READINESS CRITERIA What does it mean to be

READINESS CRITERIA • • • What does it mean to be “ready” to do a major course redesign? Is your institution ready? Which courses are “ready”—i. e. , are good candidates for a comprehensive redesign?

WHAT’S NEXT? • • • Establish institutional teams March 15, 2011 Deadline for submitting Course Readiness Instrument April 8, 2011 Workshop #2: Developing the Proposal

READINESS CRITERION #1 Course Choice • What impact would redesigning the course have on the curriculum, on students and on the institution—i. e. , why do you want to redesign this course?

FACTORS TO CONSIDER WHEN THINKING ABOUT HIGH IMPACT • • High drop-failure-withdrawal rates Student performance in subsequent courses Students on waiting lists Student complaints Other departmental complaints Lack of consistency in multiple sections Difficulty finding qualified adjuncts

READINESS CRITERION #2 Redesign Model • • Which redesign model do you think would be most appropriate for your redesign? Why? What aspects fit your particular discipline and your particular students?

READINESS CRITERION #3 Assessment Plan • Which assessment model do you think would be most appropriate for your redesign? Why?

ASSESSMENT GOAL To establish the degree to which improved learning has been achieved as a result of the course redesign.

ASSESSMENT PLANNING Step 1. Establish the method of obtaining data. Step 2. Choose the measurement method.

ESTABLISH THE METHOD OF OBTAINING DATA • • Baseline “Before” (traditional) and “After” (redesign) Parallel Sections – Compare traditional sections and redesigned sections

CHOOSE THE MEASUREMENT METHOD: FOUR MODELS A. Comparisons of Final Exams B. Comparisons of Common Content Items Selected from Exams C. Comparisons of Pre- and Post- Tests D. Comparisons of Student Work using Common Rubrics

READINESS CRITERION #4 Cost Savings Plan • Which cost savings strategy do you think would be most appropriate for your redesign? Why?

COST SAVINGS GOAL Create cost savings that can be used to sustain ongoing redesign, to fund future operations and to free up resources for program and/or institutional priorities.

STEP 1: WHAT’S YOUR ENROLLMENT SITUATION? • • Is your enrollment growing or projected to grow? Is your enrollment stable or declining?

STEP 2: CHOOSE LABORSAVING TACTICS (CPT) • • • Coordinated development and shared instructional tasks for individual development and delivery. Software for face-to-face. Automated grading of homework, quizzes, exams for hand grading. Course management software for human monitoring and course administration. Interaction with other personnel for one-toone faculty/student interaction.

STEP 3: CHOOSE A COST REDUCTION STRATEGY • Each instructor carries more students by – – • • Increasing section size. Increasing the number of sections carried. Change the mix of personnel teaching the course. Do both simultaneously.

FAIRFIELD UNIVERSITY General Biology • • • 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

RIO SALADO COLLEGE Pre-Calculus Math • • • Traditional 4 courses taught by 4 instructors Student interaction = each instructor $49 cost-perstudent • • • Redesign 4 courses taught by 1 instructor Student interaction = interactive software, 1 course assistant, and 1 instructor $31 cost-per-student

VIRGINIA TECH Linear Algebra • • Traditional 38 sections (~40) 10 tenured faculty, 13 instructors, 15 GTAs 2 hours per week $91 cost-per-student • • Redesign Single section (1520) 1 tenured faculty, graduate & undergraduate assistants 24 x 7 in open computer lab $21 cost-per-student

READINESS CRITERION #5 Learning Materials • Are the faculty able and willing to incorporate existing curricular materials in order to focus work on redesign issues rather than materials creation?

READINESS CRITERION #6 Active Learning • Do the faculty members have an understanding of and some experience with integrating elements of computer-based instruction into existing courses?

READINESS CRITERION #7 Collective Commitment • Describe the members of your team, the skills they bring to the project and what their roles will be in both the planning and implementation phases of the project.

WHY INSTITUTIONAL TEAMS? • • Faculty experts Administrators Technology professionals Assessment experts

READINESS CRITERIA Course Choice 2. Redesign Model 3. Assessment Plan 4. Cost Savings Plan 5. Learning Materials 6. Active Learning 7. Collective Commitment 1.

TABLE ASSIGNMENTS • • Criterion #2: A, E, J, N, R, V, Z, DD, HH Criterion #3: B, F, K, O, S, W, AA, EE Criterion #4: C, G, L, P, T, X, BB, FF, JJ Criteria #5 - #7: D, H, Q, U, Y, CC, GG

ASSIGNMENT Criteria #2 - #4 • • Read the appropriate document from you packet. What do you need to consider in making a choice? Why choose one vs. another? What do you need to take into account in implementing a particular model or strategy? Choose one person to report back.

ASSIGNMENT Criteria #5 - #7 • • • Read the readiness criteria description in the Application Guidelines. What issues do you need to consider in developing your responses? What evidence would you provide to indicate your readiness? If there are gaps in your readiness, how would you plan to address them? Choose one person to report back.