Course Redesign for Freshman Comp I & II and Intermediate & College Algebra
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Transcript of Course Redesign for Freshman Comp I & II and Intermediate & College Algebra
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Course Redesign for Freshman Comp I & II and
Intermediate & College Algebra
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Title V – US Dept. of Education
• Five-Year $3.2 Million Award – Began Oct. 2010
• Course Redesign for General Education: English, Math, History and Biology• Redesigned & Piloted Freshman Composition I
& II – year 1• Redesigned & Piloted Intermediate & College
Algebra – year 2• Redesigning History I and II – year 3
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Freshman Composition I Pilot Results
Successful Students (A-C) Unsuccessful Students (DFW)
60.60%39.40%
65.70%
34.30%
Spring 2012Spring 2011
Students Saved –
27 students
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Freshman Composition II Pilot Results
Successful Students (A-C) Unsuccessful Students (DFW)
70.10%
29.90%
82.30%
17.70%
Spring 2012Spring 2011
Students Saved –
39 students
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Intermediate Algebra Pilot Results
Successful Students (A-C) Unsuccessful Students (DFW)
55.60% 44.40%
63.70%
36.60%
Fall 2012Fall 2011
Students Saved –
50 students
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College Algebra Pilot Results
Successful Students (A-C) Unsuccessful Students (DFW)
60.20%39.80%
64.20%
35.80%
Fall 2012Fall 2011
Students Saved –
42 students
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Lessons Learned
• Course redesign must be faculty driven.• Course redesign must respect department
culture.• Course redesign must have connections to
institutional goals & objectives.• Course redesign must include time for faculty to
voice concerns & develop solutions.• Course redesign should limit major changes &
develop a sustainable redesign pace.
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Phase I – Research (Fall 2012)
– Data Analysis• CCSSE• Program data• Institutional data
– Current Practice Discussions• Roundtable discussion on current practice• Share instructional resources
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Phase I – Research (Fall 2012)
– Promising Practice Research• Student engagement
– Active learning– Collaboration
• Time on task, monitoring student progress• Ongoing assessment and prompt feedback• Individualized assistance and tutoring • Technology
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Phase I – Research (Fall 2012)
– Instructional Resources Evaluation/Research• Textbooks• Technology• Texas Learning Object Repository (TXLOR)
– Case Studies• NCAT/THECB case studies• Webinar/discussions with other institutions
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Phase I – Research (Fall 2012)
– Professional Development Needs• Technology plan• Promising practice• Instructional resources
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Phase II Alignment and Assessment (2012-13)
– Academic Course Guide Manual (ACGM)• Course Descriptions• Learning Outcomes
– Develop specificity– Develop clarifying activities
– General Education Competencies• Required• Optional
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Phase II Alignment and Assessment (2012-13)
– External Requirements– Vertical Alignment• With pre-requisites• With other courses/institutions/etc.
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Phase II Alignment and Assessment (2012-13)
– Student Assessment• Formative
– Monitoring student practice– Student time on task– Ongoing assessment/prompt feedback
• Summative– Common assessments– Other common course requirements
– Program Evaluation• PET forms• Data capture
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Phase III Instructional Resource Development (Spring 2013)
– Instructional Resources• External resources
– Textbook resources– Technology resources
• Faculty-created resources– Instructional activities– Student assignments– Common assessments
– Professional Development• Technology• Instructional resources• Promising practices
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Phase III Instructional Resource Development (Spring 2013)
– Delivery Options• Traditional• Hybrid• Online
– Support• Instructional designers• Library services• Tutoring• Other out-of-class support resources
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Phase IV Piloting (Fall 2013)
– Implement Redesigned Curriculum– Monitor Progress• Data capture • Ongoing discussions
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Phase V Feedback and Revision (Fall 2013, Spring 2014)
– Data Evaluation• Program Data• Institutional Data
– Revision – Program-wide implementation
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Thank YouCara Crowley, Director of HSI [email protected]/345-5518
Dale McCurdyCurriculum Enhancement [email protected]/371-5940
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