Colleagues Committed to Redesign (C2R)
Project Descriptions Sorted by Model
As part of the Colleagues Committed to Redesign, twenty-eight institutions redesigned large-enrollment, introductory courses using technology to achieve cost savings as well as quality enhancements.
The following links, sorted by model, include contact information, one-page abstracts and progress reports for each of the 28 institutions.
Buffet (2)
The buffet model customizes the learning environment for each student based on background, learning preference, and academic/professional goals and offers students an assortment of individualized paths to reach the same learning outcomes.
- Coppin State University (Technology Fluency)
- Lorain County Community College (General, Organic and Biochemistry)
Emporium (6)
The emporium model eliminates all class meetings and replaces them with a learning resource center featuring online materials and on-demand personalized assistance, using a) an open attendance model or b) a required attendance model depending on student motivation and experience levels.
- Auburn University (Pre-Calculus)
- Morehead State University (College Algebra)
- Oklahoma State University (College Algebra)
- Santa Fe College (Intermediate Algebra)
- Southeastern Louisiana University (Intermediate Algebra)
- University of Central Florida (College Algebra)
Fully Online (1)
The fully online model eliminates all in-class meetings and moves all learning experiences online, using Web-based, multi-media resources, commercial software, automatically evaluated assessments with guided feedback and alternative staffing models.
- Arizona State University (Emergent Literacy)
Linked Workshop (1)
The Linked Workshop model provides remedial/developmental instruction by linking workshops that offer students just-in-time supplemental academic support to core college-level courses.
- Regis University (Essentials of Writing)
Replacement (12)
The replacement model reduces the number of in-class meetings and a) replaces some in-class time with out-of-class, online, interactive learning activities, or b) also makes significant changes in remaining in-class meetings.
- Auburn University (Physics)
- Cosumnes River College (Elementary Algebra)
- Edison State College (College Reading)
- Hagerstown Community College (College Algebra)
- Harry S Truman College (College Algebra)
- Truman State University (British Literature)
- University of Maryland Eastern Shore (Principles of Biology)
- University of North Carolina at Chapel Hill (Introductory Spanish)
- University of North Carolina Charlotte (Elementary Spanish I)
- University of West Alabama (Written English)
- University of West Florida (Elements of Statistics)
- Winston-Salem State University (General Biology)
Supplemental (6)
The supplemental model retains the basic structure of the traditional course and a) supplements lectures and textbooks with technology-based, out-of-class activities, or b) also changes what goes on in the class by creating an active learning environment within a large lecture hall setting.
- Boise State University (Introduction to Financial Accounting and Introduction to Managerial Accounting)
- DePaul University (Introduction to College Algebra)
- Indiana State University (General Psychology)
- Indiana University of Pennsylvania (Principles of Biology)
- New York Institute of Technology (Introduction to Psychology)
- St. Cloud State University (Preparatory Chemistry)
For a full description of the five models that emerged from the Program in Course Redesign with examples from the projects, please see Improving Learning and Reducing Costs: New Models for Online Learning by Carol A. Twigg.
A sixth model, The Linked Workshop (described above), emerged from a subsequent NCAT program in course redesign.
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