A number of universities are discovering that the best strategy for widespread improvements in student learning is to re-design their courses. One of those is the University of North Texas. During the past six years, their Next Generation Course Redesign Project (NGen) has focused on the redesign of several large general education courses. Using both intensive faculty development and incorporating important organizational development features, faculty (often adjuncts) have created new learning goals, assessment that is better integrated with the learning goals, and used more experiential learning and instructional technology. Results? Far more successful students in the large classes, along with better student attitudes toward the subject – all at lower per-student instructional costs.
Partial Text: http://www.changemag.org/Archives/Back%20Issues/November-December%202009/abstract-next-gen.html
(Full text requires subscription)
Source: “Next Generation Course Redesign”, by P.M. Turner in Change Magazine, Nov-Dec 2009, pp. 10-16.
Two accounting professors at Indiana University-Purdue University Columbus redesigned a major course in the Accounting department there: Introduction to Financial Accounting. In the article, they describe how they used the Taxonomy of Significant Learning to formulate a much greater range of learning goals, and used the model of Integrated Course Design to identify new assessment and learning activities. The results? “…more active, student-centered learning, and help[ed] students achieve higher-level competencies.”
Be sure to check out the complete article in the Journal of Faculty Development!
Source: “Using Significant Learning Taxonomy and Active Learning to Improve Accounting Education,” by L.J. Killian & C.D. Brandon in Journal of Faculty Development, Vol. 23, No. 3 (Sept. 2009), pp. 30-36.
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