High-Impact Course Redesign

A program for faculty teams teaching multi-section courses

Summary

Commencing with a three-day intensive working session held in June on campus, High impact course redesign (HICR) leads faculty through a three-semester course redesign program that includes pedagogical support, data analyses of student performance, and support for creating a Canvas blueprint course that can be scaled to provide multiple sections with common course experiences. Faculty are provided with a stipend and are supported by OFA and other University partners.

In HICR, an 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 that work well with diverse student populations. Course redesign is effective for face-to-face online, and hybrid courses, and allows for different sections to be delivered in different modes.

Participation in the Program is voluntary and there shall be no written evaluation of an individual faculty member’s participation.

Recording of faculty discussing improvements to their courses: High impact course redesign: Summer faculty development program March 31, 2022 12:30 PM

Goals

  • Improve student success in high enrollment courses (100+ students per year) that post significant challenges to students as evidenced by grades (DFW rates especially) or other data.
  • Improve multi-section course consistency in student learning objectives, instructional materials, primary assessments, and other elements, as determined by faculty teams.
  • Strengthen course design with attention to organization, active learning, inclusion, and alignment of assessments to student learning objectives. Reduce individual faculty effort and time spent in designing courses each semester.
  • Raise faculty familiarity and success with pedagogical strategies and responsive tools that engage students 
  • Improve student retention and students’ perceived value of instruction

Application requirements:

  • A full-time faculty team of 2 to 4 individuals who can design and support the course over a 3-semester period (starting Fall 2022 or Spring 2023)
    • Availability for in-person summer seminar held June 13, 14, and 16 (Monday, Tuesday, Thursday)
    • Availability for 2 or 3 hybrid/Zoom meetings held by arrangements per semester – one prior to the semester, once mid-semester, and one to plan adjustments for the subsequence semester
  • Selection of a course that is 
    • Offered in multiple sections, with at least 100 students across sections each year
    • In need of significant attention and revision, due to such issues as
      • Low student success in a successor course
      • High student dissatisfaction
      • High DFW rates, concerning variance in grading practice, or another concern about outcomes or grades
      • Faculty concern about course content and/or delivery, including issues of equity and diversity, relevance to students’ interests, etc.
      • Faculty concern about consistency across sections
  • Commitment from chair to implement the course redesign across sections as the design scales up (email)
  • Support by dean (email)

Services and support provided

  • Stipend for leaders ($1,500)
  • Data-driven analysis of course with recommendations
  • 3-day summer seminar that integrates OFA instruction and advice with time for teams to work on the development of the following through the principles of backward design:
    • Student learning objectives
    • Shared content
    • Shared assessments
    • Active learning activities and assessments
    • Course design
    • Active learning strategies
    • A Canvas blueprint – a creative space for the redesigned course; can be “sent” to populate individual sections each semester
  • Course designer support for enacting the details of the course redesign in the Canvas blueprint for export to identified sections
  • Research librarian support for integrating library services 
  • Assessment and evaluation during each semester of the program

Brief schedule

  • March 2022: Announcement
  • April 13, 2022: Application deadline  — EXTENDED TO May 9
  • April 22, 2022: Team selection
  • May 2022: Initial meeting with OFA and faculty design team to clarify plans, gather more information
  • June 13, 14, and 16, 2022 (Monday, Tuesday, Thursday): HICR seminar
  • August 15, 2022: Deadline for completed course redesign (if not completed during the seminar)
  • 1st semester (Fall 2022): Launch of pilot
  • 2nd semester (Spring 2022): Revision of redesign with plan for scale to 25 to 50% implementation
  • 3rd semester (Fall 2023): Full implementation (100% of sections)

Estimate of time expectations for faculty participants

  • Preparation during summer through seminar: 25 hours
  • 1st semester: teach one section + 5-10 hours
  • 2nd semester: teach one section + redesign work 5-10 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 & student focus group
  • Faculty interviews
  • Analysis of student learning outcomes

Want to know more?

2021 Teams

Applied Mathematics and Statistics

  • AMAT120 Calc A
  • Younga Choi and David Trubatch

Computer Science

  • CSIT170 Discrete Math
  • Rui Li and Michelle Zhang

Management

  • ENTR201: Entrepreneurial Mindset and Innovation
  • Jason Frasca, Iain Kerr, and Ethne Swartz

Writing Studies

  • WRIT10x Writing for Business
  • Neiha Bhandari, Ron Brooks, and Jazmine Thompson

Updated 04/26/22 PG