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.
- What is Course Redesign: Learn more about Course Redesign and other folks who have successfully redesigned their courses. http://www.pearsonhighered.com/courseredesign/whatis.html
- Getting Started: Things to consider when considering redesign. http://www.pearsonhighered.com/courseredesign/gettingstarted.html
- Grant Help Site: Explore available grants, see how to match your needs with theirs, and learn the best ways to present your proposal. http://www.pearsonhighered.com/granthelp/math/
- National Center for Academic Transformation: NCAT is an independent non-profit organization dedicated to the effective use of information technology to improve student learning outcomes and reduce the cost of higher education. http://www.thencat.org/
- Course Redesign Presentations: View PowerPoint workshop presentations from instructors who have redesigned their courses using one of the MyMathLab suite of products. Or listen to instructors talk about what they learned during their course redesigns as part of our Speaking About Course Redesign online conference.
- Sample Courses: We have a demo account within MyMathLab that includes samples of some redesigned courses--including some Bellwether Award winners. If you would like to see these, please talk to your Pearson representative so they can show them to you.
- Events: Check to see if there are any Course Redesign events happening near you! http://www.mymathlab.com/news-events
| 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 | 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 | |
 |
hybrid/replacement | 527 students in introductory statistics; | In Progress | 2009 | |
 |
emporium | 2000 students in college algebra; 3 hours in the lab and 1 hour in a focus group per week | The mean final exam score among the traditional sections was 73%, and the mean final exam score among the redesigned sections was 80.2%. | 2008 | |
 |
emporium | developmental math, precalculus, and finite math; on lecture per week and 3-4 hours using the course software | By spring 2006, Intermediate Algebra pass rates had risen an average of 20.2 percent from 2000 rates, with the percentage of As and Bs increasing from 36.7 percent to 58.3 percent. | 2000 | |
 |
emporium | 4100 students in college algebra; | Students in fall 2006 traditional sections had a mean common final exam score of 63% whereas students in the redesigned sections had a mean common final exam score of 81%. | 2006 | |
 |
emporium | intermediate algebra; one hour focus group and three hours in the lab per week | The ABC rate for Intermediate Algebra students has increased by more than 7 percent since the course redesign was implemented. Of note is that the number of As increased by 40 perecent and the number of Fs decreased by 38.8 percent. | 2004 | |
 |
emporium | 824 students in college algebra; one class plus 4 hours in the lab per week; | Combined results for two academic years indicate that 56.6% of students in the redesigned sections achieved in the top two of six score ranges, while only 31.5% of students in the traditional sections did so. | 2005 | |
 |
emporium | 1000 students in intermediate algebra; 3 hours a week in lab and 1 hour per week in class | In Progress | 2007 | |
 |
emporium | developmental math | The combined failure/withdrawal rate for the 501 students who have take remedial Beginning Algebra under the new system has decreased by 55 percent (from 29 percent to 13 percent.) Results in Intermediate Algebra show a 39 percent reduction in nonpass rates (17.8 percent for 1,639 students over seven semesters versus 29 percent). | 2004 | |
 |
emporium | 1100 students in beginning algebra; 5 hours per week in the lab | Of those students who scored 90-100% on the final exam, 86.7% of the redesign students passed the next course, while only 78.4% of the traditional students passed the next course. | 2003 | |
 |
hybrid/replacement | hybrid / replacement | The more MyMathLab was used, the more pass rate success and retention rates increased. | 2004 | |
