Large-Scale Course Redesign: Putting Reflection into Action

Autor/inn/en	Fernandes, Kathy; Christie, Brett; Bayard, Jean-Pierre; Kennedy, Leslie
Titel	Large-Scale Course Redesign: Putting Reflection into Action
Quelle	In: Change: The Magazine of Higher Learning, 51 (2019) 3, S.34-43 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2019.1606587
Schlagwörter	State Universities; Educational Innovation; College Faculty; Instructional Design; Technology Integration; Student Improvement; Outcome Measures; Active Learning; Summer Programs; Seminars; Faculty Development; Communities of Practice; Collegiality; Educational Quality; Access to Education; Online Courses; Open Educational Resources; Virtual Classrooms; Science Laboratories; Achievement Gap; Supplementary Education; Peer Relationship; Program Evaluation; Reflective Teaching; Educational Strategies; Student Attitudes; Blended Learning; Portfolios (Background Materials); Outcomes of Education; United States History; Engineering; Chemistry; Faculty Publishing; California + Suchen Sie Ihr Suchwort? Staatliche Universität; Instructional innovation; Bildungsinnovation; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf; Aktives Lernen; Sommerkurs; Seminar; Community; Kollegialität; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Online course; Online-Kurs; Ergänzungsunterricht; Peer-Beziehungen; Programme evaluation; Programmevaluation; Lehrstrategie; Schülerverhalten; Lernleistung; Schulerfolg; Maschinenbau; Chemie; Kalifornien
Abstract	In 2013, with a 30% state budget cut after the Great Recession, many of the 450,000 California State University (CSU) students across the 23-campus system were unable to enroll in courses they needed to move closer to graduation; there was a lack of available course sections. In addition to a reduced number of seats available for students, 30% to 40% of students, particularly in science, technology, engineering, and math (STEM) courses, were failing and needed to repeat those courses. This left a reduced number of seats available for firsttime students, causing "bottlenecks" and low graduation rates. To address this issue, CSU's Office of the Chancellor received funding from then Governor Jerry Brown. The focus of the funding was to innovate in teaching and learning so that more students succeeded in passing the course the FIRST time. They would then not be repeating courses and keeping other students from enrolling who needed to take the course. Since the 2013-14 academic year, all 23 CSU campuses have been given the opportunity and support to develop and implement innovative strategies to eliminate course bottlenecks as impediments to graduation. After 5 years of engaging faculty cohorts to redesign bottleneck courses across the 23 campus system, CSU now publicly showcases over 700 teaching ePortfolios, containing a substantial body of course redesign summaries. These ePortfolios include course demographics, faculty redesign methods, resulting implementations, reflections, student feedback, and course outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01