1. Outcomes: Project teams will be able to  Align their projects with the context and goals of the CSU Transforming Course Design initiative;  Identify appropriate transformational opportunities and methods to insure projects fulfill the goals of teams, institutions and the CSU  Establish/revise plans for successful implementation. Transforming Course Design team will be able to  Review project plans for alignment with initiative goals and methods  Target resources and team support to address specific project needs  Enhance this workshop! Transforming Course Design leaders will be able to  Plan next stages of the Transforming Course Design team initiative CSU San Marcos Transforming Course Design Workshop Aug 1-3

2. Workshop Sessions: Wednesday Aug 1: 1. Key Concepts for Transforming Course Design in the CSU 2. (Examples of past projects and) TOTAL Overview  Transformation Opportunities in Teaching And Learning 3. Team-based 4. Outcomes-driven Thursday Aug 2: 5. Task-oriented 6. Time-optimized (for learners and teachers) 7. Tool-intensive 8. Cost-sensitive Friday Aug 3: 9. Assessment- rich 10. Knowledge-based (scholarship of teaching and learning)  Community-enhancing Wrap up, +/∆, and next steps

3. There will be Workshop Tasks and Session Exercises Workshop Task 1: Analyze your institutional/unit status re Transforming Course Design, in terms of readiness, opportunities and challenges. Deliverable: Completed Institutional/Unit Status Reflection, submitted at the end of the/your workshop sessions (confidentially to Tom and anonymously to Gary Reichard, Executive Vice Chancellor Feedback: individual feedback from Tom Impact: In addition to supporting your institutional progress, this reflection will be used by Tom and CSU leaders (e.g., Gerry Hanley, Keith Boyum) as an aid in planning the 2007/08 RFP and other activities.

4. Workshop Task 2: Analyze your team/project re the TOTAL steps, in terms of opportunities challenges, readiness and support needs. TOTAL is the (latest draft of a) step-by-step process for TCD teams to plan their project outcomes. TOTAL is Transformation Opportunities in Teaching And Learning Deliverable: Draft Team TOTAL analysis and plan for next steps submitted at the end of the workshop (confidentially to Tom, anonymously to Cynthia Desrochers, Director, CSU Institute for Teaching and Learning). Feedback: ongoing interactions with Tom (and other experts as required) Impact: In addition to supporting your team progress, this analysis will be used as an aid in planning resources, support and collaborations.

5. Workshop Task 3: Establish/revise plans for successful implementation. Note that all of these tasks and sessions are the ‘default’. If something does not work for you, feel free to ‘design your own task’ and enlist our help! Tom will be looking for opportunities to interact with you in project-focused discussions.

6. Session 1: Key Concepts for Transforming Course Design in the CSU the Rationale for Presidents and Provosts Examples of related programs elsewhere the CSU Transforming Course Design initiative plan …Examples of related past projects (after break) Outcome: Project teams will be able to  Align their projects with the context and goals of the CSU Transforming Course Design initiative;  Ask for further clarification from Gary Reichard (phone conference)  Begin notes on Workshop Task 1 - Institutional/Unit Status Reflection

8. Universities have had significant impact on creating a global knowledge economy …now, we are challenged by our own success… The United States’ future economic growth and standard of living, and the success of all of our young people, depend on addressing the crucial challenges confronting higher education. How can the nation ensure that students are learning more and acquiring the essentials to compete in the global economy? How can America educate its low-income and minority young people to ensure that a higher percentage of them graduate with the ability to meet changing workforce demands? Making Opportunity Affordable: Reinvesting in College Access and Success

10. Squeeze Play: How Parents and the Public Look at Higher Education Today Public Agenda and the National Center for Public Policy and Higher Education, 2007

