Course Organizer Routine Faculty Learning Community
Abstract
Background Information
Statement of the Problem
Students don’t often understand what course content is most
important. Some students lack necessary engagement during the
learning process. Students learn differently and need options to
demonstrate understanding.
Research questions
• Are students engaged more/differently when professors use the
Course Organizer Routine?
• Do students understand and can they explain the core concepts of
the course when the Course Organizer Routine is used?
• Is there a variety of methods and performance options provided for
students to show mastery of core concepts when the Course
Organizer Routine is used?
• Do students earn higher grades in classes where the Course
Organizer Routine is used?
Faculty Learning Community Members
Morgan James – MAT, Instructional Specialist - Project STEPP
Dr. Bryce Jorgensen, Assistant Professor – Child Development and Family Relations
Joyce Joines Newman – MFA, Office for Faculty Excellence
Alpha Pollock, Graduate Assistant for College STAR
Dr. Vera Tabakova, Teaching Associate Professor - Economics
Dr. Sarah Williams, Associate Professor, Department of Special Education ,
Foundations, and Research
Data Collection and Analysis
The Course Organizer is a living document (similar to a syllabus) that
allows input from the teacher and students to better understand and
engage students in course content.
During the Spring 2012 semester, the group has been introduced to the
Course Organizer for use in various courses and across disciplines.
Implementation of the Course Organizer Routine, research, and data
collection will begin Fall 2012.
Instructional Strategy Description
Provide a description of the common instructional approach being
evaluated.
In each course, the Course Organizer Routine is introduced at the
beginning of the course, as well as utilized throughout the course, and
again at the end of the course. The effects of the Course Organizer
Routine on student performance will be measured with regard to the
following dependent variables: grades, engagement, and
comprehension. Investigators will access student grades from Spring
2012 and Fall 2012 using existing datasets for comparing and
contrasting results.
Describe the implication this instructional approach might have on
teaching.
Encourages the instructor to organize content around main concepts.
Provides flexibility for the instructor to make changes as the course
evolves. Provides a teacher-student collaboration effort throughout the
course.
Describe the benefits of this instructional strategy for students and
students with learning differences
Investigators will evaluate the effectiveness through measuring student
grades and comparing/contrasting those with existing datasets from
previous semesters.
Investigators will observe and record student engagement and
comprehension of course concepts and overall student performance.
Students will have the opportunity to participate in focus groups
encouraging them to share thoughts and ideas about whether the COR
made any difference in their engagement or learning.
Results and Lessons Learned
Based on initial observations at the end of the Fall 2012 semester we
were able to speak to a select group of students about the perception of
added benefits when using the COR. We used the student feedback to
improve the overall implementation for the Spring 2013 semester.
Feedback included more frequent use after the completion of each unit
to discuss and make connections to critical concepts and core
questions.
Based on initial observations for Spring 2013, students were more
engaged, made better connections with key concepts, and were more
equipped to answer core questions.
Based on student recommendations, multiple performance options were
created, giving students different ways to demonstrate learning and
concept knowledge.
Timeline and/or Next Steps
Difference in course grades will be measured during the Fall 2013
semester.
Promotes student input, assignment choices, and testing choices.
Provides opportunities for students to show they can perform well by
giving them multiple opportunities to demonstrate learning. Allows for
students to contribute thoughts and ideas throughout the semester.
The key investigators will administer focus groups containing students who
participated in using the Course Organizer Routine to receive feedback
and evaluate the overall results and lessons learned. Key questions are
listed below.
How does it align with UDL?
The investigators will be using grounded theory which is a qualitative,
narrative approach, allowed the researchers to ask open-ended questions
and encouraged participants to speak freely about their classroom
experiences about whether the Course Organizer Routine made a
difference in their engagement or learning.
Provides options for teaching in different ways to accommodate
students with learning differences.
• Was the Course Organizer Routine helpful? If so, how was it
helpful…most helpful?
• How could the professor use the Course Organizer Routine more
effectively? Did reviewing it periodically during the semester help?
• Did the Course Organizer Routine help you understand the: Critical
course concepts? How? Big picture/overall class purpose?
Connections between key ideas and assignments, readings,
discussions, etc.?
References
Lenz, B. K., Schumaker, J.B., Deshler, D.D., Bulgren, J.A. (1998). The Course Organizer Routine.
Lawrence, KS: Edge Enterprises.
• Did you feel you, as a student, had more of a voice in the course (e.g.,
content, performance options, learning rituals, community principles)?
Is so, how?
Boudah, D.J., Lenz, B. K., Schumaker, J.B., Deshler, D.D. (2008). Teaching in the face of academic
diversity: Unit planning and instruction by secondary teachers to enhance learning in inclusive
classes. Journal of Curriculum and Instruction, 2(2), 74-91.
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