IMPROVING LEARNING AND REDUCING COSTS:  The Case for Redesign
<ul><li>Established in 1999 as a university  Center at RPI funded by the Pew Charitable Trusts </li></ul><ul><li>Became an...
<ul><li>Program in Course Redesign (PCR) </li></ul><ul><ul><li>30 institutions </li></ul></ul><ul><li>Roadmap to Redesign ...
TRADITIONAL INSTRUCTION Seminars Lectures
“ BOLT-ON” INSTRUCTION
WHAT’S WRONG  WITH THE LECTURE? <ul><li>Treats  all students as if they are the same   </li></ul><ul><li>Ineffective in en...
WHAT’S WRONG WITH MULTIPLE SECTIONS? <ul><li>In theory: greater interaction </li></ul><ul><li>In practice: large class siz...
WHAT DOES NCAT MEAN BY COURSE REDESIGN? <ul><li>Course redesign is the process of redesigning  whole courses  (rather than...
SUMMARY OF RESULTS <ul><li>25 of  the original 30 showed improvement; 5 showed equal learning </li></ul><ul><li>24 measure...
QUANTITATIVE <ul><li>Mathematics </li></ul><ul><ul><li>Developmental Math </li></ul></ul><ul><ul><li>Pre-calculus Math  </...
<ul><li>SCIENCE </li></ul><ul><ul><li>Anatomy and Physiology </li></ul></ul><ul><ul><li>Astronomy  </li></ul></ul><ul><ul>...
<ul><li>HUMANITIES </li></ul><ul><ul><li>Developmental Reading </li></ul></ul><ul><ul><li>Developmental Writing </li></ul>...
All Types of Institutions <ul><li>Public </li></ul><ul><li>Private </li></ul><ul><li>Research Universities </li></ul><ul><...
WHY REDESIGN? Have a high impact! <ul><li>High drop-failure-withdrawal rates </li></ul><ul><li>Student performance in subs...
REDESIGN MODELS <ul><li>Supplemental  – Add to the current structure and/or change the content  </li></ul><ul><li>Replacem...
REDESIGN CHARACTERISTICS  <ul><li>Redesign the whole course—not just a single class </li></ul><ul><li>Emphasize active lea...
REPLACEMENT MODEL <ul><li>Blend face-to-face with online activities </li></ul><ul><li>Determine exactly what activities re...
ENGLISH COMPOSITION  Tallahassee Community College <ul><li>Primary goals </li></ul><ul><ul><li>Increase writing skills </l...
COMPUTER LITERACY Arizona State University <ul><li>GOALS </li></ul><ul><li>Update content and delivery </li></ul><ul><ul><...
COMPUTER LITERACY Arizona State University <ul><li>Updated Content </li></ul><ul><li>Traditional Course </li></ul><ul><li>...
COMPUTER LITERACY Arizona State University <ul><li>Updated Delivery </li></ul><ul><li>Traditional Model </li></ul><ul><ul>...
COMPUTER LITERACY Arizona State University <ul><li>Learning Outcomes: </li></ul><ul><li>Traditional Sections </li></ul><ul...
ANATOMY & PHYSIOLOGY Central Ohio Technical College <ul><li>High DFW rates for traditional class ( ~ 35-40%) </li></ul><ul...
EMPORIUM MODEL <ul><li>Move all classes to a lab setting </li></ul><ul><li>Permit the use of multiple kinds of personnel <...
UNIVERSITY OF ALABAMA Math Learning Center
PRE-CALCULUS MATH University of Alabama <ul><li>One 30-50 minute group meeting weekly </li></ul><ul><li>3 required lab hou...
UNIVERSITY OF ALABAMA Success Rates <ul><li>Semester  Success Rate  Semester  Success Rate </li></ul><ul><li>Fall 1998   4...
DEVELOPMENTAL READING Northeast State Technical Community College <ul><li>High DFW rates (up to 45% some terms) </li></ul>...
DEVELOPMENTAL MATH Northeast State Technical Community College <ul><li>Average Gains on  </li></ul><ul><li>the Nelson-Denn...
FULLY ONLINE MODEL <ul><li>Moves all or most of the learning environment online </li></ul><ul><li>Provides access to anyon...
