The Redesign Alliance Fourth Annual Conference
A New Model for Competence Development at Umeå University, Sweden
Presenter: Thomas, Fritz, Umeå University
Description: The Centre for Teaching and Learning provides training opportunities for teaching staff at our university. In 2007, a teaching competence inventory sent to all faculty asked, “What skills does a university teacher need?” The ability to use different teaching methods and the ability to use instructional technology were two of the skills that were identified. This poster session will describe a new model for pedagogical competence development based on national and local guidelines and the identified teacher skills from the survey. Online teaching skills, different teaching methods and the scholarly approach to teaching are integrated in all of our training courses, and each faculty member’s path through the courses is determined by an individual competence development plan.
Academy e-Learning at CSU Chico
Presenters: Laura Sederberg and Eddie Vela, California State University, Chico
Description: Chico’s provost and university deans are supporting large-enrollment course redesigns to better engage students, manage multi-section courses with greater efficiency and attempt to save money and resources. We will describe our e-Learning academy for teams of faculty who want to transform their courses using NCAT models and principles. With support from instructional design/technology consultants, faculty peer mentors, Chico ’s rubric for online instruction, and an integral assessment coordinator, we have developed a successful training model to integrate course redesign at our campus. This poster session will discuss the phases of our academy including recruiting faculty, building teams, conducting workshops, integrating assessment, piloting redesigns and demonstrating the process to others.
ASK (ALEKS, Success, Knowledge)
Presenter: Maria DeLucia, Middlesex County College
Description: Driven by a tough economy and easy access, community college enrollments are surging as students look to improve their skills and further their education to prepare them for the 21st century. With increased enrollments come a greater number of under-prepared students needing developmental courses. How do community colleges ensure that students possess the skills for success in credit-bearing courses? The responsibility for student success resides with our departments’ commitments to help students succeed in all courses. This poster session will outline how Middlesex County College has addressed placement issues to ensure proper placement, developed new courses to reduce the time spent in developmental courses, integrated ALEKS into our courses and created a learning center to increase student success in both non-credit and credit math courses.
Assessing the Math Emporium Model Pilot Study in Developmental Math
Presenter: Vaughn Millner, University of South Alabama
Description: This presentation will discuss the assessment components of a pilot redesign currently being implemented in a developmental math course at the University of South Alabama using the Emporium Model. In Alabama , only 20% of eighth grade students in 2009 were considered proficient or above in math. Meeting the challenges of a reduced budget, increased enrollment and academically unprepared students has led us to explore new solutions to existing and new challenges. Our assessment plan adds both student self-efficacy in math and student computer anxiety as covariates for analysis in addition to comparative learning outcomes. Implementation and impact components of assessment will be discussed, including seven methods of assessing student learning. A cost assessment plan will also be explained.
California University of Pennsylvania’s Algebra Course Redesign
Presenter: Mohamed Benbourenane, California University of Pennsylvania
Description: This poster will describe our experience in redesigning the Introductory Algebra course. Although the redesign of the course was forced by a change in the Pennsylvania State System of Higher Education funding formula, the results of the new redesigned course were better than expected. The structure of the course has been changed from a traditional and/or linked course format to a format combining technology and faculty/tutoring center support. Class sizes have increased, a lab expectation is now included and test scores have improved. Student outcomes from both the traditional format and the new format will be presented.
Carnegie Learning Developmental Math Software Solutions
Presenter: Steve Ritter, Carnegie Learning, Inc.
Description: Carnegie Learning Cognitive Tutor software helps students achieve competency in Pre-Algebra, Elementary and Intermediate Algebra developmental math courses. Our software adapts to the needs of developmental math students by providing highly individualized, self-paced instruction. Our mastery learning model ensures that students quickly master the math concepts needed to transition from developmental studies into their degree programs of choice. This poster session will discuss the benefits of using our solutions.
