Academic Transformation/Course Redesign Vincent J. Granito, Ph.D. Chair, Center for Teaching Excellence Assistant Professor, Psychology

Center For Teaching Excellence “The Center For Teaching Excellence (CTE) is a community of educators serving as catalysts and resources for professional growth and innovative teaching to enhance student learning and achievement”

Center for Teaching Excellence Grants Program Course Redesign Innovative Learning Projects Professional Development Roundtables Study Groups Faculty Development Days Communications Newsletter Website Blog

Supporting Organizations National Center for Academic Transformation (NCAT) –Non-profit organization providing information on the use of technology to redesign learning environments Ohio Learning Network –Resource information on cutting edge teaching and learning practices –Established by the Ohio Board of Regents in 1999

Course Redesign (2005) Re-structure the delivery method of the 30 highest enrolled courses –Utilize distance learning and technology –Improve quality of learning, student engagement and retention by using current pedagogical theories and research –Reduce cost of the delivery method –Create shareable information and practice for other instructors, including adjunct professors

Rationale Strategies to increase learning Engagement with students/faculty Use technology creatively Increase retention rates Decrease D/F/W Reduce overall costs

Common Characteristics Computer based learning resources Alternative staffing Active learning Redesign applied to adjunct sections of course for consistency

REDESIGN MODELS RESEARCHED Supplemental – Add to the current structure and/or change the content, so that more is available on-line Replacement – Blend face-to-face with online activities and assessments Emporium – Move all classes to a lab setting Fully online – Conduct all (most) learning activities online Buffet – Mix and match according to student preferences

Course Changes Increase IVDL delivery –Two rooms vs. three rooms On-line lab experience –Six lab days conducted on-line Technology enhancements –Angel System uses On-line tests PowerPoint slides Podcasts Video-capture Clickers Biofeedback Equipment

Benefits To The Students [Grades] 79% success rate (Grade of C or better— typical indicator used at LCCC) (38% vs. 29% [traditional course] received A) 71% for all intro. Psychology classes 63% for 30 highest enrolled classes 70% for full-time psychology faculty 73% for landbased psychology classes 65% for distance psychology classes 64% for my previous 18 sections of intro.

Benefits To The Students [Grades] 38% received A’s vs. 13% over my previous 18 sections of Introduction to Psychology

Benefits To The Students [Test Scores] Students in the redesigned course scored significantly higher on tests 1, 3, 4, and final exam [there was no difference on test 2]* *Independent Sample t-test performed to look at statistical significance.

Benefits To The Students [Attrition Rates] Students in the redesigned course had an attrition rate of 15% {withdrawals plus grades of “F”} 23% for the traditional course 30% for all psychology courses 36% college-wide rate

Benefits To The Students [Course Outcomes] 86% of the students in the redesigned course either “strongly agreed” or “agreed” that the course met the documented course and student outcomes

LCCC Projects Macro and Micro Economics (2005) Introduction to Psychology (2006) American National Government (2006) College 101 (2007) Pre-Algebra (2007) Writing Review (2007) Body Structure and Function (2007)

Challenges Once a course has been redesigned, how do we make changes to the wider set of courses? How can we convince faculty to engage in a process that changes the way they teach their courses? How can we change students’ thought process of the notion of education? How do we adopt the redesigned courses to our current administrative structure? Are some students better prepared to be successful in the redesigned format?