REDESIGNING OTHER DISCIPLINES
NCAT’S Six Models
HUMANITIES
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British Literature
Communication Studies
Developmental Reading
Developmental Writing
English Composition
European and US History
Great Ideas in Western Music
History of Western Civilization
Public Speaking
Spanish
Technical Writing
Visual & Performing Arts
Women & Gender Studies
World Literature
PROFESSIONAL
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Accounting
Education: The Curriculum
Elementary Education
Engineering
Nursing
Nutrition
Organizational Behavior
SIX REDESIGN MODELS
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Supplemental
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Replacement
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Emporium
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Fully Online
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Buffet
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Linked Workshop
Add to the current structure
and/or change the content
Blend face-to-face with
online activities
Move all classes to a lab
setting
Conduct all (most) learning
activities online
Mix and match according to
student preferences
Replace developmental
courses with just-in-time
workshops
SUPPLEMENTAL MODEL
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Retains the basic structure, especially class
meetings
Supplements lectures and textbooks with
technology-based, out-of-class activities to
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encourage greater student engagement with course
content
ensure that students are prepared when they come to
class
May also change what goes on in class by
creating an active learning environment
within a large lecture hall setting.
ACCOUNTING
Boise State University
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Deliver the course in a more
efficiently while meeting
growing student demand
Create greater course
consistency
Provide an active learning
environment
Reduce tenure track teaching
loads to support more research
ACCOUNTING
Boise State University
Traditional
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1700 students annually
~44 sections (~40 students)
Taught by 6 FT faculty & 2 PT
faculty
6 GTAS offer optional tutoring
$121 cost-per-student
Redesign
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12 sections (~150 students)
taught by 3 faculty
Software used for homework
and practice quizzes
Clickers used in lectures for
greater engagement
1 lecture replaced by lab with
ULAs to provide assistance
$62 cost-per-student
Comparable learning outcomes in both
traditional and redesigned formats
THE SUPPLEMENTAL MODEL
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Of the 22 NCAT resign projects
using the Supplemental Model
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6 are in Social Science (primarily
Psychology)
10 are in Natural Science
Most used pedagogical techniques
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Team-based development and delivery
Low-stakes quizzing prior to class
meetings
Web-based projects completed outside of
class
Guided problem-solving sessions within
class
Student response systems (clickers)
REPLACEMENT MODEL
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Reduces the number of in-class
meetings
Replaces in-class time with online,
interactive learning activities
Determines what activities require
face-to-face and what can be done
online
Provides 24/7 access to online learning
resources
Includes online self-assessment
activities with immediate feedback
ENGLISH COMPOSITION
Tallahassee Community College
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Create a student-centered active,
learning environment
Primary objectives
– Increase writing skills
– Improve student success (<60%)
– Increase consistency (100
sections)
Replace classroom time with lab time
and online activities
Integrate reading and writing, provide
immediate feedback and support
collaborative learning
ENGLISH COMPOSITION
Tallahassee CC
Redesign
Traditional
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3000 students annually
in sections of ~30
~50% lecture
~50% discussion
High inconsistency
among sections
Taught predominantly by
full-time faculty
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3000 students annually
in sections of ~30
Taught in computer labs
Interweave writing and
reading
Menu of reading &
writing activities
Discussion board for
peer collaboration
SMARTHINKING tutors
ENGLISH COMPOSITION
Tallahassee Community College
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Individualized programs of study,
immediate feedback and increased
time-on-task
More time for writing activities, smallgroup conferencing, collaborative
activities, critiques & discussion
More time to explore ideas, and
develop critical thinking skills
Success rates Increased from 60.7%
to 68.4%
Final essay scores increased from
7.32 to 8.35
Cost-per-student declined by 43%
How: shift in FT/PT ratio
STATISTICS
Penn State University
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Goals: reduce lecture, replace recitations with
computer-mediated workshops, add online
learning materials and testing, shift faculty role
from presentation to learning facilitation
Learning outcomes: 68% on a contentknowledge test (redesign) vs. 60% (traditional)
DFW rate reduced from 12% to 9.8%
Cost-per-student reduced by 44% ($176 to $98)
How: # of GTAs reduced from 12 to 4 and
enrollment increased by 240 students
EMPORIUM MODEL
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Eliminates all lectures
Replaces them with a learningresource center (lab) model
– interactive software
– on-demand, personalized
assistance
Permits the use of multiple kinds of
personnel
Allows multiple courses to be
offered at the same time and place
Can be adapted for different kinds of
institutions and disciplines
STATICS
Mississippi State University
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Improved student performance
Improved performance in
subsequent mechanics courses
(e.g., Dynamics, Mechanics of
Materials)
Greater engagement with the
course content
Improved retention in
Engineering
Reduced time to degree in
Engineering
STATICS
Mississippi State University
Traditional
• 3 hours of lecture
• Students do homework
and problem-solving
outside of class on their
own (and this is the
toughest part!)