Challenges Faced in College Algebra Redesign
Presenters: Terry Tiballi, Pat Pacitti, Preety Tripathi, SUNY Oswego
Description: This poster session will address some of the special challenges faced in implementing a College Algebra redesign at SUNY Oswego, a small undergraduate institution. College Algebra is the first course in the algebra/calculus sequence that is offered for graduation credit and enrolls ~200 students annually. Over the past five years, only ~63% of the students completed the traditional course with a C- or better. Student demand was unmet due to resource problems, and the pool of available faculty to teach the course was severely limited. Special challenges for redesign included limited physical space, scheduling issues and staffing limitations. This poster session will describe how we overcame them.
Collaborative Online Lab Reports: Moving Beyond the Laboratory
Presenter: Erik Christensen, South Florida Community College
Description: This poster will showcase how a virtual collaborative science laboratory report format can be used in a course redesign to extend the time that students are engaged in the lab and to mirror the scientific peer-review process.
Course Redesign Fellowship: Helping Faculty Improve Student Success in Low-Performing, High-Enrollment Courses
Presenter: Sandy Schaeffer, University of Memphis
Description: This poster session will report the results of a new Course Redesign Fellowship (CRF) program at the University of Memphis in which selected faculty used the summer 2009 term to redesign “at-risk” high-enrollment courses. Support for this high-visibility initiative was provided by jointly by the provost and CIO. Federal stimulus funds were used to expand its scope and impact. Information provided in this session will include: design and selection process, faculty support during the redesign period, and impact on student success. Additionally, lessons learned about the role of instructional technologies will also be discussed.
Driving Savings to Students and Students to Colleges
Presenter: Burck Smith, StraighterLine
Description: This poster session will describe StraighterLine, a new service offering online general education courses in math, writing, accounting, economics and statistics that are well-supported, extremely convenient and very affordable. Students receive up to 10 hours of individualized, on-demand instruction per course. Students may begin a course at any time and complete it at their own pace. Because StraighterLine offers courses on a subscription basis ($39 per course plus a $99 monthly subscription fee), students who are able to succeed quickly can keep their costs down. Students who realize early on that they do not have the time, motivation or skill to complete a course can drop it without incurring significant debt. Students may receive credit by enrolling at any of StraighterLine’s regionally accredited partner colleges. Alternatively, any college that awards credit for courses approved by the American Council on Education’s Credit Recommendation Service will award credit for StraighterLine’s courses.
Choosing the Right Software To Increase the Success of Your Math Redesign
Presenter: Brittany Walker, Hawkes Learning Systems
Description: Using technology is a crucial part of mathematics course redesign. The software chosen can make a huge impact on the redesign’s success and improvement of student performance. Hawkes Learning Systems motivates students by engaging them in interactive learning. The software helps students succeed through tutorials, unlimited practice, mastery-based homework assignments, and error-specific feedback provided by artificial intelligence. This poster session will explore ways to use software and technology in a math redesign, show examples of proven success, explain what other schools have done to implement the software in their redesigns and foster an atmosphere of discussion and ideas. It will provide an opportunity for attendees to ask questions and get useful information that can be used in their own redesigns.
Overcoming the Objections: A Common-Sense Approach to Answering Legitimate Questions about Course Redesign from University Stakeholders
Presenter: Michael Simmons, Texas Woman’s University
Description: This poster session will illustrate the type of questions, answers and dialogue trails that we encountered from various stakeholders at Texas Woman’s University when we proposed a redesign of three undergraduate courses. The main focus of this poster is on administrative types of oppositions and challenges. We will identify the top ten issues we encountered and provide practical alternatives for responses, indicating what was successful and what caused the most difficulty.
Preparing Undergraduates for their Roles as Learning Assistants
Presenters: Meghan Pereira and Michelle Owens, SUNY Buffalo State College
Description: A successful aspect of Buffalo State’s redesign of Principles of Economics has been the use of Undergraduate Learning Assistants (ULAs). This poster session will focus on highlight the recruitment, preparation and involvement of the ULAs. It will highlight the two-day training sessions that include ANGEL and Turning Point clicker training, an overview of FERPA and course content, and classroom techniques that encourage class participation. It will also describe the main responsibilities of the ULAs, which include managing small-group activities; communicating, updating and releasing content on the ANGEL site; and holding office hours to give students the one-on-one assistance they need. We will also share how the training and responsibilities of the ULAs have evolved and our plans for further enhancement.