FINE ARTS Florida Gulf Coast University <ul><li>CHALLENGES </li></ul><ul><li>Significant inconsistency among multiple sect...
FINE ARTS Florida Gulf Coast University <ul><li>Each module covers one aspect of the Humanities </li></ul><ul><li>Each mod...
FINE ARTS Florida Gulf Coast University <ul><li>Traditional </li></ul><ul><li>25 sections (~30); 6 sections (~15) = 800 </...
PRE-CALCULUS MATH Rio Salado College <ul><li>Traditional </li></ul><ul><li>4 courses taught by 4 instructors  </li></ul><u...
FACULTY BENEFITS <ul><li>Increased opportunity to work directly with students who need help </li></ul><ul><li>Reduced grad...
A STREAMLINED REDESIGN METHODOLOGY “A Menu of Redesign Options” <ul><li>Five Models for Course Redesign </li></ul><ul><li>...
TWO OPPORTUNITIES TO LEARN MORE <ul><li>Changing the Equation </li></ul><ul><li>Redesign Alliance Annual Conference </li><...
Changing the Equation <ul><li>GOAL:  to improve student learning outcomes in remedial/developmental math while reducing co...
Changing the Equation <ul><li>To Get Started: </li></ul><ul><li>Review the Application Guidelines – linked from the NCAT h...
THE REDESIGN ALLIANCE Fourth Annual Conference When: March 28-30, 2010 Where: The Rosen Centre Hotel Orlando, Florida Hote...
THE REDESIGN ALLIANCE CONFERENCE <ul><li>Brings together   </li></ul><ul><li>Faculty and Administrators </li></ul><ul><ul>...
IMPROVING LEARNING AND REDUCING COSTS: The Case for Redesign Carolyn Jarmon, Ph.D. [email_address] www.theNCAT.org
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Transitioning to Blended and Online Learning with Carolyn Jarmon, NCAT

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This was part of a 45 minute webcast led by Carolyn Jarmon, Senior Associate of the National Center for Academic Transformation (NCAT) and hosted by Pearson Learning Solutions.

The topic of the discussion was making the transition to blended and online learning.

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  • Who is the National Center for Academic Transformation? A more expansive description in your packet
  • We know that it is possible to . . .
  • These models are scalable Start with outcomes by students Design it so that IT does what it does best Monitor Practice/review Evaluation of quantitative or short answer People/faculty do what they do best – provide individualized assessment and feedback with needed Student are doing the work
  • Toni Farley
  • Toni Farley
  • Toni Farley
  • Toni Farley
  • Enrollment ~450 students annually
  • CONCLUSION   We will have 30 different models in diverse disciplines from diverse institutions with diverse student populations.   They share many things in common – C and Q, the pedagogical and labor-saving techniques I’ve outlined.   But each has its own unique twist – additions or improvements based on what others have done, based on their particular student population.   Most importantly, each course is not a “one-off” – the faculty can collectively and continuously improve the “products and services” they offer. They can incorporate products and services into their designs as they come on the market.
