Course Redesign for Freshman Comp I & II and Intermediate & College Algebra

Course Redesign for Freshman Comp I & II and

Intermediate & College Algebra

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

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

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

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

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

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.

Phase I – Research (Fall 2012)

– Data Analysis• CCSSE• Program data• Institutional data

– Current Practice Discussions• Roundtable discussion on current practice• Share instructional resources

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

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

Phase I – Research (Fall 2012)

– Professional Development Needs• Technology plan• Promising practice• Instructional resources

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

Phase II Alignment and Assessment (2012-13)

– External Requirements– Vertical Alignment• With pre-requisites• With other courses/institutions/etc.

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

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

Phase III Instructional Resource Development (Spring 2013)

– Delivery Options• Traditional• Hybrid• Online

– Support• Instructional designers• Library services• Tutoring• Other out-of-class support resources

Phase IV Piloting (Fall 2013)

– Implement Redesigned Curriculum– Monitor Progress• Data capture • Ongoing discussions

Phase V Feedback and Revision (Fall 2013, Spring 2014)

– Data Evaluation• Program Data• Institutional Data

– Revision – Program-wide implementation

Thank YouCara Crowley, Director of HSI Programscjcrowley@actx.edu806/345-5518

Dale McCurdyCurriculum Enhancement Facultyd0446926@actx.edu806/371-5940