1. The University of Arizona
The Learner-Centered Education Course Redesign Initiative (LCE-CRI) in Partnership with NCAT at all of the Arizona Public Universities
Dr. Jerrold E. Hogle,
The University of Arizona

2. The Arizona Board of Regents (ABOR)
Learner-Centered Education (LCE) Grants supporting individual and group LCE course innovations
(15-20 courses system-wide per year)
Grant support of about $500,000 annually since

3. ABOR Revision to Create LCE-CRI (after presentation by Dr. Twigg)
Purposes in (First year):
Increase spread of LCE to many more students
Create lessons and technology transportable across instructors
Improve learner-centered effectiveness using technology
Have more planned and credible outcomes assessments
Save $ overall in a constrained resource environment

4. Declared Requirements for LCE-CRI
ABOR Grant Proposals
Only for large introductory courses (primarily “core” curriculum)
Must enunciate aims and techniques for improved student learning
Must have plans for effective full incorporation of technology
Must show how all improvements are learner-centered
Must show how savings can be achieved and transferred
Incentive: department keeps the savings, provided uses are educational

5. ABOR Grant application procedures in 2007:
Bring together instructional-technical-administrative teams
Draft preliminary applications for campus coordinators
“Test the waters” with NCAT advice/responses
Submit full proposals to ABOR
ABOR’s LCE Advisory Team evaluates proposals with NCAT counsel
Responses/suggestions sent back to campus coordinators
Grants awarded, to start with planning and piloting semesters

6. The subject areas in which
ABOR LCE-CRI grants were awarded to four campuses of Arizona State University (ASU)
Lower-division
Uses of accounting information
General chemistry
College algebra
Computer literacy
Intro to geology
Earth, solar system and universe
Intro to solar systems astronomy
Intro to stars, galaxies and cosmology
Public speaking
Women and society

7. The subject areas in which ABOR LCE-CRI grants were awarded
to the campuses of
Arizona State University (ASU)
Upper-division (large “core” classes for majors)
Health integrity
Leadership and management
Organizational behavior and leadership

8. The subject areas in which
ABOR LCE-CRI grants were awarded to Northern Arizona University (NAU)
Introductory biology
Introduction to Psychology
Technical and professional writing (“core” upper-division class)

9. The subject areas in which
ABOR LCE-CRI grants were awarded to the University of Arizona (UA)
Introductory biology (for multiple majors)
Fundamentals of Chemistry (for multiple majors)
Natural Science (NATS): A Geological Perspective (one of a series of NATS options for non-science students)

10. (MCB-EEB 181)--[1,800 students per year]
Especially important advances in the UA’s revision of Introductory Biology
(MCB-EEB 181)--[1,800 students per year]
Pre-class online, interactive tutorials (from Pearson Mastering Biology) and home-grown additions
Lectures “jump off” of tutorials with “clicker” answers to questions
Online short-answer exams (gradable by preceptors, graduate assistants, and faculty)
Active-learning exercises for discussion/lab sections
Ongoing advice on pilot year from honors sections
Approval for ongoing assessment by Human Subjects research board

11. Especially important advances in the UA’s revision of “Natural Sciences: A Geological Perspective”
[1,200 students per year]
Small group work in lecture (using blue slides) develops active critical thinking and analysis
Break out sessions combine graduate assistants with undergraduate preceptors for more individualization
Online assignments replace much of what was in lectures and allows students to learn at their own pace (and take online quizzes with immediate responses)
Reduction of graduate assistants from eight to five, with increase in preceptors (for credit)

12. Arizona LCE-CRI Grant Success Already
Greater coordination and curricular cohesion in large courses
The opportunity for different types of revision in different types of courses
The team approach to course development and execution
The “piloting” in comparison to regular offerings
Keeping cost savings internally puts less pressure on central fund sources as enrollments grow

13. Cautions Emerging from Arizona
LCE-CRI Grants
Full assessment under way but not yet completed
Attrition of students by mid-semester has fallen, but how much retention will be improved is not clear yet
Extent of cost savings will be clearer after grant money stops (initial infusion is VITAL)
Research universities must – and can – deal with the issue of potential threats to funds for graduate assistantships in teaching

14. Thank you for NCAT’s support of Arizona’s public universities!