  • Politically incorrect – looking for new metaphor . . . (Drawn from Round I analysis – will do the same for Rounds II and III 1 – USM, Penn State, Rio 2 – Alabama, Idaho, Dayton, Tenn, CMU 3 – UNM, Portland, Ohio State) Pedagogical (5) – like Continuous Assessment and Feedback, Increased Interaction among Students, Continuous Support , Online Tutorials, Undergraduate Learning Assistants Cost reduction (6) – like Online Course-Management Systems; Automated Assessment of Exercises, Quizzes, and Tests; Online Tutorials; Shared Resources, Staffing Substitutions; Reduced Space Requirements Redesign models – ER article, not sure if this is exactly right Cost models - Combine sections, reduce personnel with sections staying the same, substitute personnel with sections staying the same, increase students with the same resources, one big section Good redesign ideas (from all 30 projects) - Points for quizzes (UNM, FGCU); TA certification (OSU); Intelligent Essay Assessor (FGCU); ClassTalk (UMass); Learning teams (Colorado); Modularize course content and credit (OSU); Modularize levels of achievement (Drexel); Course assistant (Rio) Evaluation models – from Peter and those used
  • Transitioning to Blended and Online Learning with Carolyn Jarmon, NCAT

    1. 1. IMPROVING LEARNING AND REDUCING COSTS: The Case for Redesign
    2. 2. <ul><li>Established in 1999 as a university Center at RPI funded by the Pew Charitable Trusts </li></ul><ul><li>Became an independent non-profit organization in 2003 </li></ul><ul><li>Mission: help colleges and universities learn how to use technology to improve student learning outcomes and reduce their instructional costs </li></ul>
    3. 3. <ul><li>Program in Course Redesign (PCR) </li></ul><ul><ul><li>30 institutions </li></ul></ul><ul><li>Roadmap to Redesign (R2R) </li></ul><ul><ul><li>20 institutions </li></ul></ul><ul><li>Colleagues Committed to Redesign (C2R) </li></ul><ul><ul><li>60 institutions </li></ul></ul><ul><li>State and System-based Programs </li></ul><ul><ul><li>80+ institutions </li></ul></ul><ul><li>Changing the Equation </li></ul>NCAT PROGRAMS
    4. 4. TRADITIONAL INSTRUCTION Seminars Lectures
    5. 5. “ BOLT-ON” INSTRUCTION
    6. 6. WHAT’S WRONG WITH THE LECTURE? <ul><li>Treats all students as if they are the same </li></ul><ul><li>Ineffective in engaging students </li></ul><ul><li>Inadequate individual assistance </li></ul><ul><li>Poor attendance and success rates </li></ul><ul><li>Students fail to retain learning </li></ul>
    7. 7. WHAT’S WRONG WITH MULTIPLE SECTIONS? <ul><li>In theory: greater interaction </li></ul><ul><li>In practice: large class size </li></ul><ul><li>In practice: dominated by the same presentation techniques </li></ul><ul><li>Lack of coordination </li></ul><ul><li>Inconsistent outcomes </li></ul>
    8. 8. WHAT DOES NCAT MEAN BY COURSE REDESIGN? <ul><li>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. </li></ul>
    9. 9. SUMMARY OF RESULTS <ul><li>25 of the original 30 showed improvement; 5 showed equal learning </li></ul><ul><li>24 measured retention; 18 showed improvement </li></ul><ul><li>All 30 showed cost reduction </li></ul><ul><li>Over 50,000 students in 30 courses </li></ul><ul><li>Results in subsequent national and state and system programs continue to show comparable results </li></ul>
    10. 10. QUANTITATIVE <ul><li>Mathematics </li></ul><ul><ul><li>Developmental Math </li></ul></ul><ul><ul><li>Pre-calculus Math </li></ul></ul><ul><ul><li>College Algebra </li></ul></ul><ul><ul><li>Discrete Math </li></ul></ul><ul><ul><li>Introductory Algebra </li></ul></ul><ul><ul><li>Elementary Algebra </li></ul></ul><ul><ul><li>Beginning Algebra </li></ul></ul><ul><ul><li>Intermediate Algebra </li></ul></ul><ul><ul><li>Linear Algebra </li></ul></ul><ul><li>Statistics </li></ul><ul><ul><li>Business Statistics </li></ul></ul><ul><ul><li>Introductory Statistics </li></ul></ul><ul><ul><li>Elementary Statistics </li></ul></ul><ul><ul><li>Economic Statistics </li></ul></ul><ul><li>Computing </li></ul><ul><ul><li>Computer Programming </li></ul></ul><ul><ul><li>Information Technology Concepts </li></ul></ul><ul><ul><li>Computer Literacy </li></ul></ul><ul><ul><li>Information Literacy </li></ul></ul><ul><ul><li>Tools for the Information Age </li></ul></ul>
