REDESIGNING OTHER DISCIPLINESNCAT’S Six Models

HUMANITIES• British Literature• Communication Studies• Developmental Reading• Developmental Writing• English Composition• European and US History• Great Ideas in Western Music• History of Western Civilization • Public Speaking • Spanish• Technical Writing• Visual & Performing Arts • Women & Gender Studies• World Literature

PROFESSIONAL• Accounting • Education: The Curriculum• Elementary Education• Engineering• Nursing• Nutrition• Organizational Behavior

SIX 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 Replace developmental courses with just-in-time workshops

SUPPLEMENTAL MODEL

• Retains the basic structure, especially class meetings

• Supplements lectures and textbooks with technology-based, out-of-class activities to – encourage greater student engagement with course

content – ensure that students are prepared when they come to

class

• May also change what goes on in class by creating an active learning environment within a large lecture hall setting.

ACCOUNTINGBoise State University

• Deliver the course in a more efficiently while meeting growing student demand

• Create greater course consistency

• Provide an active learning environment

• Reduce tenure track teaching loads to support more research

ACCOUNTINGBoise State University

Traditional 1700 students annually ~44 sections (~40 students) Taught by 6 FT faculty & 2 PT

faculty• 6 GTAS offer optional tutoring• $121 cost-per-student

Redesign 12 sections (~150 students)

taught by 3 faculty Software used for homework

and practice quizzes• Clickers used in lectures for

greater engagement• 1 lecture replaced by lab with

ULAs to provide assistance $62 cost-per-student

Comparable learning outcomes in both traditional and redesigned formats

THE SUPPLEMENTAL MODEL

• Of the 22 NCAT resign projects using the Supplemental Model– 6 are in Social Science (primarily

Psychology)– 10 are in Natural Science

• Most used pedagogical techniques– Team-based development and delivery– Low-stakes quizzing prior to class

meetings– Web-based projects completed outside of

class– Guided problem-solving sessions within

class– Student response systems (clickers)

REPLACEMENT MODEL• Reduces the number of in-class

meetings• Replaces in-class time with online,

interactive learning activities • Determines what activities require

face-to-face and what can be done online

• Provides 24/7 access to online learning resources

• Includes online self-assessment activities with immediate feedback

ENGLISH COMPOSITION Tallahassee Community College

• Create a student-centered active, learning environment

• Primary objectives– Increase writing skills– Improve student success (<60%)– Increase consistency (100

sections)• Replace classroom time with lab time

and online activities • Integrate reading and writing, provide

immediate feedback and support collaborative learning

ENGLISH COMPOSITIONTallahassee CC

Traditional • 3000 students annually

in sections of ~30• ~50% lecture• ~50% discussion• High inconsistency

among sections• Taught predominantly

by full-time faculty

Redesign• 3000 students annually

in sections of ~30• Taught in computer labs• Interweave writing and

reading• Menu of reading &

writing activities• Discussion board for

peer collaboration• SMARTHINKING tutors

ENGLISH COMPOSITION Tallahassee Community College

• Individualized programs of study, immediate feedback and increased time-on-task

• More time for writing activities, small-group conferencing, collaborative activities, critiques & discussion

• More time to explore ideas, and develop critical thinking skills

• Success rates Increased from 60.7% to 68.4%

• Final essay scores increased from 7.32 to 8.35

• Cost-per-student declined by 43%How: shift in FT/PT ratio

STATISTICSPenn State University

• Goals: reduce lecture, replace recitations with computer-mediated workshops, add online learning materials and testing, shift faculty role from presentation to learning facilitation

• Learning outcomes: 68% on a content-knowledge test (redesign) vs. 60% (traditional)

• DFW rate reduced from 12% to 9.8%• Cost-per-student reduced by 44% ($176 to $98)

How: # of GTAs reduced from 12 to 4 and enrollment increased by 240 students

EMPORIUM MODEL• Eliminates all lectures• Replaces them with a learning-

resource center (lab) model – interactive software– on-demand, personalized

assistance• Permits the use of multiple kinds of

personnel• Allows multiple courses to be

offered at the same time and place• Can be adapted for different kinds of

institutions and disciplines

STATICSMississippi State University

• Improved student performance• Improved performance in

subsequent mechanics courses (e.g., Dynamics, Mechanics of Materials)

• Greater engagement with the course content

• Improved retention in Engineering

• Reduced time to degree in Engineering

STATICSMississippi State University

Traditional • 3 hours of lecture• Students do homework

and problem-solving outside of class on their own (and this is the toughest part!)

