planning and implementation workshop 1/19/2012. lumina course redesign awardees ◦ 2 community...
TRANSCRIPT
Lumina Course Redesign Awardees◦ 2 Community Colleges◦ 1 Non-USM Public◦ 1 Independent Institution◦ 1 USM Institution
Carnegie Award Redesign Awardees◦ 8 USM Institutions
Course Redesign Fellows, Guest Presenter, and USM Staff
In general--to position you for implementation of your project◦ Carnegie Awardees develop an implementation
plan and understand resources for implementation support
◦ Lumina Awardees Strategize about next steps to begin course redesign
work on their campus as well as recognize challenges ◦ Both: Understand some common issues
Need to design assessment into the plan Tools for understanding the cost of offering a course How award expenses will be handled
Has specific meaning for these initiatives◦ Follow definition, structure, principles, models,
and tools promoted by National Center for Academic Transformation
Has specific meaning for these initiatives◦ Follow definition, structure, principles, models,
and tools promoted by National Center for Academic Transformation
◦ Principles Redesign the whole course Encourage active learning Provide students with individualized assistance Build in ongoing assessment and prompt (automated)
feedback Ensure sufficient time on task and monitor student
progress◦ I.E., except for first one, a definition of student
centered learning
Improve learning outcomes and Do so using fewer resources*
* Recognizing there may be some one-time initial costs
Improve learning outcomes and Do so using fewer resources*
Meeting these expectations is not anecdotal, but evidence based
* Recognizing there may be some one-time initial costs
Supplemental◦ Retains basic classroom and adds technology
based out-of-class activities or alternatively create an in-class active learning environment
Supplemental◦ Retains basic classroom and adds technology
based out-of-class activities or alternatively create an in-class active learning environment
Replacement◦ Replaces some lectures by out-of-class
activities
Supplemental◦ Retains basic classroom and adds technology
based out-of-class activities or alternatively create an in-class active learning environment
Replacement◦ Replaces some lectures by out-of-class
activities Emporium
◦ Replaces class time with time in a learning resource center featuring interactive software and on-demand personalized assistance
Fully Online Model Buffet Model
◦ Customized learning environment for each student (cf. Ohio State Statistics; FGCU Humanities)
Fully Online Model Buffet Model
◦ Customized learning environment for each student (cf. Ohio State Statistics; FGCU Humanities)
Linked Workshop Model (new)◦ Uses workshops to fill in deficiencies while
proceeding with standard college level course
Rethink roles Freshmen don’t do “optional” Creating small within large Undergraduate Learning Assistants Modularization
Fundamentally one has to have a problem that Course Redesign solves◦ Low student engagement◦ High DFW rates◦ Students working below capability◦ Not enough resources to staff the course◦ Course reducing ability to staff other courses◦ Accommodate growth in enrollment◦ Course drift◦ Faculty not engaged
We have asked that you come prepared to discuss the problem(s) you are trying to solve
Late in the morning we will break up into groups to discuss these issues and share approaches to addressing them
The USM Course Redesign Fellows will facilitate these discussions