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NCAT Webinar Series

Recordings of 25 webinars offered by NCAT in 2013, 2014, 2015, 2016 and 2017 are available below. Each features an NCAT Redesign Scholar, the project leader of a highly successful course redesign, describing the redesign project with a particular focus on its distinguishing characteristics.

Spring 2017

  • Held on March 14, 2017, Dealing with Budget Cuts without Affecting Quality described how institutions faced with budget cuts or declining resources can use defensive strategies such as increasing class size, replacing full-time faculty with adjuncts, offering fewer courses within programs, to respond without impacting the quality of the academic program. NCAT's course redesign methodology offers a way out of higher education's historical trade-off between cost and quality. Presented by NCAT president and CEO Carol Twigg and NCAT vice president Carolyn Jarmon, this webinar demonstrated through a series of case studies how both two- and four-year institutions have constructively dealt with budget challenges and indeed improved academic quality while doing so. To view a recording of this webinar click here.
  • Held on February 14, 2017, Getting Started on Course Redesign was a two-hour-long webinar for those of you who are thinking about beginning a large-scale course redesign project. The webinar provided participants the opportunity to learn about how redesign efforts have begun at both four- and two-year institutions. NCAT Redesign Scholar Tammy Muhs from the University of Central Florida described how their redesign of college algebra got started eight years ago and how they addressed the issues and problems that arose. Tammy is the former director of the Mathematics Assistance and Learning Lab (MALL), which serves up to 5,800 students during a single semester, and is now a full-time math faculty member. NCAT vice president Carolyn Jarmon gave examples of what has been experienced by two-year institutions in a variety of academic disciplines as they began their redesigns. To view a recording of this webinar click here.

Fall 2016

  • Held on December 13, 2016, Increasing Enrollments without Additional Resources described how institutions can increase enrollments while maintaining the same or even a reduced level of investment. The webinar featured NCAT president and CEO Carol Twigg who discussed how NCAT's methodology can be used to respond to enrollment demand and provide greater access while preserving or even increasing academic quality. As an illustration, NCAT Redesign Scholar Meredith Toth described how Arizona State University was able to triple course capacity in a graduate early childhood education course. And, after completing its initial redesign in 2008, ASU went on to redesign eight graduate education programs, which currently enroll 2,300 students. Meredith described the alternate staffing approaches used at the graduate level to create a "small-within-large" learning environment. To view a recording of this webinar click here.
  • Held on November 8, 2016, Redesigning Developmental Math featured NCAT Redesign Scholar Crystal Ingle-Reed, the project leader of a highly successful developmental math program at Northwest-Shoals Community College. The redesign uses the Emporium Model and has been sustained for many years. It was initiated in 2009 and today impacts more than 1,100 students in 65 courses each semester. In addition, Crystal's team worked with other faculty to redesign NSCC's developmental English courses to fast-track basic writing students into English composition. Crystal described the math redesign project focusing on its distinquishing characteristics, particularly modularization and mastery learning. To view a recording of this webinar click here.

Spring 2016

  • Held May 10, 2016: Presented by Dr. Carol Twigg, How to Organize a Campus-wide Course Redesign Program using NCAT's Methodology was a seminar that showcased NCAT’s new guide to creating a campus-wide redesign program. It featured the five critical components of a successful course redesign program and how to integrate course redesign into the campus-wide resource allocation strategy. To view a recording of this webinar click here.
  • Held on April 12, 2016: Presented by Megan Bradley, How to Redesign Multiple Courses at a Single Institution was a seminar that described how to move beyond an initial course redesign in one department to redesign courses in other disciplines. It included a case study of Frostburg State University’s campus-wide effort to redesign multiple courses. To view a recording of this webinar click here.
  • Held on March 8, 2016: Presented by Jennifer Minutolo, How to Redesign a Department was a seminar that described how Cleveland State Community College moved beyond an initial course redesign in developmental mathematics to redesign 95% of the courses in the math department. To view a recording of this webinar click here.
  • Held on February 9, 2016, Getting Started on Course Redesign was a two-hour-long webinar for those of you who are thinking about beginning a large-scale course redesign project. The webinar provided participants the opportunity to learn about how redesign efforts have begun at both four- and two-year institutions. NCAT Redesign Scholar Eileen O'Brien described how their redesign of Introductory Psychology at the University of Maryland, Baltimore County got started and how they resolved problems that arose. NCAT vice president Carolyn Jarmon gave examples of what has been experienced by two-year institutions in a variety of academic disciplines as they began their redesigns. To view a recording of this webinar click here.

Fall 2015

  • Held on September 15, 2015, Getting Started on Course Redesign was a two-hour-long webinar for those of you who are thinking about beginning a large-scale course redesign project. The webinar provided participants the opportunity to learn about how redesign efforts have begun at both four- and two-year institutions. NCAT Redesign Scholar Danae Hudson from Missouri State University described how their redesign of Introductory Psychology got started and how they resolved problems that arose. NCAT vice president Carolyn Jarmon gave examples of what has been experienced by two-year institutions in a variety of academic disciplines as they began their redesigns. To view a recording of this webinar click here.
  • Held on October 13, 2015, How To Redesign A College Course Using NCAT's Methodology was a seminar that showcased NCAT’s guide to redesigning any academic area other than mathematics and included a case study of Fairfield University’s redesign of General Biology presented by Shelley Phelan. To view a recording of this webinar click here.
  • Held on November 10, 2015, How To Redesign A College-Level or Developmental Math Course Using the Emporium Model was a seminar that showcased NCAT’s guide to redesigning a single math course using the Emporium Model and included a case study of Louisiana State University’s redesign of College Algebra presented by Phoebe Rouse. To view a recording of this webinar click here. Note that there was a brief audio outage during the session that began at approximately 16 minutes after the broadcast started and ended about 3 minutes later.  You can use the controller located near the bottom of the video to fast forward past this section of the recording.
  • Held on December 8, 2015, How To Redesign A Developmental Math Program Using the Emporium Model was a seminar that showcased NCAT’s guide to redesigning a developmental math program using the Emporium Model and included a case study of Leeward Community College’s redesign of its four-course developmental math sequence presented by Eric Matsuoka. To view a recording of this webinar click here.