    11. 11. <ul><li>SCIENCE </li></ul><ul><ul><li>Anatomy and Physiology </li></ul></ul><ul><ul><li>Astronomy </li></ul></ul><ul><ul><li>Biology </li></ul></ul><ul><ul><li>Ethnobotany </li></ul></ul><ul><ul><li>Chemistry </li></ul></ul><ul><ul><li>Geology </li></ul></ul><ul><li>SOCIAL SCIENCE </li></ul><ul><ul><li>American Government </li></ul></ul><ul><ul><li>Macro and Microeconomics </li></ul></ul><ul><ul><li>Psychology </li></ul></ul><ul><ul><li>Sociology </li></ul></ul><ul><ul><li>Urban Affairs </li></ul></ul>
    12. 12. <ul><li>HUMANITIES </li></ul><ul><ul><li>Developmental Reading </li></ul></ul><ul><ul><li>Developmental Writing </li></ul></ul><ul><ul><li>English Composition </li></ul></ul><ul><ul><li>Communication Studies </li></ul></ul><ul><ul><li>Understanding the Visual and Performing Arts </li></ul></ul><ul><ul><li>History of Western Civilization </li></ul></ul><ul><ul><li>Great Ideas in Western Music </li></ul></ul><ul><ul><li>Spanish </li></ul></ul><ul><ul><li>World Literature </li></ul></ul><ul><ul><li>British Literature </li></ul></ul><ul><ul><li>Women and Gender Studies </li></ul></ul><ul><li>PROFESSIONAL </li></ul><ul><ul><li>Elementary Education </li></ul></ul><ul><ul><li>Education: The Curriculum </li></ul></ul><ul><ul><li>Engineering </li></ul></ul><ul><ul><li>Organizational Behavior </li></ul></ul><ul><ul><li>Public Speaking </li></ul></ul><ul><ul><li>Accounting </li></ul></ul><ul><ul><li>Nursing </li></ul></ul><ul><ul><li>Nutrition </li></ul></ul>
    13. 13. All Types of Institutions <ul><li>Public </li></ul><ul><li>Private </li></ul><ul><li>Research Universities </li></ul><ul><li>Comprehensive Universities </li></ul><ul><li>State Colleges </li></ul><ul><li>Community Colleges </li></ul>
    14. 14. WHY REDESIGN? Have a high impact! <ul><li>High drop-failure-withdrawal rates </li></ul><ul><li>Student performance in subsequent courses </li></ul><ul><li>Students on waiting lists </li></ul><ul><li>Student complaints </li></ul><ul><li>Other departmental complaints </li></ul><ul><li>Lack of consistency in multiple sections </li></ul><ul><li>Difficulty finding qualified adjuncts </li></ul>
    15. 15. REDESIGN MODELS <ul><li>Supplemental – Add to the current structure and/or change the content </li></ul><ul><li>Replacement – Blend face-to-face with online </li></ul><ul><li>activities </li></ul><ul><li>Emporium – Move all classes to a lab setting </li></ul><ul><li>Fully online – Conduct all (most) </li></ul><ul><li>learning activities online </li></ul><ul><li>Buffet – Mix and match according </li></ul><ul><li>to student preferences </li></ul><ul><li>Linked Workshop – JIT workshops </li></ul><ul><li>linked to a college level course </li></ul>
    16. 16. REDESIGN CHARACTERISTICS <ul><li>Redesign the whole course—not just a single class </li></ul><ul><li>Emphasize active learning—greater student engagement with the material and with one another </li></ul><ul><li>Rely heavily on readily available interactive software—used independently and in teams </li></ul><ul><li>Mastery learning— not self-paced </li></ul><ul><li>Increase on-demand, individualized assistance </li></ul><ul><li>Automate only those course components that can benefit from automation—e.g., homework, quizzes, exams </li></ul><ul><li>Replace single mode instruction with differentiated personnel strategies </li></ul>Technology enables good pedagogy with large #s of students.