Redesign is More Than Adding Technology
Presenter: Mary Monroe-Ellis, Pellissippi State Community College
Description: While adding technology to developmental math courses is one crucial component of successful redesign, using an applications-based curriculum strengthens conceptual understanding of mathematics by integrating adaptive learning technologies with rich problem-solving activities. This poster session will describe how this was done at Pellissippi State Community College .
Redesigning Developmental Mathematics at Towson University
Presenter: Raouf Boules, Towson University
Description: This poster session will describe a developmental math course redesign at Towson University , a member of the University System of Maryland, and the process that the math department followed to accomplish it. At this point in time, student success rates have increased by 7%, and costs have been reduced by 17%. It will also discuss the difficulties encountered throughout the process, especially because we involved 20 part-time faculty members plus a number of graduate students and undergraduate learning assistants. Hiring and training everyone to work on the new design has presented challenges, but we have overcome them and the redesign is working well.
Supporting Course Redesign with 24/7 Online Tutoring
Presenter: Cindy Hewitt, SMARTHINKING
Description: In planning a course redesign, how will you provide academic support around the clock, on campus and off, to all students? This poster session will describe how SMARTHINKING’s online academic support complements existing campus support services, allowing institutions to help students integrate technology and take charge of their own learning. Independent research will be presented showing that access to 24/7, live, on-demand online tutoring from SMARTHINKING increases the performance and confidence of students, resulting in positive gains for students, faculty and the entire campus.
The Only Dum Dum’s in Math are Candies
Presenters: Jody DeKorte and Betsy Duke, Kaplan University
Description: Many college and university students struggle with math and math anxiety. Kaplan University’s approach in its lower-level Survey of Mathematics course has resulted in a sharp increase in student learning and satisfaction. This course, with its outcomes-driven, adaptive learning model, allows students to practice those items they find most difficult until they achieve competency and move rapidly through those items in which they demonstrate competency. Multi-modal support is provided through MyMathLab, videos, tutoring, and more. Our model has led to dramatic improvements in the achievement of outcomes, course success rates and student satisfaction. Stop by this poster for a course demo!
Time on Task + Class Attendance = Student Success
Presenter: Marc Campbell, Daytona State College
Description: Our mathematics curriculum has been carefully designed to engage the students’ senses and intellect more fully without overextending their attention span. We know that lecture (a one-way communication that relies principally on a single sensory channel, hearing) is ineffective. We also know that, far too often, our students don’t do homework due to other demands on their time. By introducing a, eight-week course structure, a mandatory lab course and having students complete their “homework” in class, we ensure that each student spends at least eight hours per week studying. Students also have immediate access to instructors when they need them the most: when they are actively engaged in their work. The result has been an increase in student success rates in Elementary Algebra from ~46% before the redesign to nearly 70% after the redesign. This poster session will describe our approach of de-emphasizing the lecture and concentrating our efforts where they belong, on student participation and active learning.
Use of Moodle in Course Redesign and Management
Presenters: Jaesoon An and Concepcion Godev, University of North Carolina, Charlotte
Description: This poster session will describe how Moodle, a learning management system, is used both to facilitate necessary instructor collaboration and to manage the course itself in a large course redesign project in Spanish.
Community College Opening Learning Initiative
Presenter: Renee Fisher, Carnegie Mellon University
Description: This poster session will describe the opportunities for community colleges to work with Carnegie Mellon University (CMU) to redesign high-enrollment courses with high dropout and/or high failure rates. CMU, in collaboration with state agencies and national affinity groups, is in the process of establishing a consortium of community colleges that will enact a large-scale, systems-change process that increases efficiency in the way instruction is developed, delivered, evaluated and continuously improved. The overarching goal is to demonstrate a 25% higher rate of course completion for students from vulnerable populations, with a focus on gatekeeper courses critical to graduation success. Within three years, the Community College Opening Learning Initiative will scale to 40 community college partners. CMU is seeking partner institutions to play a role in the creation and evaluation of these new approaches.