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The Goals of Redesign

Northeast State Community College DPS Redesign DSPR 0870 Basic and Developmental Reading Supported by the FIPSE Grant March 29, 2010. The Goals of Redesign. Improve student learning outcomes

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The Goals of Redesign

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  1. Northeast State Community CollegeDPS RedesignDSPR 0870 Basic and Developmental ReadingSupported by the FIPSE GrantMarch 29, 2010

  2. The Goals of Redesign • Improve student learning outcomes • Create an environment for active, student centered learning with assistance of technology and immediate feedback • Provide individual assistance • Create a flexible learning mode • Reduce program cost

  3. The Course for Redesign DSPR 0870 Basic and Developmental Reading, combining DSPR 0700 and 0800 Annual enrollment: over 450-500 Historically experiencing high failure rate, small classes and high cost “One size fits all;” lack of individualization, hindrance to students’ timely progression

  4. The Redesign Structure • Reading Emporium • Web-based learning materials • Weekly Reading Group meetings • Course Notebook • Mandatory weekly hours in the Reading Center with individual assistance • Web course enhancement through D2L and Tegrity lecture recordings

  5. Learning Materials MyReadingLab—Web-based, interactive, and modularized learning material Diagnostic pre-test and post-test Individualized study plan based on results of the diagnostic pre-test Multiple sets of practice and module tests Immediate feedback provided Automatic tracking and grading

  6. Staffing and Facility The Reading Center with 30 personal computers, printers and multimedia presentation equipment Staffed with instructor/Reading Center assistants Automated check-in/check out system The college’s Learning Center as backup

  7. Student Success Rate Comparison

  8. Learning Outcomes

  9. Other Impacts on Learning Students learn faster/better due to the increased on-task time and hands-on learning opportunities 35% students early exit the course Students take ownership of their learning a sense of self-gratification when they complete their individualized study plans

  10. Impact on Cost Savings Two fulltime faculty taught all reading students Reading Center assistants were used to provide assistance Per-student-cost was lowered from $197 in the traditional course to $102, for a savings of 48% (vs. the planned 49%)

  11. Redesign--Faculty Support • Initial skepticism and resistance • Attitude change and total faculty buy-in and truly faculty driven “Skeptical was my initial response to redesign using a computerized module program to replace the traditional class… However, after two years, I believe such a program to be more advantageous and the outcomes more measureable for each individual student than the traditional method …”

  12. Redesign--Lessons Learned Time consuming to redesign Course management Faculty role—a paradigm change Communication between instructors and Reading Center assistants Adequate training of faculty, Reading Center assistants, and students

  13. Redesign--Lessons Learned Required Reading Center hours Use of Reading Center assistants Reading group meetings Required learning notebook Teaching of test taking, study skills, and online learning strategies

  14. Questions and Comments

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