Linked Courses:Linked Courses:General Education with General Education with

Developmental EducationDevelopmental EducationRedesign Alliance ConferenceRedesign Alliance Conference

Orlando, FLOrlando, FLMarch 28-30, 2010March 28-30, 2010

Dr. Leslie Kimberling JonesDr. Leslie Kimberling JonesUniversity of Texas at Brownsville and Texas University of Texas at Brownsville and Texas

Southmost CollegeSouthmost College

Course selectionCourse selection

Relationship between disciplinesRelationship between disciplines– Government and ReadingGovernment and Reading– History and ReadingHistory and Reading– Reading and Writing (both DE courses)Reading and Writing (both DE courses)

Student learning outcomes should complement each otherStudent learning outcomes should complement each other– Reading and reading intensive courses: Reading SLOs are broad Reading and reading intensive courses: Reading SLOs are broad

in nature and reading intensive courses have discipline specific in nature and reading intensive courses have discipline specific SLOsSLOs

– Reading and writing SLOs complement each otherReading and writing SLOs complement each other

Similar or complementary teaching philosophy and Similar or complementary teaching philosophy and instructional stylesinstructional styles– Determine whether instructional styles are similar, offering Determine whether instructional styles are similar, offering

consistency or whether there is a need for complementary consistency or whether there is a need for complementary instructional styles such as lecture and active learninginstructional styles such as lecture and active learning

Collaboration CycleCollaboration Cycle

During:Collaboration

During Implementation

After:Collaborative

Reflection

Before: Collaboration

in Planning

Integrated CurriculumIntegrated Curriculum

Align student learning outcomesAlign student learning outcomes

Very carefully and completely discuss course and instructor Very carefully and completely discuss course and instructor expectationsexpectations– Cognitive and affectiveCognitive and affective

Develop complementary and/or supplementary instructional activitiesDevelop complementary and/or supplementary instructional activities

Select or design appropriate assessmentsSelect or design appropriate assessments– Standardized, authentic, performance-based, etc.Standardized, authentic, performance-based, etc.

Collaborative analysis and evaluation Collaborative analysis and evaluation – Use the students’ assessment results to guide instruction and/or decisions Use the students’ assessment results to guide instruction and/or decisions

concerning possible revisions to curriculum, instructional activities, and/or concerning possible revisions to curriculum, instructional activities, and/or assessment methodsassessment methods

Formative and Summative assessment and evaluation Formative and Summative assessment and evaluation – Determine whether implementation of revision is appropriate immediately or Determine whether implementation of revision is appropriate immediately or

at a future timeat a future time

How have courses How have courses changed?changed?

CollaborationCollaboration– It is not always easy to work with other faculty, especially from different It is not always easy to work with other faculty, especially from different

disciplinesdisciplines OngoingOngoing

Integrated curriculumIntegrated curriculum– Unfamiliar contentUnfamiliar content– Shared timelineShared timeline– Shared policiesShared policies

Semester to semesterSemester to semester

Aligned instructional activitiesAligned instructional activities– May require willingness to change instructional methods May require willingness to change instructional methods

Within semesterWithin semester

Refined assessmentsRefined assessments– May require willingness to adopt different types of assessmentMay require willingness to adopt different types of assessment

Semester to semesterSemester to semester

ProblemsProblems

CollaborationCollaboration– Need to meet on a regular basis and communicate on Need to meet on a regular basis and communicate on

student progress. Just because a student does well in student progress. Just because a student does well in one course does not mean that he/she will perform as one course does not mean that he/she will perform as well in the other. Need to identify problems almost on an well in the other. Need to identify problems almost on an individual student basisindividual student basis

Guarding of curriculumGuarding of curriculum– Some faculty are very guarded with their curriculum and Some faculty are very guarded with their curriculum and

materials making effective and efficient planning and materials making effective and efficient planning and implementation difficultimplementation difficult

Overcoming stereotypes associated with Overcoming stereotypes associated with developmental education or other disciplines.developmental education or other disciplines.