Enhancing Instruction and Reducing Costs: Chico State University’s Approach to Course Redesign

2016 ◽  
Vol 5 (4) ◽  
pp. 276-288
Author(s):  
Josh Trout ◽  
Eddie Vela
Keyword(s):  
Student Learning ◽  
Course Design ◽  
California State University ◽  
Training Data ◽  
State University ◽  
Learning Program ◽  
Instructional Efficiency ◽  
Course Redesign ◽  
E Learning ◽  
California State University Chico

In 2009, California State University-Chico implemented a unique system of course redesign with the aim of improving student learning, increasing instructional efficiency, and reducing university costs. Inspired by and modeled after the National Center for Academic Transformation, the “Academy e-Learning” program involves a 3-week training covering models of course design, learning theories, assessment methods, and a host of instructional technologies. This paper summarizes data from 40 courses, across five separate cohort groups from 2009–2013, with respect to the efficacy of Academy e-Learning (re)design training. Data show improvements in student learning outcomes in over half of the course redesigns. Benefits of course redesign included increased instructional efficiency, enhanced student learning, and a reduction in university costs by offering some instruction online and increasing enrollment caps. Barriers to a successful course redesign included lack of time, technology malfunction, and workload concerns. This paper outlines the redesign process at California State University-Chico, discusses similar redesign initiatives at other institutions, and offers solutions for measuring effectiveness of a redesigned course.

Society of Modeling and Simulation (SCS) Election

SIMULATION ◽  
2011 ◽  
Vol 87 (11) ◽  
pp. 1015-1015
Keyword(s):  
Modeling And Simulation ◽  
California State University ◽  
Board Members ◽  
State University ◽  
Us Army ◽  
Modeling Analysis ◽  
Old Dominion University ◽  
President Elect ◽  
California State University Chico ◽  
Simulation Center

The results of the recent SCS election of Board Members are as follows: President: David Cook, Stephen F. Austin State University, USA President-Elect: Jerry Couretas, Lockheed Martin, USA, and Editor-in-Chief of The Journal of Defense Modeling and Simulation (JDMS). Directors-at-Large: Helena Sczcerbicka, University of Hannover, Germany; Agostino Bruzzone, University of Genoa, Italy; Andreas Tolk, Old Dominion University, USA; Bill Waite, Aegis Technologies Group, Inc., USA; Levent Yilmaz, Auburn University, USA, and Editor-in-Chief of SIMULATION: Transactions of the Society for Modeling and Simulation International; Mike McGinnis, University of Nebraska, USA; Ralph Huntsinger, California State University, Chico, USA and Technical University of Bialystok, Poland; John Sokolowski, Virginia Modeling, Analysis and Simulation Center, Old Dominion University; and Mike Chinni, US Army – RDECOM – ARDEC, Picatinny Arsenal, NJ, USA.

scholarly journals E-LearningFacultyModules.org

2018 ◽  
pp. 1066-1089
Author(s):  
Roger McHaney ◽  
Lynda Spire ◽  
Rosemary Boggs
Keyword(s):  
Implementation Process ◽  
State University ◽  
Online Faculty ◽  
Learning Program ◽  
Remote Collaboration ◽  
Online Faculty Development ◽  
Wiki Technology ◽  
E Learning ◽  
Kansas State University ◽  
Distance Learning Program

A team at Kansas State University recently launched the E-Learning Faculty Modules wiki to enhance and support online faculty development. This project is customized for teaching in the Kansas State University distance-learning program but contains a broad set of information that might be useful to others. This site is constructed using wiki technology, which permits access, multimedia expressiveness, remote collaboration, tracking, and reversibility of postings. Other tools on the site are derived from MediaWiki and its open-source capabilities. The wiki includes an overall ontology, templates, categories, completed and seeded entries, input boxes, and menus that ensure users can easily use and join the community. Taken holistically, these attributes create an ideal venue for sharing ideas and encouraging synergistic improvement of teaching practices. This chapter describes the implementation process of E-LearningFacultyModules.org and gives insight into its purpose, features, and uses.

scholarly journals Course Design and Academic Outcomes in Quantitative Literacy After Eliminating Required Remediation

Numeracy ◽  
2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Jennifer Clinkenbeard
Keyword(s):  
Academic Outcomes ◽  
Course Design ◽  
California State University ◽  
Quantitative Literacy ◽  
State University ◽  
College Level ◽  
First Year Students ◽  
State University System ◽  
College Credit ◽  
Mathematics Courses

In Fall 2018, remedial mathematics courses were eliminated from the 23-campus California State University system under Executive Order 1110. Incoming first-year students were placed into college credit-bearing mathematics courses with options for corequisite support. This study examines the academic outcomes for students at California State University Monterey Bay in a college credit level quantitative literacy (QL) mathematics course with optional corequisite support during the 2018-2019 academic year. Taken together, the results of this study suggest that required remediation is not necessary for success in college-level QL. The corequisite support model also has potential to support more equitable outcomes for all students. However, further study is needed to identify institutional, departmental, and pedagogical best practices for effective corequisite support in QL.

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