    17. 17. REPLACEMENT MODEL <ul><li>Blend face-to-face with online activities </li></ul><ul><li>Determine exactly what activities required face-to-face and reduce the amount of time to focus only on those activities in class </li></ul><ul><li>Provide 24/7 online interactive learning materials and resources </li></ul><ul><li>Include online self-assessment activities with immediate feedback </li></ul>
    18. 18. ENGLISH COMPOSITION Tallahassee Community College <ul><li>Primary goals </li></ul><ul><ul><li>Increase writing skills </li></ul></ul><ul><ul><li>Improve student success (<60%) </li></ul></ul><ul><ul><li>Increase consistency (100 sections) </li></ul></ul><ul><li>Replace classroom time with lab time and online activities </li></ul><ul><li>Integrate reading and writing, provide immediate feedback and support collaborative learning </li></ul><ul><li>Success rates Increased to 68.4% </li></ul><ul><li>Final essay scores increased (8.35 in redesign vs. 7.32 in traditional) </li></ul><ul><li>Cost-per-student declined by 43% </li></ul>
    19. 19. COMPUTER LITERACY Arizona State University <ul><li>GOALS </li></ul><ul><li>Update content and delivery </li></ul><ul><ul><li>Cover modern methods and technologies </li></ul></ul><ul><ul><li>Promote self-directed learning </li></ul></ul><ul><ul><li>Use modern learning environment and technology to deliver course </li></ul></ul><ul><li>Reduce cost </li></ul><ul><ul><li>Decrease delivery costs – efficient sustainable delivery structure for ~2200 students each term </li></ul></ul>
    20. 20. COMPUTER LITERACY Arizona State University <ul><li>Updated Content </li></ul><ul><li>Traditional Course </li></ul><ul><li>4 paper-based, multiple choice exams based on computer technology too introductory for today's tech-savvy students </li></ul><ul><li>12 assignments in Microsoft Word, Excel, and FileMaker Pro, submitted in hard copy </li></ul><ul><li>Redesigned Course </li></ul><ul><li>9 online quizzes demonstrating understanding of modern computing concepts </li></ul><ul><li>7 self-guided learning assignments applying computing concepts and computer-driven problem solving techniques, submitted via various online methods </li></ul><ul><li>4 major projects requiring substantial independent inquiry, submitted via various online methods </li></ul>
    21. 21. COMPUTER LITERACY Arizona State University <ul><li>Updated Delivery </li></ul><ul><li>Traditional Model </li></ul><ul><ul><li>2 lectures per week </li></ul></ul><ul><ul><li>Open lab hours for assistance, staffed by TAs and graders </li></ul></ul><ul><ul><li>Assignments turned in hard copy during lecture – graded by graders, and returned hard copy during lecture </li></ul></ul><ul><ul><li>Paper-based, multiple choice exams completed in lecture </li></ul></ul><ul><li>Redesign Model </li></ul><ul><ul><li>1 optional lecture per week, all content available online </li></ul></ul><ul><ul><li>Scheduled guidance in lab, staffed by Undergraduate Learning Assistants (ULAs) </li></ul></ul><ul><ul><li>Discussion board available for assistance daily </li></ul></ul><ul><ul><li>All assignments, quizzes and projects submitted via the Web </li></ul></ul>
    22. 22. COMPUTER LITERACY Arizona State University <ul><li>Learning Outcomes: </li></ul><ul><li>Traditional Sections </li></ul><ul><ul><li>Average of 26% of students earned 70% or more </li></ul></ul><ul><li>Redesigned Sections </li></ul><ul><ul><li>Average of 65% of students earned 70% or more, on a demonstrably more difficult course </li></ul></ul><ul><li>Cost Reduction : a reduction from $50 to $35 per student, which is a 30% savings. </li></ul>
    23. 23. ANATOMY & PHYSIOLOGY Central Ohio Technical College <ul><li>High DFW rates for traditional class ( ~ 35-40%) </li></ul><ul><li>Moved all lectures and content online </li></ul><ul><li>Meet 2 hours per week for lab </li></ul><ul><li>Exam averages nearly identical </li></ul><ul><li>DFW rates </li></ul><ul><ul><li>Redesigned sections: 9% </li></ul></ul><ul><ul><li>Traditional section: 29% </li></ul></ul><ul><li>32% Increase in Enrollment </li></ul><ul><li>Significant cost reductions </li></ul><ul><ul><li>Traditional = $184.30/student </li></ul></ul><ul><ul><li>Redesigned = $78.60/student </li></ul></ul>
