Raouf Boules, Ph.D.Redesign Colloquium, USFDecember 9, 2011

DVMT 101- Developmental Mathematics (4 contact hours)

DVMT 110 - Intermediate Algebra (3 contact hours)

Students with SAT mathematics scores less than 500 and weak placement test scores

Typical academic year enrollment data DVMT 101: 20 course sections enrolling 500

students DVMT 110: 15 course sections enrolling 350

students Total: 35 sections with close to 850 students Relative size: 8% of the Department academic

year operation

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Lecture format DVMT 101: 4 hours DVMT 110: 3 hours

Taught mainly by adjunct faculty Use common exams with pass/fail grades Challenges

Students enter with varying background experience and skill levels

Students may move with varying pace May even enroll in DVMT 101 and finish both

Some need more individualized attention than others

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Uses a replacement model where one hour in each of the 2 classes is replaced by at least one mandated hour in an open computer lab

Lab uses interactive learning software with thousands of practice problems and tutorials

Self-paced learning environment with immediate feedback and tutorials

Lab is mainly staffed by Undergraduate Learning Assistants (ULA’s), some graduate Teaching Assistants (TA’s) and some instructors

Lab focus: Providing individualized on-demand guidance and individualized attention

40 computers

Open 28 hrs/wk

Created Course Redesign Task Force Created an on-line supplementary component for each

course Hosted two major workshops (led by two national

experts) and numerous technology-related training sessions

Utilized resources provided by the University System (workshops, networking opportunities, etc)

Some members of Task Force attended the NCAT and other conferences

Created resource manual for instructors and a website for students

Recruited and trained ULA’s and LA’s

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Resistance to change Large number of adjunct faculty involved Isolated bad technology experiences Initial lack of space for an open computer

lab

Time to completion Pass rates (fall 06 to fall 09 change):

DVMT 101: 77% 85% DVMT 110: 62% 66%

Positive student experience (from course evaluations)

Increased faculty enthusiasm Some realizable cost saving

19% of total cost of $140K/year

Traditional Instructors’ salary = $140K in Academic year 07-

08 Redesigned:

Instructors salary = $98,100 Lab staffing cost = $15,000 Total = 113,100 Saving of 19% ($26,900)

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Five Strategic Themes of the 2020 Plan Enhancing Access, Affordability, and Attainment --

Helping Maryland Achieve Its 55% College Completion Goal, While Maintaining Quality

Advancing Maryland’s Economic Development and the Health and Quality of Life of Its Citizens

Transforming the Academic Model to Meet the Higher Education and Leadership Needs of Maryland’s 21st Century Students, Citizens, and Businesses

Continue to support course transformation at USM institutions by tripling the number of courses that have been reconceived via the USM’s “Course Redesign Initiatives” and implemented.

USM New Strategic Plan 2020 (approved by BOR, Dec 2010)

Five Strategic Themes of the 2020 Plan (Cont’d)

Identifying New and More Effective Ways to Build and Leverage the Resources Available to the USM for the Benefit of Maryland and its Citizens

Most importantly, Achieving and Sustaining National Eminence through the Quality of Our People, Our Programs, and Our Facilities

See The Towerlight article 12/6/2010http://www.thetowerlight.com/2010/12/university-system-approves-statewide-strategic-plan/

USM New Strategic Plan 2020 (approved Dec 2010)

Regents’ Effectiveness and Efficiency Initiative

In 2006 turned to E&E in academic sphere Became first System to adopt Course

Redesign as a System 10 projects funded for 3 years across the

USM Biology, Chemistry, English, Mathematics,

Psychology Developmental to 300 level courses Each solving a specific ‘problem’

All showed improved learning outcomes Most showed savings in staffing the course Some one-time capital investments were

required Generally improved student satisfaction Generally improved faculty satisfaction Plaudits from Chancellor, BOR Notice in Annapolis that USM is taking

initiative

Needs to be faculty driven with administrative support

These are team efforts---not enough to have one really committed faculty member

Projects most successful if there is team enthusiasm about solving one or more real academic or financial problems

Chancellor and USM raised money to extend these successes

This is one strategy in a broader discussion of academic transformation

One of 3 Initiatives funded by 2009 Carnegie Corporation Academic Leadership Award to Chancellor Kirwan and additional fund raising

Goal is to scale-up Course Redesign based on lessons learned from first round

Focus on core curriculum and gateway courses

Part of the Lumina Foundation's “productivity grants” to increase the percentage of Americans with high-quality degrees and credentials to 60% by 2025

States receiving grants (2009-2013) include Arizona, Indiana, Maryland, Montana, Ohio, Tennessee, and Texas

Lumina’s overarching goals through this initiative are to: Increase and reward completion Generate and reinvest savings Educate and train in affordable ways

Funding for USM institutions will focus on developmental courses

Funding for community colleges, independent institutions, and other public four-year institutions will consider bottleneck courses from any discipline