11. Universities have been significant contributors to knowledge-based productivity gains…but have not themselves reaped the benefits First, the cost of providing higher education has increased over time—a natural consequence of the kind of our particular enterprise. Because higher education is a labor intensive enterprise with little opportunity for increasing productivity and because wages increase more rapidly than other goods and services that factor into inflation, our costs will rise more rapidly than inflation in general. What’s more, we widen that gulf by helping to produce an educated workforce, which subsequently creates productivity gains in the rest of the economy and slows the pace of general inflation (but not ours)…. David Longanecker, "Money for Something - But What?""Money for Something - But What?" The New Balancing Act in the Business of Higher Education TIAA-CREF Institute Conference, 2005

12. “…cutting costs is not in our personal or institutional DNA. We operate under a model where educational expenditures at colleges and universities across the country are rising about 4.5 per cent to 5 per cent annually. In a nation with an entrenched 3 per cent inflation rate, this is not sustainable long term no matter what our source of revenue… William Kirwan, “Higher Education: Meeting Today’s Challenges and Regaining the Public’s Trust” The New Balancing Act in the Business of Higher Education TIAA-CREF Institute Conference, 2005

13. How can we provide access and success to a wider audience… Take 100 8 th graders today and ask how many will have a college degree in 10 years. Given current completion and participation rates along the way, the answer is 18. What, I ask you, will the other 82 students be doing in the America of 2015?...Kirwan …Young people in the top family income quartile have a 75 per cent chance of going to college while the prospects of those in the lowest income quartile are less than 10 per cent…Ikenberry

14. …in the context of trans-national constraints on government finances for ‘massified’ higher education “We all understand how to cut budgets, having had to do that more times than we care to remember. What we don’t do well, however, is cut actual operating costs. Yet access, choice, quality and virtually every other element on any social compact list is going to turn on the ability to better manage costs and increase the financial stability of the higher education enterprise. For the foreseeable future and for virtually all institutions except the unimaginably wealthy, better academic quality and wider and more equitable access to higher education will only come from greater efficiency and lower operating costs.” Stanley Ikenberry, “American Higher Education: The New Balancing Act”“American Higher Education: The New Balancing Act” The New Balancing Act in the Business of Higher Education TIAA-CREF Institute Conference, 2005

15. “In March 2007, the CSU Office of the Chancellor launched a system wide project, Transforming Course Design, to support campus planning and implementation of comprehensive course design processes with the following goals: Primary Goals: Enhance learning experiences and student success, through learner-centered and technology-enabled instruction; Contain/reduce the costs of instruction, including a focus on optimizing the time invested in learning and teaching by students and faculty; Secondary Goals: Demonstrate these outcomes in rigorous assessments of student success and instructional efficiencies; Leverage collaborations, in CSU & beyond, to develop resources/capabilities; Sustain ongoing activities and support a culture of Transforming Course Design. (part of) The CSU response: Transforming Course Design The focus of the Transforming Course Design initiative is to support CSU campus efforts in this area, to optimize the impact of those efforts, and to insure that ‘the whole is greater than the sum of the parts’…”.

16. Why the label “Transforming Course Design” Transform – “ make a change (esp. considerable) in the form or character…” Oxford English dictionary Transformation: “metamorphosis (esp. of insects)…change from solid to liquid…” “an apparently miraculous change in appearance of a state set…” Transforming Course Design [=a product] Transforming Course Design [=a process] (Transforming Course) Design [=an outcome] Course – learning activity facilitated by CSU faculty/staff e.g., the TCD project report template

17. Welcome and Q&A: Dr. Gary Reichard Executive Vice-Chancellor California State University

18. Session 1: Key Concepts for Transforming Course Design in the CSU the Rationale for Presidents and Provosts Examples of related programs elsewhere the CSU Transforming Course Design initiative plan …Examples of related past projects (after break)

19. Examples of Transforming Course Design related programs and projects Teaching More Students, early 1990’s, England Resource-based Learning Center for Academic Transformation, from late 1990’sCenter for Academic Transformation Built on ideas from EDUCAUSE Pew Program in Course Redesign, 1999-2003 Roadmap to Redesign, 2003-2006 [FIPSE] Colleagues Committed to Redesign, 2006-2009 [FIPSE] State-wide programs [HI, OH, MD, AR, TN, NY] Teaching Well, Saving Time, Barbara Walvoord/Notre Dame, late 90’s E-Learning Transformation Program, in progress, Scotland Re-engineering Assessment Practices Self-regulated Learning