    24. 24. EMPORIUM MODEL <ul><li>Move all classes to a lab setting </li></ul><ul><li>Permit the use of multiple kinds of personnel </li></ul><ul><li>Allow students to work as long as they need to master the content </li></ul><ul><li>Can be adapted for the kinds of students at a particular institution </li></ul><ul><li>Allow multiple courses the same time </li></ul><ul><li>Include multiple examples in math </li></ul>
    25. 25. UNIVERSITY OF ALABAMA Math Learning Center
    26. 26. PRE-CALCULUS MATH University of Alabama <ul><li>One 30-50 minute group meeting weekly </li></ul><ul><li>3 required lab hours using software that presents a series of topics covering specific learning objectives </li></ul><ul><li>Practice problems and assessments that cover defined learning objectives </li></ul><ul><li>Quizzes taken multiple times with immediate feedback </li></ul><ul><li>Tests available on demand with a specified completion date </li></ul><ul><li>Instructors and tutors available in lab to provide individualized assistance </li></ul>
    27. 27. UNIVERSITY OF ALABAMA Success Rates <ul><li>Semester Success Rate Semester Success Rate </li></ul><ul><li>Fall 1998 47.1% Spring 1999 44.2% </li></ul><ul><li>Fall 1999 40.6% Spring 2000 53.5% </li></ul><ul><li>Fall 2000 50.2% Spring 2001 35.8% </li></ul><ul><li>Fall 2001 60.5% Spring 2002 49.8% </li></ul><ul><li>Fall 2002 63.0% Spring 2003 41.8% </li></ul><ul><li>Fall 2003 78.9% Spring 2004 55.4% </li></ul><ul><li>Fall 2004 76.2% Spring 2005 60.1% </li></ul><ul><li>Fall 2005 66.7% Spring 2006 56.6% </li></ul><ul><li>Fall 2006 73.8% Spring 2007 59.8% </li></ul><ul><li>Fall 2007 75.2% Spring 2008 57.3% </li></ul><ul><li>Fall 2008 78.1% </li></ul>
    28. 28. DEVELOPMENTAL READING Northeast State Technical Community College <ul><li>High DFW rates (up to 45% some terms) </li></ul><ul><li>One-size-fits-all model – small classes, high $ </li></ul><ul><li>NOW: </li></ul><ul><li>One weekly meeting to learn study skills, note taking and other useful skills </li></ul><ul><li>Students required to spend 2 hours in the lab with assistance available </li></ul><ul><li>Using MyReadingLab with diagnostics, individualized study plan, quizzes and readings </li></ul>
    29. 29. DEVELOPMENTAL MATH Northeast State Technical Community College <ul><li>Average Gains on </li></ul><ul><li>the Nelson-Denny Reading Test </li></ul><ul><li>(Difference between Pre- and Post-test Scores) </li></ul><ul><li>Traditional – 11 points </li></ul><ul><li>Spring 08 Pilot – 15 points </li></ul><ul><li>Fall 08 Full Implementation – 21 points </li></ul>
    30. 30. FULLY ONLINE MODEL <ul><li>Moves all or most of the learning environment online </li></ul><ul><li>Provides access to anyone, anywhere, anytime – on demand </li></ul><ul><li>Allows international groups of students to interact easily and learn from each other </li></ul>
    31. 31. FINE ARTS Florida Gulf Coast University <ul><li>CHALLENGES </li></ul><ul><li>Significant inconsistency among multiple sections </li></ul><ul><li>Difficulty finding either faculty or adjuncts with the breadth of knowledge in all of the humanities </li></ul><ul><li>Poor performance in this course that is required by all freshmen </li></ul><ul><li>Growth in students and no money for new faculty </li></ul>
    32. 32. FINE ARTS Florida Gulf Coast University <ul><li>Each module covers one aspect of the Humanities </li></ul><ul><li>Each module is designed and monitored by a faculty expert in that academic area </li></ul><ul><li>One course coordinator manages the course of 400+ students each term </li></ul><ul><li>Undergraduate peer tutors and adjuncts guide discussion groups and evaluate longer papers </li></ul><ul><li>24/7 interactive learning resources are available anytime, any place </li></ul>
