1	IMPROVING LEARNING AND REDUCING COSTS: The Program in Course Redesign
2	HIGHER EDUCATION’S CHALLENGES Access Quality Cost
3	ASSUMPTIONS THAT GET IN THE WAY Improving quality means increasing cost Adding IT increases cost Using IT may even threaten quality
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8	TRADITIONAL INSTRUCTION
9	“BOLT-ON” INSTRUCTION
10	"PROGRAM IN"
11	THE ONE PERCENT SOLUTION Maricopa Community College District 200,000 students 2,000 course titles 25 courses = 44% enrollment
12	THE ONE PERCENT SOLUTION English (7) Psychology (1) Mathematics (5) Fitness (1) Sociology (1) Computing (1) Philosophy (1) Economics (2) Biology (2)
13	ROUND I INSTITUTIONS 20,585 Students Annually IUPUI (Sociology) Penn State (Statistics) Rio Salado College (College Algebra) SUNY at Buffalo (Computer Literacy) U of Central Florida (American Government) U of Colorado-Boulder (Astronomy) U of Illinois-Urbana Champaign (Statistics) U of Southern Maine (Psychology) U of Wisconsin-Madison (Chemistry) Virginia Tech (Linear Algebra)
14	ROUND II INSTITUTIONS 14,119 Students Annually Cal Poly Pomona (Psychology) Carnegie Mellon University (Statistics) Fairfield University (Biology) Riverside Community College (Math) The University of Alabama (Math) University of Dayton (Psychology) University of Idaho (Math) The University of Iowa (Chemistry) University of Massachusetts (Biology) University of Tennessee (Spanish)
15	ROUND III INSTITUTIONS 18,734 Students Annually Brigham Young U (English Composition) Drexel U (Computer Programming) Florida Gulf Coast U (Fine Arts) Iowa State U (Discrete Math) Northern Arizona U (College Algebra) Ohio State U (Statistics) Portland State U (Introductory Spanish) Tallahassee CC (English Comp) U of New Mexico (Intro Psychology) U of Southern Mississippi (World Lit)
16	QUANTITATIVE (13) Mathematics Iowa State University Northern Arizona University Rio Salado College Riverside CC University of Alabama University of Idaho Virginia Tech Statistics Carnegie Mellon University Ohio State University Penn State U of Illinois-Urbana Champaign Computer Programming Drexel University University at Buffalo
17	SCIENCE (5) SOCIAL SCIENCE (6) Biology Fairfield University University of Massachusetts Chemistry University of Iowa U of Wisconsin-Madison Astronomy U of Colorado-Boulder Psychology Cal Poly Pomona University of Dayton University of New Mexico U of Southern Maine Sociology IUPUI American Government U of Central Florida
18	HUMANITIES (6) English Composition Brigham Young University Tallahassee CC Spanish Portland State University University of Tennessee Fine Arts Florida Gulf Coast University World Literature University of Southern Mississippi
19	IMPROVED LEARNING OUTCOMES Penn State - 68% on a content-knowledge test vs. 60% UB - 56% earned A- or higher vs. 37% CMU - scores on skill/concept tests increased by 22.8% Fairfield – 88% on concept retention vs. 79% U of Idaho – 30% earned A’s vs. 20% UMass – 73% on tougher exams vs. 61% FGCU - 85% on exams vs. 72%; 75% A’s and B’s vs. 31% USM - scored a full point higher on writing assessments IUPUI, RCC, UCF, U of S Maine, Drexel and U of Ala - significant improvements in understanding content
20	REDUCTION IN DFW RATES U of Alabama – 60% to 40% Drexel – 51% to 38% Tallahassee CC – 46% to 25% Rio CC – 41% to 32% IUPUI – 39% to 25% UNM – 39% to 23% U of S Maine – 28% to 19% U of Iowa – 25% to 13% Penn State – 12% to 9.8%
21	COST SAVINGS RESULTS Redesigned courses reduce costs by 37% on average, with a range of 20% to 77%. Collectively, the 30 courses projected a savings of about $3.6 million annually. Final results show actual annual savings of $3.1 million.
