TODAY’S DISCUSSION
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Overview of Course Redesign
Five Principles of Successful Redesign
Measuring Outcomes of Redesign
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Assessment Approaches
Cost Reduction Strategies
NCAT Resources
Next Steps
Section 61.0763 of the Texas
Education Code requires the Board
to “implement a project under which
institutions of higher education
selected by the Board will review
and revise entry-level lower division
academic courses . . . to improve
student learning and reduce the
cost of course delivery through the
use of information technology.”
“The initiative will be guided by
existing course redesign models and
the work done through the National
Center for Academic Transformation.”
“In the event that the Board secures a
contract with NCAT, institutions will
be given the option of participating in
the NCAT process.”
OPTION A
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THECB will partner with NCAT to
work with selected projects to
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help you refine your initial proposals
develop solid plans that will be successful, and
share your course redesign successes
nationally
OPTION B
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In keeping with the intent of House Bill #1 and
the desire to provide consistent results
across all projects to provide information that
others in Texas can use, we need consistent
reporting of student learning outcomes and
instructional costs.
Because NCAT has developed and tested a
number of reporting approaches to measure
these two components, we have asked NCAT
to work with each of you to be sure that you
understand what is needed and how to obtain
and report the data.
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Established in 1999 as a university
Center at RPI funded by the Pew
Charitable Trusts
Became an independent non-profit
organization in 2003
Mission: help colleges and universities
learn how to use technology to
improve student learning outcomes
and reduce their instructional costs
SPELLINGS COMMISSION
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We recommend that America’s colleges and
universities embrace a culture of continuous
innovation and quality improvement.
Effective use of information technology can
improve student learning, reduce instructional
costs, and meet critical workforce needs.
We urge states and institutions to establish
course redesign programs using technologybased, learner-centered principles drawing upon
the innovative work already being done by
organizations such as the National Center for
Academic Transformation.
WHAT DOES NCAT MEAN BY
COURSE REDESIGN?
Course redesign is the process of
redesigning whole courses (rather
than individual classes or sections)
to achieve better learning
outcomes at a lower cost by taking
advantage of the capabilities of
information technology.
PROGRAM IN
COURSE REDESIGN
Challenge colleges and
universities to redesign
their approaches to
instruction using
technology to achieve
quality enhancements as
well as cost savings.
50,000
students
30 projects
QUANTITATIVE (13)
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Mathematics
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Iowa State University
Northern Arizona
University
Rio Salado College
Riverside CC
University of
Alabama
University of Idaho
Virginia Tech
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Statistics
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Carnegie Mellon
University
Ohio State University
Penn State
U of Illinois-Urbana
Champaign
Computer
Programming
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Drexel University
University at Buffalo
SCIENCE (5)
SOCIAL SCIENCE (6)
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Biology
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Fairfield University
University of
Massachusetts
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University of Iowa
U of WisconsinMadison
Astronomy
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U of ColoradoBoulder
Psychology
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Chemistry
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Sociology
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Cal Poly Pomona
University of Dayton
University of New
Mexico
U of Southern Maine
IUPUI
American
Government
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U of Central Florida
HUMANITIES (6)
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English Composition
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Spanish
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Portland State University
University of Tennessee
Fine Arts
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Brigham Young University
Tallahassee CC
Florida Gulf Coast University
World Literature
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University of Southern Mississippi
IMPROVED LEARNING OUTCOMES
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Penn State - 68% on a content-knowledge test vs. 60%
UB - 56% earned A- or higher vs. 37%
CMU - scores on skill/concept tests increased by 22.8%
Fairfield – 88% on concept retention vs. 79%
U of Idaho – 30% earned A’s vs. 20%
UMass – 73% on tougher exams vs. 61%
FGCU - 85% on exams vs. 72%; 75% A’s and B’s vs. 31%
USM - scored a full point higher on writing assessments
IUPUI, RCC, UCF, U of S Maine, Drexel and U of Ala significant improvements in understanding content
25 of 30 have shown improvement;
5 have shown equal learning.
REDUCTION IN DFW RATES
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U of Alabama – 60% to 40%
Drexel – 51% to 38%
Tallahassee CC – 46% to 25%
Rio CC – 41% to 32%
IUPUI – 39% to 25%
UNM – 39% to 23%
U of S Maine – 28% to 19%
U of Iowa – 25% to 13%
Penn State – 12% to 9.8%
24 measured; 18 showed improvement.
COST SAVINGS RESULTS
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Redesigned
courses reduce
costs by 37% on
average, with a
range of 15% to
77%.
Collectively, the 30
courses saved
about $3 million
annually.
WHAT HAPPENS TO THE
SAVINGS?
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Stay in department for continuous course
improvement and/or redesign of others
Provide a greater range of offerings at upper division
or graduate level
Accommodate greater numbers of students with same
resources
Stay in department to reduce teaching load and
provide more time for research
Redesign similar courses
Miscellaneous
– Offer distance sections
– Reduce rental expenditures
– Improve training of part-time faculty
TAKING COURSE REDESIGN
TO SCALE
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Lumina Study:
Underserved Students
The Roadmap to
Redesign (R2R)
Programs with
Systems and States
Colleagues Committed
to Redesign (C2R)
PROGRAM IN COURSE REDESIGN
VS.
