M = ∑ T + @ JDMath is something positive at JDCC

JDCC

Quality Enhancement Plan

Improving Student Performance in

High Risk Math Courses with

COURSE REDESIGN

Why Redesign?

Inconsistency is student preparation High withdrawal rates High failure rates Very high course repeats percentages Inconsistency in instruction Difficulty obtaining qualified adjuncts Difficulty in subsequent courses

What is Redesign?

The National Center for Academic Transformation (NCAT) defines Course Redesign as the process of redesigning a whole courses (rather than individuals classes or sections) to achieve better learning outcomes at a lower cost by taking advantage of the capabilities of information technology.

It is rethinking the traditionally lecture-based delivery of instruction and using forward-thinking research based methodology incorporating technology.

Benefits of Course Redesign Improve student learning Increase the opportunity to work directly

with students Ability to try varied approaches to meet the

need of different students Opportunity for continuous improvement of

materials and approaches Technology does the tracking and

monitoring Reduce costs

Five Course Redesign Models

Supplemental Model Replacement ModelEmporium ModelFully online ModelBuffet Model

Supplemental Model Retains the basic structure of the

traditional course, particularly the number of class meetings.

Supplements lectures and textbooks with technology, out-of-class activities.

Change the structure within the class by creating an active learning environment and include technology.

Examples of Supplemental Model (21)Arizona State University-

College Algebra http://www.thencat.org/States/AZ/Abstracts/ASU%20College%20Algebra_Abstract.htm

DePaul University – College Algebrahttp://www.thencat.org/RedesignAlliance/C2R/R1/Abstracts/DPU_Abstract.htm

Replacement Model Reduces the number of in class

meetings. Replace some in-class time with

online, interactive learning activities for students.

Additionally, changes what goes on in the remaining class meetings.

Cosumnes River Community College – Intermediate Algebra

http://www.thencat.org/RedesignAlliance/C2R/R1/Abstracts/CRC_Abstract.htm

Presentation by Mary Martin of CRCC

http://www.thencat.org/RedesignAlliance/2008%20Conference/Presentation%20Slides/Martin_CRCNewCRMathCC.ppt

Chattanooga State Community College – Basic Math, Elementary Algebra and Intermediate Algebra

http://www.thencat.org/States/TN/Abstracts/CSTCC%20Algebra_Abstract.htm

http://www.thencat.org/RedesignAlliance/2008%20Conference/Presentation%20Slides/King_CSTCCNewCRMathCC.ppt

Examples of Replacement Model (60)

Emporium Model The Emporium model eliminates all

class meetings and replaces them with a learning resource center featuring online materials and on-demand personalized assistance.

Offers the open attendance model. A required attendance model

depending on student motivation and experience levels.

University of Alabama – Intermediate Algebra

http://www.thencat.org/PCR/R2/UA/UA_Home.htm

Presentation by Joe Benson of UA

http://www.thencat.org/RedesignAlliance/2008%20Conference/Presentation%20Slides/Benson_UAShowcaseDevMath.ppt

Jackson State Community College – Basic Math, Elementary Algebra and Intermediate Algebra

http://www.thencat.org/States/TN/Abstracts/JSCC%20Algebra_Abstract.htm

http://www.thencat.org/RedesignAlliance/2008%20Conference/Presentation%20Slides/Bassett_JSCCShowcaseDevMath.ppt#258,4,GOALS

Examples of Emporium Model (11)

Fully Online Model The fully online model eliminates all

class meetings and moves all learning experiences online, using Web-based, multi-media resources and commercial software.

Examples of Online Model (10)

Rio Salado College –Introductory Algebrahttp://www.thencat.org/PCR/R1/RSC/RSC_Home.htm

http://www.thencat.org/PCR/R1/RSC/RSC_Overview.htm

Buffet Model The buffet model customizes the

learning environment for each based on background, learning preference, and academic/professional goals

Examples of Buffet Model (3)

Ohio State University – Introductory to Statistical Concepts

http://www.thencat.org/PCR/R3/OSU/OSU_Home.htm

How to get started with a Redesign

Define the problem Understand that course redesign is a

team effort Generate a Team

Team includes administrators, faculty experts, technology experts, assessment assistance

Obtain base line data Publicize the Redesign

How to get started with a Redesign

Obtain buy in from all levels

Develop an assessment plan

Develop your model

Pilot the model

Re-evaluate the model based on the assessment results

Five Principles of Successful Course Redesign

#1 Redesign the whole course Quality – Eliminate “course drift”

greater course coherence and quality control

Cost – Eliminate duplication and creates an opportunity for alternate staffing

Five Principles of Successful Course Redesign

#2 Encourage active learning Quality – Students become an more

active participant in their own learning. “Learning is not a spectator sport.”

Cost – Reduce faculty preparation and presentation time; reduce grading time(software, collaborative learning)

Five Principles of Successful Course Redesign

#3 Provide Students with Individualized Assistance Quality – Students get help when they

need it and helps to keep them on task rather than give up: (software tutorials, math coach, tutors, instructors)

Cost – Implement various “support systems” to apply the right amount of human intervention. (Math coach, peer tutors, instructors, etc.)

Five Principles of Successful Course Redesign

#4 Build an ongoing assessment and prompt (automated) feedback Quality – Enables practice, homework,

quizzes, diagnostic feedback Cost – Prompt feedback is pedagogical

techniques that leads to improved learning. Provides individual and group assessment. Allows the instructor to focus on concepts students don’t understand.

Five Principles of Successful Course Redesign

#5 Ensure sufficient time on task and monitor student progress Quality – Flexibility in the times and

places of student engagement in the course. Aids in guiding and self pacing of students.

Cost – Course management systems can reduce cost while increasing the level and frequency of oversight of student progress.

Questions

?

References Twigg, Carol A., Improving Learning and

Reducing Costs: New Models for Online Learning. Educause, September/October 2003. p 29-38

The National Center for Academic Transformation website www.thencat.org