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 University
by 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 Trusts
Became an independent non-profit organization in 2003
Mission: help colleges and universities learn how to use technology to improve student learning outcomes and reduce their instructional costs
Who 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 learning
High withdrawal/failure rates
Inconsistency of preparation
Difficulty in subsequent courses
Reducing Instructional Costs
Students on waiting lists
Students turned away – graduation bottleneck
Over enrollment of courses leading to multiple majors
Difficulty getting qualified adjuncts

6. TEAM EFFORT IS KEY Each team included Administrator Faculty experts
Technology expertise
Assessment 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 million
Other outcomes
Increased course-completion rates
Improved retention
Better student attitudes toward the subject
Increased student satisfaction with the mode of instruction

8. NCAT METHODOLOGY: Relevance and Utility
Discipline: math & literature
Age: traditional & working adults
Institution: small & large
Location: on-campus & at a distance
Redesign: current & new courses
Level: introductory & advanced

9. 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
Linked Workshop – JIT workshops
linked to college level course

10. REDESIGN CHARACTERISTICS
Redesign the whole course—not just a single class
Emphasize active learning—greater student engagement with the material and with one another
Rely heavily on readily available interactive software—used independently and in teams
Mastery learning—not self-paced
Increase on-demand, individualized assistance
Automate only those course components that can benefit from automation—e.g., homework, quizzes, exams
Replace single mode instruction with differentiated personnel strategies
Technology enables good pedagogy with large #s of students.

11. A STREAMLINED REDESIGN METHODOLOGY “A Menu of Redesign Options”
Six Models for Course Redesign
Five Principles of Successful Course Redesign
Cost Reduction Strategies
Course Planning Tool
Course Structure Form
Four Models for Assessing Student Learning
Five Critical Implementation Issues
Planning 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