1. FULLY ONLINE MODEL Moves all or most of the learning environment online Provides access to anyone, anywhere, anytime – on demand Allows international groups of students to interact easily and learn from each other

2. FINE ARTS Florida Gulf Coast University CHALLENGES Significant inconsistency among multiple sections Difficulty finding either faculty or adjuncts with the breadth of knowledge in all of the humanities Poor performance in this course that is required by all freshmen Growth in students and no money for new faculty

3. FINE ARTS Florida Gulf Coast University Each module covers one aspect of the Humanities Each module is designed and monitored by a faculty expert in that academic area One course coordinator manages the course of 400+ students each term Undergraduate peer tutors and adjuncts guide discussion groups and evaluate longer papers 24/7 interactive learning resources are available anytime, any place

4. FINE ARTS Florida Gulf Coast University Online tests are evaluated automatically The Intelligent Essay Assessor (after being trained) evaluates short focused essay test questions Students attend performances and art shows in their home community or on campus The model is scalable because more discussion groups can be added as needed.

5. FINE ARTS Florida Gulf Coast University Traditional 25 sections (~30); 6 sections (~15) = 800 Taught mainly by adjuncts “Course drift” $132 cost-per-student Redesign Single section (~950) Taught by 1 faculty, 1 course coordinator, 20 preceptors Consistent & coherent $81 cost-per-student Average exam scores increased from 70% to 85% Number of A’s/B’s increased from 31% to 75% DFW rate decreased from 45% to 11%

6. MACRO & MICRO ECONOMICS Lorain County Community College Sought to increase number of students served; these are bottleneck courses Sought to increase the consistency among various modes of instruction Modularized the content into 1-credit units Increased section size from ~24 in other online sections and ~40 F2F to 100 in redesigned course Added course coordinator to help with email unrelated to economics, assessment and discussion Use online lectures, videos, quizzing, group projects and discussion

7. MICRO & MACRO ECONOMICS Lorain County Community College RESULTS Increased consistency of content Ability to accommodate more students Students were just as successful in the online, redesigned course as in the face-to-face classes The increase in size of the course had no negative impact on student achievement, while serving 2 ½ times more students Fall 2005 term showed slightly higher retention rate: 61% in traditional course, 68% in redesigned course at level of C or above.

8. BUFFET MODEL Assess each student’s knowledge/skill level and preferred learning style Provide an array of high-quality, interactive learning materials and activities Develop individualized study plans Built in continuous assessment to provide instantaneous feedback Offer appropriate, varied human interaction when needed

9. STATISTICS Ohio State University CHALLENGES Previous redesign using IT increased the cost Students had highly variable learning styles Lectures were poorly attended 20% of the students repeat the course each quarter even though most have satisfactorily completed initial modules Too many emails for faculty Faculty time was used inefficiently Inconsistency among sections

10. STATISTICS Ohio State University Students use online assessment by Felder and Solomon. There are multiple routes to established outcomes for each module. Students are assisted in thinking about how they approach learning and what mode is easiest for them. Students file a learning plan for each module. Various kinds of learning activities using websites, software, video lectures, small group discussions, individual and group projects.

11. STATISTICS Ohio State University OUTCOMES Redesign students had greater success on common exams (mean = 78.3) than traditional students (mean = 70). The number of students needing to retake the course was reduced from 33% to 24%.

12. LINKED WORKSHOP MODEL Retain basic structure of the college-level course, particularly the number of class meetings Replace remedial/developmental course with just-in-time (JIT) workshops Design workshops to remove deficiencies in core course competencies Workshops consist of computer-based instruction, small- group activities and test reviews to provide additional instruction on key concepts Students individually assigned software modules based on results of diagnostic assessments Workshops facilitated by students who have previously excelled in core course; students trained and supervised by core course faculty JIT workshop activities designed so students use concepts during next core course class session, which in turn helps them see the value of the workshops and motivates them to do workshop activities

13. FACULTY BENEFITS Increased opportunity to work directly with students who need help Reduced grading Technology does the tracking and monitoring More practice and interaction for students without faculty effort Ability to try different approaches to meet different student needs Opportunity for continuous improvement of materials and approaches

14. WHAT IS THE MOST IMPORTANT THING THAT WE HAVE LEARNED ABOUT QUALITY AND COST? The factors that lead to increased student learning and increased student retention are the same as those that lead to reduced instructional costs!

15. FIVE PRINCIPLES OF SUCCESSFUL COURSE REDESIGN #1: Redesign the whole course – Quality: Eliminate “course drift”; greater course coherence and quality control – Cost: Eliminate duplicate effort; create opportunities for alternate staffing

16. FIVE PRINCIPLES OF SUCCESSFUL COURSE REDESIGN #2: Encourage active learning – Quality: “Learning is not a spectator sport.” – Cost: Reduce faculty preparation and presentation time; reduce grading time (e.g., interactive software, peer learning teams)

17. FIVE PRINCIPLES OF SUCCESSFUL COURSE REDESIGN #3: Provide students with individualized assistance – Quality: Students get help when they are “stuck” and stay on task rather than giving up: software tutorials, F2F in labs or help rooms, “beep a tutor,” SMARTHINKING – Cost: Apply the right level of human intervention: peer tutors, course assistants

18. FIVE PRINCIPLES OF SUCCESSFUL COURSE REDESIGN #4: Build in ongoing assessment and prompt (automated) feedback – Quality: Enables practice, diagnostic feedback, focused time on task – Cost: Good pedagogy with large numbers of students; individual and group assessment; faculty spend time on what students don’t understand

19. FIVE PRINCIPLES OF SUCCESSFUL COURSE REDESIGN #5: Ensure sufficient time on task and monitor student progress – Quality: Self-pacing vs. milestones for completion; points for engagement – Cost: Course management systems can reduce costs while increasing oversight

20. READINESS CRITERIA What does it mean to be “ready” to do a major course redesign? Is your institution ready? Which courses are “ready”—i.e., are good candidates for a comprehensive redesign?

