1. Sustaining Course Redesign on Your Campus Marguerite Weber

2. Sustaining Academic Transformation … at the course level … at the departmental level … at the campus level

3. At the Course Level Continue tracking results and scanning for problems/opportunities Keep an accurate history of the changes you make in response to track the impact of changes Invest savings (funds, time, energy) in resources that sustain (infrastructure, training, outreach) Consider a succession plan for course coordination

4. At the department level Communicate with course coordinators for down stream and up stream courses to stay aware of changes in the students or curricula that might impact your results Look for opportunities for re-purposing/ adapting the resources developed for the redesign

5. At the Campus Level Designating a CR facilitator Articulating an adaptable design Communicating results

6. CR Facilitator NCAT principles Teaching and learning strategies (especially teaching and learning with technology) Assessment (especially assessment-as- learning) Administrative experience with workload costs

7. Adaptable Design Elevator speech for course redesign: – Course redesign is intended to result in all three of these outcomes: Improve persistent learning Reduce expenditures of time and money Solve a local campus problem Design elements get mapped to learning goals

8. Content reflections (lowest cost) Process reflections (low cost) Process and Premise connections (higher cost) Premise reflections (highest cost) Focuses on the who, what, when, where of the discipline. Focuses on the how: how under-lying systems impact each other; how one action caused or can cause a predictable reaction. Focuses on the why: why is this discipline important; why do experts engage in it and love it? Focuses on the why not? How are the fields mysteries being explored? Why are these unsolved problems important? Online course materials with opportunities for student discussions and reflections; Opportunities to demonstrate acquisition of discrete learning content (tests, short papers, etc.) Self-tests to determine prior knowledge Small group projects Guided group discussions Experiential learning opportunities that require using the content Observations of experts using the knowledge Instructor/expert lectures and other direct instruction approaches Modeling and coaching perfect practice Using expertise to show intriguing and engaging connections Showing whats compelling, beautiful and important about the subject One-on-one instructor-student feedback on emerging expertise Relating subject to students personal goals Directing students to additional content to meet goals Developing individual approaches to improving faulty learning

9. Communicating Results Always start with how the project solved a local problem: – Advanced Expository Writing – developed online writing groups to explore writing in the majors and used the face-to-face instruction to support direct instruction in general principles of expository writing. Eliminated the need for a second course focused on writing in the majors. – Developmental Math – Improved first time pass rates with systems for students to make choices about their learning environments (classroom, online, small group coaching, individual support) as they moved through learning contracts. – Ethical Issues in Business and Society – Controlled for course drift and increased the number of seats available each term through online content and small student-coached groups engaged in experiential learning (interviewing professionals, case-study discussions, etc.) – Developmental Reading and Writing – Provided more individualized support for struggling writers by creating online portfolios that are reviewed by graduate students and by using graduate students in classes to coach writing circles. Full-class face-to-face groups meet only once a week, with the small groups meeting every other week. The remaining class meetings are online (and graded for writing quality)