficiencies in Curriculum Design Cathie Atkins & Kathy LaMaster Budget Scenario Savings Options Potential Opportunities

Curricular Efficiencies from the Dark Side Cathie Atkins & Kathy LaMaster Budget Scenario Savings Options Potential Opportunities

Budget Scenario Dire No money now and may get worse Requires remedies that may or may not be within your control (or anyone’s control) We will cover some of those we think we can impact at the university, college, department and individual level (in no particular order)

Savings Option 1 Under enrolled courses some common solutions: Examine rotation of these courses (every other semester offerings) Collapsing sections FTES = (# of students * # of units)/15 5 students in a 3-unit class generates 1 FTES 1 FTES saved = ~ $ Collapsing student 3-unit sections into a 50 seat section saves 5 FTES

Savings Option 1 Under enrolled courses- some less common ideas Examine electives and trim less common electives or those that don’t address core learning objectives Offer electives on rotational basis Consider partnering with other departments to provide electives for each other Examine how your core courses and electives align

Curriculum Alignment 2 courses required out of 2 available 3 courses required out of 7 available 1 course required out of 4 available 3 courses required out of 7 available CAPSTONE The Challenge --- offering 18 separate 3 unit courses from which students only need 7…why not just offer the 7?

Curriculum Alignment Disjointed alignment: Or when lower level courses don’t really scaffold next level courses Requires a more thorough review of department curriculum Develop a set of core measurable learning objectives Cut out boutique courses Improve pass rates by better scaffolding Make courses more efficient thru well thought out connections from course to course Re-Use key material as review

Curriculum Alignment Develop common core syllabi for multiple offerings of the same course Provides common learning outcomes for later courses Teams of faculty coming together to divide and conquer the workload Can facilitate new faculty teaching prep

Savings Option 2 Dealing with Failures Remediation doesn’t align with next level courses Students inadequately prepared Course may not be appropriately “scaffolded”

The SDSU Grade Distribution ala “The Campus Buddy”

SO: Are students taking Math 150 less accomplished than the typical SDSU student?

What about this: Does taking and passing Calculus I with a C or better predict a better grade in Calculus II?

What if we reduce the fail rate (C- or less) in Calculus to something more like the average grade in Economics?

What about reducing the fail rate (C- or less) in Calculus to something more like the average grade in Economics?

What could happen by reducing the fail rate from 40% to 19%? Over 3 semesters about 250 more students will obtain a C or better That equals 65.6 FTES Or potentially around $65, Cost/algorithm model can be improved --need an educational economist!

BUT...what about the learning? Do we simply change the curve or can we improve the learning? There is good evidence that we can improve the learning increase the efficiency of the course and feel better about our teaching

Cliff-note example from Dr. Tom Impelluso-2008 pICT/CDI fellow Redesign of ME 203: Computer Programming applications into Blended course Used Horizon Wimba Consolidated several sections into 1 Used “Cognitive Load Theory” as a basis for scaffolding student learning

Results: Comparing pre-Course design to post- Course design on same “Final” exam Note: Fall 2006 enrollment = 65 Fall 2008 enrollment = 215

Fewer course failures can save thousands of dollars; better course evaluations can help a promotion; helping students to learn in the process...PRICELESS “Dr. Impelluso might be one of the best professors I have ever had. I never had a professor who worked so hard for their students.”

Saving Option 3:More efficient use of space and resources Blended and distance learning to create space efficiencies--using the same room twice Paperless instruction Laptops vrs computer labs: University of Virginia will no longer run any campus computer labs--saving $300,000 per year

Saving Option 4: Using Curriculum Architecture to Create Personal Teaching Efficiencies Create core learning outcomes and stick to them Reduce, recycle and reuse content Use context/concept rich examples--deeper learning of a few concepts Feedback loop to check on student learning Pair share, survey, quiz Creation of grading rubrics to save time Sharing strategies across departments

Saving Option 4: Using Curriculum Architecture to Create Personal Teaching Efficiencies Using Technology to Create Efficiencies Select tools wisely--think of the learning outcomes first; then the tool Think iteratively Play well with others Share ideas Use your resources Library ITS Vendors

Opportunities knocks in bad budgets: We can get creative Working across departments to meet various learning objectives Working across colleges to trim GE (horrors) Sharing components of courses Using the internet and video Sharing ideas Working on interdisciplinary projects around common problems/learning opportunities (ie sustainability, water

Or … just walk away from it all