21. READINESS CRITERION #1 Course Choice What impact would redesigning the course have on the curriculum, on students and on the institution—i.e., why do you want to redesign this course?

22. FACTORS TO CONSIDER WHEN THINKING ABOUT HIGH IMPACT High drop-failure-withdrawal rates Student performance in subsequent courses Students on waiting lists Student complaints Other departmental complaints Lack of consistency in multiple sections Difficulty finding qualified adjuncts

23. READINESS CRITERION #2 Redesign Model Which redesign model do you think would be most appropriate for your redesign? Why? What aspects fit your particular discipline and your particular students?

24. READINESS CRITERION #3 Assessment Plan Which assessment model do you think would be most appropriate for your redesign? Why?

25. ASSESSMENT GOAL To establish the degree to which improved learning has been achieved as a result of the course redesign.

26. ASSESSMENT PLANNING Step 1. Establish the method of obtaining data. Step 2. Choose the measurement method.

27. ESTABLISH THE METHOD OF OBTAINING DATA Baseline “Before” (traditional) and “After” (redesign) Parallel Sections – Compare traditional sections and redesigned sections

28. CHOOSE THE MEASUREMENT METHOD: FIVE MODELS A. Comparisons of Final Exams B. Comparisons of Common Content Items Selected from Exams C. Comparisons of Pre- and Post- Tests D. Comparisons of Student Work using Common Rubrics E. Comparisons of Course Grades using Common Criteria

29. READINESS CRITERION #4 Cost Savings Plan Which cost savings strategy do you think would be most appropriate for your redesign? Why?

30. COST SAVINGS GOAL Create cost savings that can be used to sustain ongoing redesign, to fund future operations and to free up resources for program and/or institutional priorities.

31. WHAT’S YOUR ENROLLMENT SITUATION? Is your enrollment growing or projected to grow? Is your enrollment stable or declining?

32. ACCOMMODATE ENROLLMENT GROWTH Increase the number of sections. Increase the section size. Change the mix of personnel teaching the course. Mix and match for greater savings!

33. RIO SALADO COLLEGE Pre-Calculus Math Traditional 4 courses taught by 4 instructors Student interaction = each instructor $49 cost-per- student Redesign 4 courses taught by 1 instructor Student interaction = interactive software, 1 course assistant, and 1 instructor $31 cost-per-student

34. U OF TENNESSEE Spanish Traditional 57 sections (~27) Adjuncts + 6 TAs 100% in class $167,074 ($2931/section) 1529 students @ $109 Redesign 38 sections (~54) Instructor-TA pairs 50% in class, 50% online $56,838 ($1496/section) 2052 students @ $28

35. STABLE COURSE ENROLLMENT Reduce the number of sections and increase the section size. (Reduce the number teaching the course.) Reduce the number of graduate teaching assistants (Only 9 of 30 projects!) Change the mix of personnel teaching the course (Adjuncts, undergraduate learning assistants.) Mix and match for greater savings!

36. FAIRFIELD UNIVERSITY General Biology Traditional 7 sections (~35) 7 faculty 100% wet labs $131,610 $506 cost-per-student Redesign 2 sections (~140) 4 faculty 50% wet, 50% virtual $98,033 $350 cost-per-student

37. READINESS CRITERION #5 Learning Materials Are the faculty able and willing to incorporate existing curricular materials in order to focus work on redesign issues rather than materials creation?

38. READINESS CRITERION #6 Active Learning Do the faculty members have an understanding of and some experience with integrating elements of computer-based instruction into existing courses?

39. READINESS CRITERION #7 Collective Commitment Describe the members of your team, the skills they bring to the project and what their roles will be in both the planning and implementation phases of the project.

40. A STREAMLINED REDESIGN METHODOLOGY “A Menu of Redesign Options” Five Models for Course Redesign Five Principles of Successful Course Redesign Cost Reduction Strategies Course Planning Tool Course Structure Form Five Models for Assessing Student Learning Five Critical Implementation Issues Planning Checklist

41. NCAT PLANNING RESOURCES http://www.thencat.org/R2R/R2R_Planning_Resources.htm

42. C2R PROGRAM Colleagues Committed to Redesign (C2R) is a three- year program conducted by NCAT with support from FIPSE. Program Purpose: To support the efforts of colleges and universities to redesign their instructional approaches using technology to achieve improvements in student learning while reducing instructional costs. Deadline to Apply for Round III: January 15, 2009 Application Guidelines: www.thencat.org/RedesignAlliance/DissemProgra m.htm

43. THE REDESIGN ALLIANCE Third Annual Conference When: March 22-24, 2009 Where: The Rosen Centre Hotel Orlando, Florida Hotel Reservation Deadline: February 19, 2009 Meeting Registration Deadline: March 13, 2009

44. REDESIGNING STUDENT LEARNING ENVIRONMENTS Carolyn Jarmon, Ph.D. cjarmon@theNCAT.org www.theNCAT.org