THE ROADMAP TO REDESIGN
Another “Proof of Concept”
STREAMLINED REDESIGN
METHODOLOGY
“A Menu of Redesign Options”
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Readiness Criteria
Five Principles of Successful
Course Redesign
Five Models for Course
Redesign
Five Models for Assessing
Student Learning
Cost Reduction Strategies
Course Planning Tool
Course Structure Form
Five Critical Implementation
Issues
Planning Checklist
R2R COMPLETERS
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Calhoun CC: Statistics
Chattanooga STCC: Psychology
Eastern Washington U: Psychology
Georgia State U: Precalculus
Louisiana State U: Precalculus
Texas Tech: Spanish
UNC-Greensboro: Precalculus
U of Missouri-St. Louis:
Precalculus
U of Alabama: Spanish
UNC-Chapel Hill: Precalculus
UNC-Greensboro: Statistics
Wayne State U: Precalculus
THE ROADMAP TO REDESIGN
(R2R)
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10 of 12 R2R projects
improved learning;
the other 2 showed
equal learning.
9 of 12 improved
course completion
rates.
All 12 reduced costs
by 32% on average,
with a range of 13%
to 68%.
TAKING COURSE REDESIGN
TO SCALE
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Lumina Study:
Underserved Students
The Roadmap to
Redesign (R2R)
Programs with
Systems and States
Colleagues Committed
to Redesign (C2R)
STATE AND SYSTEM-BASED
PROGRAMS
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Pilots
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Hawaii
Ohio
South Dakota
Minnesota
Full-Scale
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Arizona
Maryland
Mississippi
SUNY
Tennessee
STATE AND SYSTEM-BASED
PROSPECTS
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Committed
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CUNY
Indiana
Serious interest
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Connecticut
Georgia
Louisiana
Oklahoma
Virginia
TAKING COURSE REDESIGN
TO SCALE
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Lumina Study:
Underserved Students
The Roadmap to
Redesign (R2R)
Programs with
Systems and States
Colleagues Committed
to Redesign (C2R)
C2R PROGRAM
PURPOSE
“Colleagues Committed to Redesign (C2R) is a threeyear program conducted by NCAT. Its purpose is 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.”
Outcome: Course Redesign Pilots
NEW NCAT FIPSE GRANT
Sustaining Innovation:
Course Redesign National
Dissemination Project
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October 2006 – September 2009
Help build The Redesign Alliance
Redesign Scholars Program
60 institutions committed to engage in redesign
12 disciplinary institutes
Support collaboration among NCAT staff,
Redesign Scholars and institutional teams
Disseminate successful redesign strategies at
annual national conference
C2R ROUND I PARTICIPANTS
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Boise State U: Accounting
Cosumnes River College: Elem
Algebra
DePaul U: College Algebra
Hagerstown CC: College Algebra
Harry S Truman College: College
Algebra
Indiana State U: Psychology
Indiana U of PA: Biology
Lorain County CC: Chemistry
St. Cloud State U: Chemistry
Truman State U: British Lit
U of West Florida: Statistics
UNC at Chapel Hill: Spanish
Winston-Salem State U: Biology
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Program in Course Redesign (PCR)
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Roadmap to Redesign (R2R)
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20 institutions
Colleagues Committed to Redesign
(C2R)
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30 institutions
60 institutions
State and System-based Programs
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80+ institutions
QUANTITATIVE
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Mathematics
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Developmental Math
Pre-calculus Math
College Algebra
Discrete Math
Introductory Algebra
Elementary Algebra
Beginning Algebra
Intermediate Algebra
Linear Algebra
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Statistics
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Business Statistics
Introductory Statistics
Elementary Statistics
Economic Statistics
Computing
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Computer Programming
Information Technology
Concepts
Computer Literacy
Information Literacy
Tools for the
Information Age
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SCIENCE
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Anatomy and
Physiology
Astronomy
Biology
Ethnobotany
Chemistry
Geology
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SOCIAL SCIENCE
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American
Government
Macro and
Microeconomics
Psychology
Sociology
Urban Affairs
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HUMANITIES
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Developmental Reading
Developmental Writing
English Composition
Communication Studies
Understanding the Visual
and Performing Arts
History of Western
Civilization
Great Ideas in Western
Music
Spanish
World Literature
British Literature
Women and Gender
Studies
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PROFESSIONAL
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Elementary Education
Education: The Curriculum
Engineering Technology
Organizational Behavior
Public Speaking
Accounting
Nursing
REDESIGN CHARACTERISTICS
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Redesign the whole course—not just
a single class
Emphasize active learning—greater
student engagement with the
material and with one another
Rely heavily on readily available
interactive software—used
independently and in teams
Mastery learning—not self-paced
Increase on-demand, individualized
assistance
Automate only those course
components that can benefit from
automation—e.g., homework,
quizzes, exams
Replace single mode instruction
with differentiated personnel
strategies
What led to success?
FIVE REDESIGN MODELS
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Supplemental – Add to the
current structure and/or
change the content
Replacement – Blend face-toface with online activities
Emporium – Move all classes
to a lab setting
Fully online – Conduct all
(most) learning activities
online
Buffet – Mix and match
according to student
preferences
FOR MORE INFORMATION
www.theNCAT.org
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Full project plans
Monographs
Progress reports
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Planning resources
Lessons Learned
Project contacts