21. NCAT Case Study [http://www.thencat.org/R2R/Abstracts/UNCG_Alg_Home.htm] The University of North Carolina at Greensboro (UNCG) redesigned three precalculus math courses, and the results were extremely rewarding. For Precalculus I, the final exam average for the redesigned course increased significantly from 58.2 for the traditional course to 75.5, and the DFW rate dropped from 77% in the traditional course to 38% in the redesigned course. For Precalculus II, the final exam average increased from 65 for the traditional course to 69.6, and the DFW rate dropped from 60% in the traditional course to 41% in the redesigned course. For College Algebra, the DFW rate dropped from 62% in the traditional course to 49% in the redesigned course. Costs also declined about 35%.

22. NCAT Case Study [http://www.thencat.org/PCR/R1/UCF/UCF_Home.htm] The University of Central Florida was so tight on classroom space that the institutionUniversity of Central Florida rented out a nearby multiplex theater during the day and a high school at night for lectures. UCF now offers more than 100 hybrid courses that meet half the time in classrooms and half online. The initial comparative outcomes show that hybrid courses have the highest success rate. These rates are higher than face-to-face courses and higher than web-based-only courses. The University of Central Florida redesigned American National Government to reduce the need for classroom space and to improve student performance and retention. The course redesign involved substituting Web-based, asynchronous, modular learning for two-thirds of the in-class time and creating small collaborative learning groups within this online structure. More efficient use of 100-seat classrooms in the redesigned course configuration and increased student retention meant that fewer sections needed to be offered to accommodate the same number of students each year. The redesign plan anticipated an annual savings of $68,466.

23. Session 1: Key Concepts for Transforming Course Design in the CSU the Rationale for Presidents and Provosts Examples of related programs elsewhere the CSU Transforming Course Design initiative plan …Examples of related past projects (after break)

24. The CSU Transforming Course Design initiative: starting point Exploration (~7 institutions): need to explore the concepts and methods of transforming course design, to establish a baseline of understanding for campus leaders and enable a more systematic engagement. Course Demonstration (~5 institutions): needed a compelling local demo of the effectiveness of transforming course design within their context. Program Development (~3 institutions): committed to an initial campus program to support transforming course design projects Extending Capability (~3 institutions): already established programs to support transforming course design; the need to strengthen and extend these programs Collaboration: ten institutions are also collaborating on reusable resources No engagement indicated: (~5 institutions)

25. The CSU Transforming Course Design initiative: the plan: Move institutions ‘forward one step’ - No engagement indicated: (~5 institutions) Exploration … Course Demonstration … Program Development … Extending Capability … Regional & national visibility and leadership… Foster Discipline Collaborations …

26. C = f(A x V x P x S) > Cost “Change Is a Function of the Product of Awareness of the Need for Change, (which can be Dissatisfaction with the status quo), x Vision of/Passion for the Ideal Future State, x Pathways for Accomplishing the Change, x Support for the Change; …All Greater Than the Cost of the Change!” [i] [i] Alan Cohen professor at Babson College and co-author of Influence without Authority [i] [i] Adapted from Observations and Reflections on Organizational Change" paper at theObservations and Reflections on Organizational Change" 2005 TIAA-CREF Institute Conference on The New Balancing Act in the Business of Higher Education, Original copyright Alan Cohen.The New Balancing Act in the Business of Higher Education The CSU Transforming Course Design initiative: “the formula”

27. Session 1: Key Concepts for Transforming Course Design in the CSU the Rationale for Presidents and Provosts Examples of related programs elsewhere the CSU Transforming Course Design initiative plan …Examples of related past projects (after break)