    33. 33. FINE ARTS Florida Gulf Coast University <ul><li>Traditional </li></ul><ul><li>25 sections (~30); 6 sections (~15) = 800 </li></ul><ul><li>Taught mainly by adjuncts </li></ul><ul><li>“ Course drift” </li></ul><ul><li>$132 cost-per-student </li></ul><ul><li>Redesign </li></ul><ul><li>Single section (~950) </li></ul><ul><li>Taught by 1 faculty, 1 course coordinator, 20 preceptors </li></ul><ul><li>Consistent & coherent </li></ul><ul><li>$81 cost-per-student </li></ul><ul><li>Average exam scores increased from 70% to 85% </li></ul><ul><li>Number of A’s/B’s increased from 31% to 75% </li></ul><ul><li>DFW rate decreased from 45% to 11% </li></ul>
    34. 34. PRE-CALCULUS MATH Rio Salado College <ul><li>Traditional </li></ul><ul><li>4 courses taught by 4 instructors </li></ul><ul><li>Student interaction = each instructor </li></ul><ul><li>$49 cost-per-student </li></ul><ul><li>Retention = 59 % </li></ul><ul><li>Redesign </li></ul><ul><li>4 courses taught by 1 instructor </li></ul><ul><li>Student interaction = interactive software, 1 course assistant, and 1 instructor </li></ul><ul><li>$31 cost-per-student </li></ul><ul><li>Retention = 65% </li></ul>
    35. 35. FACULTY BENEFITS <ul><li>Increased opportunity to work directly with students who need help </li></ul><ul><li>Reduced grading </li></ul><ul><li>Technology does the tracking and monitoring </li></ul><ul><li>More practice and interaction for students without faculty effort </li></ul><ul><li>Ability to try different approaches to meet different student needs </li></ul><ul><li>Opportunity for continuous improvement of materials and approaches </li></ul>
    36. 36. A STREAMLINED REDESIGN METHODOLOGY “A Menu of Redesign Options” <ul><li>Five Models for Course Redesign </li></ul><ul><li>Five Principles of Successful Course Redesign </li></ul><ul><li>Cost Reduction Strategies </li></ul><ul><li>Course Planning Tool </li></ul><ul><li>Course Structure Form </li></ul><ul><li>Five Models for Assessing Student Learning </li></ul><ul><li>Five Critical Implementation Issues </li></ul><ul><li>Planning Checklist </li></ul>
    37. 37. TWO OPPORTUNITIES TO LEARN MORE <ul><li>Changing the Equation </li></ul><ul><li>Redesign Alliance Annual Conference </li></ul>
    38. 38. Changing the Equation <ul><li>GOAL: to improve student learning outcomes in remedial/developmental math while reducing costs for both students and institutions using NCAT’s proven redesign methodology. </li></ul><ul><li>Focuses on regionally accredited, 2-year and community colleges (state, independent not-for-profit and for-profit institutions) </li></ul><ul><li>Includes $40,000 grant to selected institutions </li></ul><ul><li>Funded by the Bill & Melinda Gates Foundation </li></ul>
    39. 39. Changing the Equation <ul><li>To Get Started: </li></ul><ul><li>Review the Application Guidelines – linked from the NCAT homepage: www.theNCAT.org </li></ul><ul><li>Review the successful projects on the NCAT website </li></ul><ul><li>Establish an institutional team </li></ul><ul><li>Begin drafting answers to the Readiness Criteria </li></ul><ul><li>Send at least two people to the NCAT 4 th Annual Redesign Alliance Conference to attend the program orientation and learn more about redesign </li></ul>
    40. 40. THE REDESIGN ALLIANCE Fourth Annual Conference When: March 28-30, 2010 Where: The Rosen Centre Hotel Orlando, Florida Hotel Reservation Deadline: February 26, 2010 Meeting Registration Deadline: March 19, 2010
    41. 41. THE REDESIGN ALLIANCE CONFERENCE <ul><li>Brings together </li></ul><ul><li>Faculty and Administrators </li></ul><ul><ul><li>Who are experienced with redesign </li></ul></ul><ul><ul><li>Who are engaged in a pilot </li></ul></ul><ul><ul><li>Who are just getting started </li></ul></ul><ul><ul><li>Who are thinking about the ideas but have not yet begun </li></ul></ul><ul><li>Corporate representatives who contribute materials and services to redesign </li></ul><ul><li>Redesign Scholars with special expertise </li></ul><ul><li>Provides an opportunity to exchange ideas and gather multiple perspectives on issues and challenges </li></ul>
    42. 42. IMPROVING LEARNING AND REDUCING COSTS: The Case for Redesign Carolyn Jarmon, Ph.D. [email_address] www.theNCAT.org

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