The Learner-Centered Education Course Redesign Initiative (LCE-CRI) in Partnership with NCAT at all of the Arizona Public Universities Dr. Jerrold E. Hogle, The University of Arizona

The Arizona Board of Regents (ABOR) Learner-Centered Education (LCE) Grants supporting individual and group LCE course innovations (15-20 courses system-wide per year) Grant support of about $500,000 annually since

ABOR Revision to Create LCE-CRI (after presentation by Dr. Twigg) Purposes in (First year): Increase spread of LCE to many more students Create lessons and technology transportable across instructors Improve learner-centered effectiveness using technology Have more planned and credible outcomes assessments Save $ overall in a constrained resource environment

Declared Requirements for LCE-CRI ABOR Grant Proposals Only for large introductory courses (primarily “core” curriculum) Must enunciate aims and techniques for improved student learning Must have plans for effective full incorporation of technology Must show how all improvements are learner-centered Must show how savings can be achieved and transferred –Incentive: department keeps the savings, provided uses are educational

ABOR Grant application procedures in 2007: Bring together instructional-technical-administrative teams Draft preliminary applications for campus coordinators “Test the waters” with NCAT advice/responses Submit full proposals to ABOR ABOR’s LCE Advisory Team evaluates proposals with NCAT counsel Responses/suggestions sent back to campus coordinators Grants awarded, to start with planning and piloting semesters

The subject areas in which ABOR LCE-CRI grants were awarded to four campuses of Arizona State University (ASU) Lower-division –Uses of accounting information –General chemistry –College algebra –Computer literacy –Intro to geology –Earth, solar system and universe –Intro to solar systems astronomy –Intro to stars, galaxies and cosmology –Public speaking –Women and society

The subject areas in which ABOR LCE-CRI grants were awarded to the campuses of Arizona State University (ASU) Upper-division (large “core” classes for majors) –Health integrity –Leadership and management –Organizational behavior and leadership

The subject areas in which ABOR LCE-CRI grants were awarded to Northern Arizona University (NAU) Introductory biology Introduction to Psychology Technical and professional writing (“core” upper-division class)

The subject areas in which ABOR LCE-CRI grants were awarded to the University of Arizona (UA) Introductory biology (for multiple majors) Fundamentals of Chemistry (for multiple majors) Natural Science (NATS): A Geological Perspective (one of a series of NATS options for non-science students)

Especially important advances in the UA’s revision of Introductory Biology (MCB-EEB 181)--[1,800 students per year] Pre-class online, interactive tutorials (from Pearson Mastering Biology) and home-grown additions Lectures “jump off” of tutorials with “clicker” answers to questions Online short-answer exams (gradable by preceptors, graduate assistants, and faculty) Active-learning exercises for discussion/lab sections Ongoing advice on pilot year from honors sections Approval for ongoing assessment by Human Subjects research board

Especially important advances in the UA’s revision of “Natural Sciences: A Geological Perspective” [1,200 students per year] Small group work in lecture (using blue slides) develops active critical thinking and analysis Break out sessions combine graduate assistants with undergraduate preceptors for more individualization Online assignments replace much of what was in lectures and allows students to learn at their own pace (and take online quizzes with immediate responses) Reduction of graduate assistants from eight to five, with increase in preceptors (for credit)

Arizona LCE-CRI Grant Success Already Greater coordination and curricular cohesion in large courses The opportunity for different types of revision in different types of courses The team approach to course development and execution The “piloting” in comparison to regular offerings Keeping cost savings internally puts less pressure on central fund sources as enrollments grow

Cautions Emerging from Arizona LCE-CRI Grants Full assessment under way but not yet completed Attrition of students by mid-semester has fallen, but how much retention will be improved is not clear yet Extent of cost savings will be clearer after grant money stops (initial infusion is VITAL) Research universities must – and can – deal with the issue of potential threats to funds for graduate assistantships in teaching

Thank you for NCAT’s support of Arizona’s public universities!