Problem: Today, many organizations and companies offer technology-based solutions for educational institutions with focuses on everything from streamlining academic systems to the incorporation of administrative features. With a technology savvy society, unfortunately many of these systems are not cost effective and the products often do not enhance the educational experience. Such inefficiencies add to the cost disease that exist in the ever morphing Academy—especially throughout American colleges and universities, which often attempts to stay ahead of the ever-elusive tech curb.
Solution: The National Center for Academic Transformation (NCAT) is noted to be the resource recognized for its ability to translate its vision into achieving improved learning outcomes at a reduced cost into a proven track record of success for college and universities. Created by Dr. Carol Twigg, the Program in Course Redesign has been used in order to create lasting change in colleges and universities through a number of initiatives designed to provide research-based solutions, expertise and support to educational systems interested in improving quality, increasing access, and using resources more effectively. The results of the PCR were exceptional—to include increased student learning and a collective decrease in cost of course delivery (see www.ncat.org).
Example: State and System Course Redesign
Tennessee Board of Regents, Developmental Studies Redesign Initiative (2006 – 2009)
The Tennessee Board of Regents, with the support of a FIPSE (Fund for the Improvement of Postsecondary Education) grant, established a system wide initiative to redesign its developmental math and English curriculum that would use technology-supported active learning strategies.
The goal of the redesign was to achieve improvements in learning outcomes and to reduce instructional costs, as remedial education has become one of the largest areas of deficiency in higher education. The Tennessee Board of Regents worked with National Center for Academic Transformation (NCAT) in outlining successful models and lessons derived from the Program in Course Redesign and Roadmap to Redesign models developed Dr. Twigg (President and CEO) and NCAT.
Results: The results were overwhelmingly pleasing and cost effective. The Improving Learning and Reducing Costs
A Summary of Project Outcomes can be found at http://www.thencat.org/States/TN/TN%20Outcomes%20Summary.htm
References:
National Center for Academic Transformation: http://www.thencat.org
The National Center for Academic Transformation and SUNY look to redesign courses. Retrieved from: http://www.alex-reid.net/2007/07/the-national-ce.html
Twigg, C.A. 2005. Improving Learning and Cutting Costs. Retrieved from: http://www.insidehighered.com/views/2005/11/02/twigg
I think it is important to assess how programs and working and sometimes it means redesigning a course or program. This was not course based, but the state of Tennessee (Board of Regents) implemented Banner (operating system) state wide. It was a complete "re-design" of an operating system but has really helped the offices work with each other. It has also helped facilitate communication amongst other colleges in the state which was not happening before.
ReplyDelete** 2nd attempt to post comment** DALE
ReplyDeleteIt appears to me that the TBR has made great efforts to improve course delivery. However, I would like to read more about the systems such as Banner and ELearn delivery systems. I hope I can do some more research on what Dr. Carol Twigg has done in the Program in Course Redesign.