Spring 2015

  • Held on February 10, 2015, Getting Started on Course Redesign was a two-hour-long webinar for those of you who are thinking about beginning a large-scale course redesign. The webinar provided participants the opportunity to learn about how redesign efforts have begun at both four- and two-year institutions. NCAT Redesign Scholar Michelle Miller from Northern Arizona University described how their redesign of Introductory Psychology got started and how they resolved problems that arose. NCAT vice president Carolyn Jarmon gave examples of what has been experienced by two-year institutions in a variety of academic disciplines as they began their redesigns. To view a recording of this webinar click here.
  • Held on March 10, 2015, Redesigning College Algebra at the University of Missouri-St. Louis was presented by Shahla Peterman and featured the use of the Emporium Model, a proven approach to improving student success in college-level mathematics. To view a recording of this webinar click here.
  • Held on April 14, 2015, Redesigning Women in Society at Arizona State University was presented by Michelle McGibbney Vlahoulis and featured the redesign of a large enrollment, general education course using the Replacement Model, a blended learning approach. To view a recording of this webinar click here.
  • Held on May 12, 2015, Redesigning Developmental English and Mathematics at Austin Peay State University (TN) was presented by Martin Golson and featured the use of the Linked Workshop Model for developmental education, also referred to as the co-requisite model. To view a recording of this webinar click here.

Fall 2014

  • Held on October 14, 2014, Redesigning The Economic System at Buffalo State College was presented by Bill Ganley and featured the effective use of undergraduate learning assistants in an introductory economics course. To view a recording of this webinar click here.
  • Held on November 11, 2014, Redesigning Developmental Mathematics at Manchester Community College (CT) was presented by Marcia Jehning and featured the use of modularization in the Emporium Model, a proven approach to learning developmental mathematics. To view a recording of this webinar click here.
  • Held on December 9, 2014, Redesigning Science: Biology and Chemistry was presented by Carolyn Jarmon and featured successful redesign techniques used in science. To view a recording of this webinar click here.

Spring 2014

  • Held on February 11, 2014, Getting Started on Course Redesign was a webinar for those of you who are thinking about beginning a large-scale course redesign project. This two-hour-long webinar provided participants the opportunity to learn about how redesign efforts have begun at both four- and two-year institutions. NCAT Redesign Scholar Teresa Overton from Northern Virginia Community College described how their redesign of developmental math, impacting almost 10,000 students, got started and how they resolved problems that arose. NCAT vice president Carolyn Jarmon gave examples of what has been experienced by four-year institutions in a variety of academic disciplines as they began their redesigns. To view a recording of this webinar click here. To view Carolyn Jarmon's slides click here.
  • Held on March 11, 2014, Redesigning Developmental Reading at Northeast State Technical Community College was presented by Xiaoping Wang and featured the effective use of the Emporium Model (typically used in developmental math) in a developmental reading course. To view a recording of this webinar click here.  
  • Held on April 8, 2014, Redesigning General Psychology at the University of New Mexico was presented by Gordon Hodge and featured the use of mastery quizzing. To view a recording of this webinar click here.
  • Held on May 13, 2014, Redesigning College Algebra at the University of Central Florida was presented by Tammy Muhs and featured large-scale redesign in a course of 4,000+ students. To view a recording of this webinar click here.

Fall 2013

  • Held on September 10, 2013, Redesigning Developmental Math at Northwest-Shoals Community College (AL) was presented by Crystal Ingle and featured the use of modularization and mastery learning. To view a recording of the entire webinar click here.
  • Held on November 19, 2013, Redesign of Principles of Chemistry at the University of Maryland Eastern Shore was presented by Jennifer Hearne and emphasized active engagement in learning chemistry. To view a recording of the entire webinar click here.
  • Held on December 10, 2013, Redesign of Statistics at Niagara County Community College was presented by Dan Miller. This redesign was subsequently adopted in developmental math. To view a recording of the entire webinar click here.

Spring 2013

  • Held on February 12, 2013, Redesigning General Psychology at Frostburg State University was presented by Megan Bradley and featured the effective use of undergraduate learning assistants. Click here to view Carolyn Jarmon's opening slides. To view a recording of the entire webinar click here.
  • Held on March 12, 2013, Redesigning Computing and Information Literacy at Arizona State University was presented by Toni Farley and featured the effective use of online, automatically-graded assignments and the integration of face-to-face and online learning options. To view a recording of this webinar click here.

Note to view the webinar recordings, PC users must have Windows Media 9.0 or higher installed. Mac users must have Windows Media Components installed in QuickTime before viewing.

All webinars will be available on the NCAT website for viewing for at least one year after their initial occurrence.

If you have questions about this webinar series, please contact Carolyn Jarmon, NCAT vice president, at cjarmon@theNCAT.org