• 5 full-time faculty and 5
adjuncts teach 11
sections (~35 each)
Redesign
• 3-hour laptop lab with
hands-on experiments
• Peer-to-peer and GTA
assistance
• Lectures streamed for
students to watch and
review on their own
• 1 instructor teaches all
sections supported by
GTAs and ULAs
Reverse content presentation and practice
STATICS
Mississippi State University
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Redesign students
performed significantly
better on assignments
(average 90 vs. 73) and
in-class tests (average
79 vs. 66)
Overall completion rates
about the same as
historical rates
Cost-per-student
dropped from $323 to
$242 (25% reduction)
DEVELOPMENTAL READING
Northeast State Community College
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Goals: move from traditional lecture delivery to
learner-centered, active-learning mode supported by
high-quality software; improve 45% DFW rate
Reduce sections from ~12 per semester to one,
increase section size from ~17 students to ~270 in fall
and ~140 in spring, team-taught by 2 FT faculty (6
adjuncts eliminated)
Modularized content, using MyReadingLab, coupled
with diagnostic assessment, supports individual
learning plans; individualized assistance in lab
Learning outcomes: pre/post-test scores: 11-point gain
(traditional) vs. 21-point gain (redesign)
Cost-per-student reduced by 51% ($176 to $98)
FULLY ONLINE MODEL
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Eliminates all in-class meetings
and moves all (or most) learning
experiences online
Adopts successful design
elements of other models
including
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web-based, multi-media resources
commercial software
automatically evaluated assessments
with guided feedback
links to additional resources
alternative staffing models
FINE ARTS
Florida Gulf Coast University
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Lack of consistency among multiple
sections leading to “course drift”
Difficulty finding faculty and adjuncts
with the breadth of knowledge needed
Poor student performance in this
required course
Anticipated enrollment growth with
limited resources for new faculty
FINE ARTS
Florida Gulf Coast University
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Three modules designed and monitored by faculty experts
Students attend performances and art exhibits on campus
or in the community
Students divided into six-person learning teams
Undergraduate peer tutors and preceptors guide
discussion groups
Online tests graded automatically
Intelligent Essay Assessor evaluates short, focused
essays
Preceptors evaluate longer papers
Model is scalable because more peer learning teams can
be added as needed
FLORIDA GULF COAST U
Visual & Performing Arts
Redesign
Traditional
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25 sections (~30);
6 sections (~15) = 800
Taught mainly by adjuncts
“Course drift”
$132 cost-per-student
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Single section (~950)
Taught by 1 faculty, 1 course
coordinator, 16 preceptors
Consistent & coherent
$81 cost-per-student
Average exam scores increased from 70% to 85%
Number of A’s and B’s increased from 31% to 75%
DFW rate decreased from 45% to 11%
COMPUTER LITERACY
Arizona State University
Redesign
Traditional
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2 lectures per week
Paper-based assignments and
multiple-choice exams
Open lab hours staffed by TAs
and graders
26% received C or better
$50 cost-per-student
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1 optional lecture per week
All content online:
assignments, quizzes and
projects submitted via the Web
Scheduled guidance in lab and
online staffed by ULAs
65% received C or better in
more difficult course
$35 cost-per-student
BUFFET MODEL
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Assess each student’s knowledge/skill level
and preferred learning style
Provide an array of high-quality, interactive
learning materials and activities
Develop individualized study plans
Built in continuous assessment to provide
instantaneous feedback
Offer appropriate, varied
human interaction when
needed
STATISTICS
Ohio State University
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Students had highly variable learning styles
Lectures (3 times a week) were poorly
attended
20% of the students repeated the course
even though most satisfactorily completed
initial modules
Inconsistency among sections
Faculty time was used inefficiently (too
many emails for faculty)
Previous redesign using IT increased cost
STATISTICS
Ohio State University
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Students assisted in thinking about how they
approach learning and what mode is best for them
Online assessment of student learning styles by
Felder and Solomon
Multiple routes to established outcomes for each
module: lecture, small group, online, lab options
Student learning plan for each module
Various kinds of learning activities: web sites,
software, video lectures, small group discussions,
individual and group projects
STATISTICS
Ohio State University
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Redesign students
outscored traditional
students on common
exams (mean = 78.3 vs. 70)
Percentage of students
needing to retake the
course reduced from 33%
to 12%.
Cost-per-student reduced
from $191 to $132
OTHER APPLICATIONS
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Six other projects have used the Buffet Model
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Communication
Chemistry
Technology Fluency
Nutrition
Psychology
Common characteristics
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Abandons the "one course, one instructor" model
Creates options: face-to-face, hybrid and online
Students can switch among them without restrictions
Modularizes course content
Students may test out of parts if already mastered
LINKED WORKSHOP MODEL
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Retains the basic structure of college-level course,
especially class meetings
Replace remedial/developmental course with just-intime (JIT) workshops
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designed to remove deficiencies
computer-based instruction, small-group activities and test
reviews
individually assigned modules based on diagnostic
assessments
facilitated by students who have previously excelled in core
course who are trained and supervised by core faculty
JIT workshop activities designed so students use
concepts during next core course class session, which
in turn motivates them to do workshop activities
DEVELOPMENTAL MATH
Austin Peay State University
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Eliminated developmental math courses
Provided JIT workshops staffed by ULAs linked
to college math course (which is unchanged)
Student Success Rates
College Course
Funds of Math
Elem Statistics
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32.4%
22.4%
Reduced costs by 52% ($209,248 savings)
After
69.9%
52.5%
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
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
Technology enables good pedagogy with large #s of students.
FOR MORE INFORMATION
www.theNCAT.org
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Project descriptions
Progress reports
Project contacts
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Program descriptions
Monographs
Planning resources