Academic Transformation/Course

RedesignVincent J. Granito, Ph.D.

Chair, Center for Teaching Excellence

Assistant Professor, Psychology

Center For Teaching Excellence

“The Center For Teaching Excellence (CTE) is a community of educators serving as catalysts and resources for professional growth and innovative teaching to enhance student learning and achievement”

Center for Teaching Excellence

Grants ProgramProfessional

DevelopmentCommunications

•Newsletter•Website

•Blog

•Roundtables•Study Groups

•Faculty Development Days

•Course Redesign•Innovative Learning Projects

Supporting Organizations

National Center for Academic Transformation (NCAT)– Non-profit organization providing information

on the use of technology to redesign learning environments

Ohio Learning Network– Resource information on cutting edge

teaching and learning practices– Established by the Ohio Board of Regents in

1999

Course Redesign (2005)

Re-structure the delivery method of the 30 highest enrolled courses– Utilize distance learning and technology– Improve quality of learning, student engagement and

retention by using current pedagogical theories and research

– Reduce cost of the delivery method – Create shareable information and practice for other

instructors, including adjunct professors

Rationale

Strategies to increase learning

Engagement with students/faculty

Use technology creatively

Increase retention rates

Decrease D/F/W

Reduce overall costs

Common Characteristics

Computer based learning resources

Alternative staffing

Active learning

Redesign applied to adjunct sections of course for consistency

REDESIGN MODELS RESEARCHED

Supplemental – Add to the current structure and/or change the content, so that more is available on-line

Replacement – Blend face-to-face with online activities and assessments

Emporium – Move all classes

to a lab setting

Fully online – Conduct all (most)

learning activities online

Buffet – Mix and match

according to student preferences

Course Changes

Increase IVDL delivery – Two rooms vs. three rooms

On-line lab experience– Six lab days conducted on-line

Technology enhancements– Angel System uses

• On-line tests• PowerPoint slides• Podcasts• Video-capture• Clickers• Biofeedback Equipment

Benefits To The Students [Grades]

79% success rate (Grade of C or better—typical indicator used at LCCC) (38% vs. 29% [traditional course] received A)

71% for all intro. Psychology classes

63% for 30 highest enrolled classes

70% for full-time psychology faculty

73% for landbased psychology classes

65% for distance psychology classes

64% for my previous 18 sections of intro.

Benefits To The Students [Grades]

38% received A’s vs. 13% over my previous 18 sections of Introduction to Psychology

Benefits To The Students [Test Scores]

Students in the redesigned course scored significantly higher on tests 1, 3, 4, and final exam [there was no difference on test 2]*

*Independent Sample t-test performed to look at statistical significance.

Benefits To The Students [Attrition Rates]

Students in the redesigned course had an attrition rate of 15% {withdrawals plus grades of “F”}

23% for the traditional course

30% for all psychology courses

36% college-wide rate

Benefits To The Students [Course Outcomes]

86% of the students in the redesigned course either “strongly agreed” or “agreed” that the course met the documented course and student outcomes

LCCC Projects

Macro and Micro Economics (2005)

Introduction to Psychology (2006)

American National Government (2006)

College 101 (2007)

Pre-Algebra (2007)

Writing Review (2007)

Body Structure and Function (2007)

Challenges

Once a course has been redesigned, how do we make changes to the wider set of courses? How can we convince faculty to engage in a process that changes the way they teach their courses?How can we change students’ thought process of the notion of education?How do we adopt the redesigned courses to our current administrative structure?Are some students better prepared to be successful in the redesigned format?