KEY ADMINISTRATIVE ROLES IN LAUNCHING A SUCCESSFUL COURSE REDESIGN

D R . M A R T H A C A M P B E L L

D E A N , C O M M U N I C A T I O N S

S T . P E T E R S B U R G C O L L E G E , F L

M A R C H 8 , 2 0 1 3

BUILDING SUPPORT FOR REDESIGN WITHIN THE INSTITUTION

• What courses are best suited for redesign in your institution?

• What will be the budgetary sources for the redesign?

• What resources (other than budgetary resources) might exist within the institution to support course redesign?

• Is there support at the state level as well?

• What benefits might the institution receive from course redesign?

BUILDING SUPPORT FOR REDESIGN WITHIN THE DEPARTMENT

• What is the level of faculty support for course redesign?

• What are the opportunities for professional development for faculty who are open to course redesign?

• What training will be necessary for interested faculty?

• How will faculty participate in curriculum design, course organization, and choice of materials for redesigned sections?

BUILDING SUPPORT FOR REDESIGN AMONG ADVISORS

• How will advisors learn of the course redesign and its target population?

• How will advisors communicate the course redesign to students?

• What will advisors communicate about course redesign to students?

• How will students register for the courses?

BUILDING THE CURRICULUM REDESIGN MODEL: STRENGTHS AND CHALLENGES

• Acceleration model (Community College of Baltimore and St. Petersburg College, Florida)

• Emporium model (Chattanooga State Community College)

• Linked classes model (coming soon to St. Petersburg College, Florida)

• “Flipped” classroom model (Broward College), Florida

• Large lectures/recitation model (University of Massachusetts)

• Contextual model (Miami-Dade College, Florida)

HOW TO “TELL THE STORY”

• Video for social media

• Communication of success rates to all stakeholders (transparency)

• Focus Groups: Faculty, students

• Statistical model for perseverance (how many students are finishing redesign courses, courses next in sequence, still enrolled a year later, two years later, etc.)

LESSONS LEARNED

Never enough communication!

“Conscientious objectors” exist.

Rewards are great.

What Lessons Are You Learning? Discussion!!

CONTACT INFORMATION

Dr. Martha Campbell

Dean, Communications

St. Petersburg College

727-791-2570

campbell.martha@spcollege.edu