Teaching Support

High-Impact Course Redesign

In High-Impact Course Redesign, a evidence-based approach to designing and delivering instruction, faculty work in small disciplinary groups to collaboratively redesign courses that are most in need of strengthening by drawing on best practices at other universities, data analyses from student performance in past years, and adaptive strategies and technologies that work well with diverse student populations.  Course redesign is effective for face-to-face courses, online courses, blended courses, and allows for different sections to be delivered in different modes. 

Following the evidence gathered from peer institutions across the university, and with support from the Association of Public Land Grant Universities (APLU), the Office for Faculty Advancement will work with teams of faculty to analyze data, recommend options for adaptive technologies and strategies, and work closely with faculty to develop, pilot, evaluate, and redesign courses over a multi-semester period.  Faculty teams will also be supported by ITDS instructional designers and other university offices who are partnering with OFA on this important effort to support faculty in data-driven course renewal. 

Goal: Improve student outcomes 

Eligibility requirements

  • An intent to redesign a course that has:
    • Annual enrollment of 100 or more students
    • Significant concerns, such as
      • low student success in successor course
      • high student dissatisfaction
      • faculty concern about equity and diversity of course content and/or delivery
      • faculty concern about the course
      • high DFW rates
      • widely divergent approaches and assessment strategies across sections
      • wide variance in grading patterns across sections
  • A team of full-time faculty (2-3 people) who can design and teach the course over a 3-semester period (starting Fall 21)
  • Support from chair and dean to facilitate the course redesign implementation 
  • A commitment to collaboration in course redesign and implementation of the design

Support provided

  • Stipend for leaders: $1,500, in June 2021.
  • Analysis of selected courses based on existing MSU Data
  • Teaching & learning expertise from OFA
  • Advice and support on technologies for learning and teaching — OFA, ITDS,  and recommendations from APLU participating universities’ related disciplinary faculty
  • APLU expertise on adaptive technologies and strategies for personalized learning
  • Details
    • Guidance in backward design, active learning, and adaptive learning technologies
    • Review and analysis of disciplinary-specific research on successful redesigns at other institutions
    • Data analysis
    • Consultation with disciplinary experts from APLU partner institutions
    • ITDS instructional design support for enacting technological elements of redesign, particularly for online components 
  • Priority access to high tech training classroom, and/or contribution to summer redesign/upgrade of an existing university classroom
  • OFA support for assessment, with an aim for collaboration on publication
  • Data analysis assistance
  • High-Intensity Work Week (June 7, 2021)

Brief schedule

  • March 2021 Announcement
  • April 12, 2021 Application deadline
  • April 19, 2021 Determination of High Impact Course Redesign teams
  • May-June, 2021 Initial meetings with design teams
  • June 7, 2021: High-Intensity work week
  • Summer 2021 OFA research on course design for each selected course; assessment design
  • 1st semester (Fall 2021): Launch of pilot
  • 2nd semester (Spring 2022): Revision of redesign with plan for scale to 25 to 50% implementation
  • 3rd semester (Fall 2022): Full implementation (100% of sections)

Estimate of time expectations for faculty participants. 

  • Preparation: 35 hours
  • 1st semester: teach one section + 5-10 hours
  • 2nd semester: teach one section + redesign work 10-25 hours
  • 3rd semester: teach one section + minor redesign work 5-10 hours 

Assessment & evaluation

  • Total of 3 semesters of implementation, with the following conducted each semester:
    • Course observations
    • Student surveys
    • Faculty interviews
    • Analysis of student learning outcomes

Want to know more?

Updated 7.28.21