1. PRESENTATION TO THE DIVISION OF INSTRUCTIONAL INNOVATION AND ASSESSMENT, THE UNIVERSITY OF TEXAS AT AUSTIN Musings on Course Redesign

2. Types of Course Redesign: The NCAT Models The Supplemental Model Retains the basic structure of the traditional course Supplements lectures and textbooks with technology-based, out-of-class activities Creates an active learning environment within a large lecture hall setting

3. Types of Course Redesign: The NCAT Models The Replacement Model Replaces some in-class time with out-of-class, online, interactive learning activities Makes significant changes in remaining in-class meetings.

4. Types of Course Redesign: The NCAT Models The Emporium Model Eliminates all class meetings Uses a learning resource center featuring online materials and on-demand personalized assistance Uses an open attendance model or a required attendance model, depending on student motivation and experience levels

5. Types of Course Redesign: The NCAT Models The Fully Online Model Eliminates all in-class meetings Moves all learning experiences online, using Web- based, multi-media resources, commercial software, automatically evaluated assessments Uses guided feedback and alternative staffing models

6. Types of Course Redesign: The NCAT Models The Buffet Model Customizes the learning environment for each student based on background, learning preference, and academic/professional goals Offers students an assortment of individualized paths to reach the same learning outcomes

7. Course Redesign in Texas Phase I  US History I, UNT  Calculus, UTTC  English Composition I, LeCroy/TTU Phase II  Developmental Writing Workshop, UTEP  Spanish I and II, ACC  Spanish, TTU

8. Course Redesign in Texas Phase III  Developmental Math and College Algebra, UNT  Developmental Math and Computer Literacy, TWU  Developmental English and English Composition, UTEP  Developmental Math, UTB  Developmental Writing, Richland  English Composition I and II, LeCroy/TTU  Biology I and II, ACC  Spanish I, LeCroy  Introduction to Humanities, Mountain View  Elementary Statistics, UTB  College Algebra, Del Mar  Math for Business and Social Sciences/TAMU  Intro to Engineering/Applied Engineering Analysis, UTSA  Developmental Writing and US History II, UNT  Developmental Reading and Government 2301, UTB Phase IV  Chemistry I, Angelo State  Introduction to Engineering, TAMU-Texarkana

9. Promises of Course Redesign Cost savings through economies of scale Frees up faculty for other projects or courses Improved efficiency of human resources, classroom space, and instructional resources Improved student learning outcomes through student- centered technologies and active-learning teaching methods “Just in time” instruction allows students to “re- learn” as needed Better use of classroom time for active learning activities Increased access to real- time student learning assessment so faculty can restructure lessons as needed

10. Challenges of Course Redesign Necessary to redesign all sections of the same course May lead to loss of teaching opportunities for graduate students or adjuncts Start up costs may be initially high, and savings may take more than one or two semesters to be realized Some standardization of syllabi and course materials necessary Students may be unprepared for active learning Faculty may need professional development for pedagogical shifts Technological infrastructures as well as student and faculty support services need to be robust

11. Lessons Learned Buy-in from all university constituencies Plans for the use of any monetary savings Large scale redesign of most, if not all, sections in order to leverage economies of scale Clear objectives and assessment tools (formative and summative) Ample time for modification of redesign plans after pilot testing Gains in student learning may not be initially apparent. It may take more than one semester because of faculty and student learning curves. Appropriate faculty training Appropriate and stable infrastructure, especially technology, and ongoing support Opportunities to help students adjust to new expectations The institutionalization of change takes time, patience, and encouragement

12. DR. VAN L. DAVIS, DIRECTOR OF SPECIAL PROJECTS VANESSA.DAVIS@THECB.STATE.TX.US DR. ALLEN MICHIE, PROGRAM DIRECTOR ALLEN.MICHIE@THECB.STATE.TX.US Additional Information