• 5 full-time faculty and 5 adjuncts teach 11 sections (~35 each)

Redesign• 3-hour laptop lab with hands-on experiments• Peer-to-peer and GTA assistance • Lectures streamed for students to watch and review on their own • 1 instructor teaches all sections supported by GTAs and ULAs

Reverse content presentation and practice

STATICSMississippi State University

• Redesign students performed significantly better on assignments (average 90 vs. 73) and in-class tests (average 79 vs. 66)

• Overall completion rates about the same as historical rates

• Cost-per-student dropped from $323 to $242 (25% reduction)

DEVELOPMENTAL READINGNortheast State Community College

• Goals: move from traditional lecture delivery to learner-centered, active-learning mode supported by high-quality software; improve 45% DFW rate

• Reduce sections from ~12 per semester to one, increase section size from ~17 students to ~270 in fall and ~140 in spring, team-taught by 2 FT faculty (6 adjuncts eliminated)

• Modularized content, using MyReadingLab, coupled with diagnostic assessment, supports individual learning plans; individualized assistance in lab

• Learning outcomes: pre/post-test scores: 11-point gain (traditional) vs. 21-point gain (redesign)

• Cost-per-student reduced by 51% ($176 to $98)

FULLY ONLINE MODEL

• Eliminates all in-class meetings and moves all (or most) learning experiences online

• Adopts successful design elements of other models including – web-based, multi-media resources– commercial software– automatically evaluated assessments

with guided feedback– links to additional resources– alternative staffing models

FINE ARTSFlorida Gulf Coast University

• Lack of consistency among multiple sections leading to “course drift”

• Difficulty finding faculty and adjuncts with the breadth of knowledge needed

• Poor student performance in this required course

• Anticipated enrollment growth with limited resources for new faculty

FINE ARTSFlorida Gulf Coast University

• Three modules designed and monitored by faculty experts• Students attend performances and art exhibits on campus

or in the community• Students divided into six-person learning teams• Undergraduate peer tutors and preceptors guide

discussion groups • Online tests graded automatically • Intelligent Essay Assessor evaluates short, focused

essays• Preceptors evaluate longer papers• Model is scalable because more peer learning teams can

be added as needed

FLORIDA GULF COAST U Visual & Performing Arts

Traditional• 25 sections (~30);

6 sections (~15) = 800• Taught mainly by adjuncts• “Course drift”• $132 cost-per-student

Redesign• Single section (~950)• Taught by 1 faculty, 1 course

coordinator, 16 preceptors• Consistent & coherent• $81 cost-per-student

Average exam scores increased from 70% to 85% Number of A’s and B’s increased from 31% to 75% DFW rate decreased from 45% to 11%

COMPUTER LITERACY Arizona State University

Traditional 2 lectures per week Paper-based assignments and

multiple-choice exams Open lab hours staffed by TAs

and graders 26% received C or better $50 cost-per-student

Redesign 1 optional lecture per week All content online:

assignments, quizzes and projects submitted via the Web

Scheduled guidance in lab and online staffed by ULAs

65% received C or better in more difficult course

$35 cost-per-student

BUFFET MODEL• Assess each student’s knowledge/skill level

and preferred learning style• Provide an array of high-quality, interactive

learning materials and activities• Develop individualized study plans• Built in continuous assessment to provide

instantaneous feedback • Offer appropriate, varied

human interaction whenneeded

STATISTICSOhio State University

• Students had highly variable learning styles• Lectures (3 times a week) were poorly

attended• 20% of the students repeated the course

even though most satisfactorily completed initial modules

• Inconsistency among sections• Faculty time was used inefficiently (too

many emails for faculty)• Previous redesign using IT increased cost

STATISTICSOhio State University

• Students assisted in thinking about how they approach learning and what mode is best for them

• Online assessment of student learning styles by Felder and Solomon

• Multiple routes to established outcomes for each module: lecture, small group, online, lab options

• Student learning plan for each module• Various kinds of learning activities: web sites,

software, video lectures, small group discussions, individual and group projects

STATISTICSOhio State University

• Redesign students outscored traditional students on common exams (mean = 78.3 vs. 70)

• Percentage of students needing to retake the course reduced from 33% to 12%.

• Cost-per-student reduced from $191 to $132

OTHER APPLICATIONS

• Six other projects have used the Buffet Model– Communication– Chemistry – Technology Fluency – Nutrition– Psychology

• Common characteristics– Abandons the "one course, one instructor" model – Creates options: face-to-face, hybrid and online– Students can switch among them without restrictions– Modularizes course content– Students may test out of parts if already mastered

LINKED WORKSHOP MODEL

• Retains the basic structure of college-level course, especially class meetings

• Replace remedial/developmental course with just-in-time (JIT) workshops– designed to remove deficiencies– computer-based instruction, small-group activities and test

reviews – individually assigned modules based on diagnostic

assessments– facilitated by students who have previously excelled in core

course who are trained and supervised by core faculty

• JIT workshop activities designed so students use concepts during next core course class session, which in turn motivates them to do workshop activities

DEVELOPMENTAL MATHAustin Peay State University

• Eliminated developmental math courses• Provided JIT workshops staffed by ULAs linked

to college math course (which is unchanged)• Student Success Rates

College Course Before After

Funds of Math 32.4% 69.9%

Elem Statistics 22.4% 52.5%

• Reduced costs by 52% ($209,248 savings)

REDESIGN CHARACTERISTICS • Redesign the whole course—not

just a single class• Emphasize active learning—greater

student engagement with the material and with one another

• Rely heavily on readily available interactive software—used independently and in teams

• Increase on-demand, individualized assistance

• Automate only those course components that can benefit from automation—e.g., homework, quizzes, exams

• Replace single mode instruction with differentiated personnel strategies

Technology enables good pedagogy with large #s of students.

FOR MORE INFORMATIONwww.theNCAT.org

• Project descriptions• Progress reports• Project contacts

• Program descriptions• Monographs• Planning resources