ENHANCING ACADEMIC (LEARNING) PRODUCTIVITY - the NCAT

ENHANCING ACADEMIC (LEARNING) PRODUCTIVITY - the NCAT

REDESIGNING GENERAL PSYCHOLOGY at Frostburg State University Dr. Megan Bradley February 12, 2013 TODAYS DISCUSSION Brief Introduction to Course Redesign Proven Model for Successful Redesign: Psychology at Frostburg State University by Dr. Megan Bradley

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 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. WHY REDESIGN? Look for courses where redesign will have a high impact lets make a difference: Improving Student learning High withdrawal/failure rates Inconsistency of preparation Difficulty in subsequent courses

Reducing Instructional Costs Students on waiting lists Students turned away graduation bottleneck Over enrollment of courses leading to multiple majors Difficulty getting qualified adjuncts TEAM EFFORT IS KEY Each team included

Administrator Faculty experts Technology expertise Assessment assistance 120+ REDESIGNED COURSES 160,000 students nationwide Improved student learning: 72% Equivalent student learning: 28% Cost reduction: 37% (9% to 77%)

Annual savings: ~$9.5 million Other outcomes Increased course-completion rates Improved retention Better student attitudes toward the subject Increased student satisfaction with the mode of instruction NCAT METHODOLOGY: Relevance and Utility

Discipline: math & literature Age: traditional & working adults Institution: small & large Location: on-campus & at a distance Redesign: current & new courses Level: introductory & advanced

REDESIGN MODELS Supplemental Add to the current structure and/or change the content Replacement Blend face-to-face 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 Linked Workshop JIT workshops linked to college level course REDESIGN CHARACTERISTICS

Redesign the whole coursenot just a single class Emphasize active learninggreater student engagement with the material and with one another Rely heavily on readily available interactive softwareused independently and in teams Mastery learningnot self-paced Increase on-demand, individualized assistance Automate only those course components that can benefit from automatione.g., homework, quizzes, exams Replace single mode instruction with differentiated personnel strategies

Technology enables good pedagogy with large #s of students. A STREAMLINED REDESIGN METHODOLOGY A Menu of Redesign Options Six Models for Course Redesign Five Principles of Successful

Course Redesign Cost Reduction Strategies Course Planning Tool Course Structure Form Four Models for Assessing Student Learning Five Critical Implementation Issues Planning Checklist REDESIGNING GENERAL PSYCHOLOGY Carolyn Jarmon, Ph.D. [email protected] www.theNCAT.org REDESIGNING

GENERAL PSYCHOLOGY Dr. Megan Bradley Professor Frostburg State University [email protected] Dr. Carolyn Jarmon Vice President National Center for Academic Transformation [email protected]

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