Getting Started

New to the idea of course redesign? The fundamental purpose is to improve student success by supporting faculty efforts with cutting edge technology and pedagogy. Redesigning a course can range from simple improvements to a comprehensive redesign. There are proven models faculty can implement in their classes to improve teaching and learning. In fact, a combination of simple changes can have a large impact.

Here are a few common techniques with samples that faculty can incorporate in their courses to improve student outcomes:

  • Supplemental Instruction: An academic support model developed by Dr. Deanna Martin at the University of Missouri-Kansas City (UMKC) in 1973 that uses peer-assisted study sessions to improve student retention and success within targeted historically difficult courses. Example: Introductory chemistry students participate in voluntary out-of-class study sessions (led by trained course peers who have been successful in the course) and used to problem solve and understand concepts from the course topics that are currently being included in faculty lectures or textbook readings. View a supplemental instruction ePortfolio.
  • Flipped Classroom: A pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students anytime and anywhere before the class session, while in- class time is devoted to (group) exercises, projects, or discussions. Example: Students in an engineering class watch short videos on specific concepts and respond to questions about those concepts outside of class, and then use the class time to work together on assignments that relate to that lecture, with the instructor or assistants accessible to facilitate. View a flipped classroom ePortfolio.
  • Online Learning: A delivery mode in which all course activity is done online with no required face-to-face sessions within the course and no requirements for on-campus activity. Example: a student enrolls in an online writing course and only meets with the instructor and classmates asynchronously to discuss and evaluate writing processes, submitted work, and materials related to improving writing.  View an online learning ePortfolio.
  • Adaptive Learning: Computer used as interactive teaching tool to adapt assignments, resources, practice, etc. to the specific needs of the individual student based on performance. Adaptive technologies can also be used assist students in compensating for impairments or disabilities. Example: A student shows that she/he has difficulty understanding a genetics concept so is provided with additional practice and assessment on this topic. View an adaptive learning ePortfolio.
  • Active Learning: A process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of course content. Some approaches promoting active learning: cooperative learning, problem-based learning, and the use of case methods and simulations. View an active learning ePortfolio.

Results from the ECAR 2016 Students and Technology Research Study tell us that students see effective use of technology as an integral part of their learning experience and important in their future careers. That’s why the Chancellor’s office provides support to help faculty redesign their course. Anyone can view the course redesign RFP here.

Want to see what other faculty have already done with their courses? Check out the ePortfolios for more inspiration or hear from other faculty on the Course Redesign Stories page. You can also view a brief presentation on the CRT program (coming soon).