Course Redesign

Course redesign is the process of redesigning an entire course (not just individual classes or sections) to achieve better learning outcomes and lower costs by taking advantage of the capabilities of technology. Course redesign is not just about putting courses online. It is about rethinking the way you deliver instruction, especially large-enrollment core courses, in light of the possibilities that new technology offers. Anyone interested in improving student results is encouraged to use these resources and connect with colleagues.

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School Redesign Environment Basic Data Outcomes Implementation
Start Date		 View
emporium 1000 students in precalculus; 3 hours per week in the lab Students in the redesigned course performed significantly better on the final exam than students in the traditional course. Not only was the average on the final exam higher for the redesigned sections, but the students covered more material. 2008
linked workshop 900 students in elementary and intermediate algebra; The percentage of students who succeeded (grade of D or better and completed the requirements for removing deficiencies in the SLA format) in the redesigned mathematics courses, enhanced Mathematical Thought and Practice or enhanced Elements of Statistics, was significantly higher than the success rates that occurred when students were required to complete developmental mathematics (Elementary Algebra and/or Intermediate Algebra) before enrolling in the college-level courses. 2008
emporium 1200 students across developmental math; 1 hour in ‘class’, 1 hour in lab, and 1 hour in addition per week; Developmental math complete rates increased 47%. 2008
lab and online 8 hours a week in lab The goal of the redesign was to double the success rate to 80 percent, with an intermediate goal of 70 percent. During the spring 2007 trimester, two campuses and 15 centers had a success rate above 80 percent. Six campuses and 14 centers had success rates of 70 to 80 percent. 2005
hybrid/replacement developmental math; two hours of lecture per week and three hours in the lab Data suggests that students in courses in which MyMathLab is required perform better on the final exam than do students in courses in which MyMathLab is optional. 2005
hybrid/replacement 1500 students in college algebra Students in the pilot sections performed significantly better than students in the tradition sections on five common examination questions graded using a standard rubric. 2004
hybrid/replacement 745 students in college algebra; 2 hours of lecture and 2 hours in the lab per week; In fall 2006 and fall 2007, 9.9% and 8% students taking the course in the traditional mode respectively withdrew. In the redesigned fall 2007 sections, 5.6% withdrew. In addition, the redesigned sections experienced fewer “walk-aways” (students who did not appear for the final exam.): 28.4% of fall 2006 and 31.6% of fall 2007 traditional students did not take the final exam; in fall 2007, only16.7% of redesigned students failed to appear for the final examination. 2007
intermediate algebra and college algebra; three hours of lecture plus one hour of lab per week; 2005
hybrid/replacement 2500 students in intermediate algebra and college algebra; Intermediate Algebra requires two lecture hourse and three lab hours each week; College Algebra requires two lecture hours and two lab hours each week. In Progress 2009
emporium developmental math and college algebra; In spring 2006 alone, retention rates among those students employing the LOAL/MyMathLab program in Introductory Algebra, Intermediate Algebra, or College algebra wer all above 90 percent. 2004
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