22	WHAT HAPPENS TO THE SAVINGS? $3.1 Million Annually Stay in department for continuous course improvement and/or redesign of others Provide a greater range of offerings at upper division or graduate level Accommodate greater numbers of students with same resources Stay in department to reduce teaching load and provide more time for research Redesign similar courses Miscellaneous Offer distance sections Reduce rental expenditures Improve training of part-time faculty
23	REDESIGN CHARACTERISTICS Redesign the whole course-- not just a single class Replace single mode instruction with differentiated personnel strategies Rely heavily on readily available interactive software--used independently and in teams Create “small” within “large” Use course management software to monitor student performance Assessment, assessment, assessment
24	REDESIGN CHARACTERISTICS Emphasize active learning-- greater student engagement with the material and with one another Provide 24 x 7 access to online learning resources Increase on-demand, individualized assistance Automate only those course components that can benefit from automation—e.g., homework, quizzes, exams
25	"What’s" What’s wrong with this picture?
26	GENERAL BIOLOGY at Fairfield University Inconsistent student academic preparation Inadequate student interaction with learning materials and complex topics Inadequate use of modern technology Inability of students to retain what they have learned (amnesia) Inability of students to apply biological principles to other disciplines (inertia)
27	ACADEMIC GOALS Enhance quality by individualizing instruction Focus on higher-level cognitive skills Create both team-based and independent investigations Use interactive learning environments in lectures and labs to illustrate difficult concepts to allow students to practice certain skills or test certain hypotheses to work with other students to enhance the learning and discussion of complex topics
28	"Traditional" Traditional 7 sections (~35) 7 faculty 100% wet labs $131,610 $506 cost-per-student Redesign 2 sections (~140) 4 faculty 50% wet, 50% virtual $98,033 $350 cost-per-student
29	FIVE 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
30	FIRST-YEAR SPANISH (Replacement Model) Increase active speaking via in-class interaction Use technology to support skill practice Provide immediate feedback online Increase student and instructor computer literacy Encourage collaborative learning, both online and in class
31	"Traditional" Traditional 57 sections (~27) Adjuncts + 6 TAs 100% in class $167,074 ($2931/section) 1529 students @ $109 Redesign 38 sections (~54) Instructor-TA pairs 50% in class, 50% online $56,838 ($1496/section) 2052 students @ $28
32	THE EMPORIUM MODEL 71% Cost Reduction (V1) 30% Cost Reduction (V2)
33	FULLY ONLINE MODEL Traditional Redesign one class Emphasize instructor-to-student interaction Instructor does all grading and provides all student feedback Use a single personnel strategy Redesign Redesign whole course Emphasize student-to-student interaction and teaming Automate grading and student feedback Use a differentiated personnel strategy
34	RIO SALADO COLLEGE Pre-Calculus Mathematics Traditional 4 courses taught by 4 instructors Student interaction = each instructor $49 cost-per-student Retention = 59% Redesign 4 courses taught by 1 instructor Student interaction = interactive software, 1 course assistant, and 1 instructor $31 cost-per-student Retention = 65%
35	U. OF S. MISSISSIPPI World Literature Traditional 16 – 20 sections (~65) Taught by 8 faculty and 8 adjuncts Faculty do all grading $70 cost-per-student Redesign Single online section Team-taught by 4 faculty and 4 TAs 50% automated grading via WebCT; 50% TAs $31 cost-per-student
36	THE 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
37	WHAT DO THE FACULTY SAY? “It’s the best experience I’ve ever had in a classroom.” “The quality of my worklife has changed immeasurably for the better.” “It’s a lot of work during the transition--but it’s worth it.”
38	FOR MORE INFORMATION WWW.CENTER.RPI.EDU Full project plans Monograph Progress reports Completed course planning tools Project contacts
39	WHAT’S NEXT? The Roadmap to Redesign (R2) Joint Proposal with the League Redesign Programs with Districts, Systems and States
40	HIGHER EDUCATION’S CHALLENGES Access Quality Cost