Presentation on theme: "REDESIGNING GENERAL PSYCHOLOGY at Frostburg State University Dr"— Presentation transcript:
1 REDESIGNING GENERAL PSYCHOLOGY at Frostburg State University Dr REDESIGNING GENERAL PSYCHOLOGY at Frostburg State University Dr. Megan Bradley February 12, 2013
2 TODAY’S DISCUSSION Brief Introduction to Course Redesign Proven Model for Successful Redesign: Psychology at Frostburg State Universityby Dr. Megan Bradley
3 Became an independent non-profit organization in 2003 Established in 1999 as a university Center at RPI funded by the Pew Charitable TrustsBecame an independent non-profit organization in 2003Mission: help colleges and universities learn how to use technology to improve student learning outcomes and reduce their instructional costsWho is the National Center for Academic Transformation?A more expansive description in your packet
4 WHAT DOES NCAT MEAN BY COURSE REDESIGN? Course redesign is the process of redesigning whole courses (rather than individual classes or sections) to achieve better learning outcomes at a lower cost by taking advantage of the capabilities of information technology.We know that it is possible to . . .
5 WHY REDESIGN?Look for courses where redesign will have a high impact – let’s make a difference:Improving Student learningHigh withdrawal/failure ratesInconsistency of preparationDifficulty in subsequent coursesReducing Instructional CostsStudents on waiting listsStudents turned away – graduation bottleneckOver enrollment of courses leading to multiple majorsDifficulty getting qualified adjuncts
6 TEAM EFFORT IS KEY Each team included Administrator Faculty experts Technology expertiseAssessment assistance
7 120+ REDESIGNED COURSES 160,000 students nationwide Improved student learning: 72% Equivalent student learning: 28%Cost reduction: 37% (9% to 77%) Annual savings: ~$9.5 millionOther outcomesIncreased course-completion ratesImproved retentionBetter student attitudes toward the subjectIncreased student satisfaction with the mode of instruction
8 NCAT METHODOLOGY: Relevance and Utility Discipline: math & literatureAge: traditional & working adultsInstitution: small & largeLocation: on-campus & at a distanceRedesign: current & new coursesLevel: introductory & advanced
9 REDESIGN MODELSSupplemental – Add to the current structure and/or change the contentReplacement – Blend face-to-face with onlineactivitiesEmporium – Move all classes to a lab settingFully online – Conduct all (most)learning activities onlineBuffet – Mix and match accordingto student preferencesLinked Workshop – JIT workshopslinked to college level course
10 REDESIGN CHARACTERISTICS Redesign the whole course—not just a single classEmphasize active learning—greater student engagement with the material and with one anotherRely heavily on readily available interactive software—used independently and in teamsMastery learning—not self-pacedIncrease on-demand, individualized assistanceAutomate only those course components that can benefit from automation—e.g., homework, quizzes, examsReplace single mode instruction with differentiated personnel strategiesTechnology enables good pedagogy with large #s of students.
11 A STREAMLINED REDESIGN METHODOLOGY “A Menu of Redesign Options” Six Models for Course RedesignFive Principles of Successful Course RedesignCost Reduction StrategiesCourse Planning ToolCourse Structure FormFour Models for Assessing Student LearningFive Critical Implementation IssuesPlanning Checklist
12 REDESIGNING GENERAL PSYCHOLOGY Carolyn Jarmon, Ph.D.
13 Redesigning General Psychology Dr. Megan Bradley Professor Frostburg State University Dr. Carolyn Jarmon Vice President National Center for Academic Transformation