THE REDESIGN ALLIANCE

AGENDA
THE REDESIGN ALLIANCE SECOND ANNUAL CONFERENCE
THE ROSEN CENTRE
ORLANDO , FLORIDA
March 16 - 18, 2008

Sunday, March 16
1:00 – 3:00 pm	C2R Round II Orientation (by invitation)
	An orientation for those selected to participate in Round II of NCAT's Colleagues Committed to Redesign (C2R) program.
4:00 – 5:00 pm	Orientation for those new to course redesign
	An orientation for conference participants who are new to course redesign. Learn how to make the most of your conference experience.
4:00 – 5:00 pm	C2R Round I Debriefing Session (by invitation)
	A meeting of Round I participants in NCAT’s Colleagues Committed to Redesign (C2R) program.
5:00 – 9:00 pm	Corporate Exhibits
	Learn about products and services provided by the corporate members of the Redesign Alliance: Cengage Learning, Educational Testing Service, Hawkes Learning Systems, Houghton Mifflin, McGraw-Hill Higher Education, Pearson Education, SMARTHINKING and WebAssign.
5:30 – 7:30 pm	Opening Reception
	Join your fellow conference participants for an opening reception in the Corporate Exhibit hall.
Monday, March 17
7:15 – 8:30 am	Continental Breakfast
8:30 – 9:30 am	Opening Keynote: Kati Haycock, President, The Education Trust The National Context: Why We Need to Do More About Access and Success    Colleges and universities sometimes wonder, "Why aren't students better prepared when they come to us? Why are we doing all this work to help students succeed?"  In this opening address, Kati Haycock, President of the widely respected DC-based Education Trust and a member of the Spellings Commission on the Future of Higher Education, will show why student preparation isn’t the be-all-end-all determinant we once thought it was and why thinking “we’ll produce better results once we have better students” won’t help us do what the country needs: produce more and better college graduates. She’ll walk us through what's going on in our high schools, especially for low-income and minority youth, and what's happening once those young people arrive on campus. She’ll also discuss how college success in the U.S. compares with the rest of the developed world and ask us to consider, “How can we do better?”
9:30 – 10:00 am	Break
10:00 – 11:00 am	Disciplinary Showcase Sessions
Description:	Two speakers from different institutions, one who has successfully completed a course redesign and one who is in the midst of implementing a redesign, will each make a 20-minute presentation and invite questions from the audience. The purpose of these sessions is to enable participants new to course redesign to be inspired to begin and those experienced in course redesign to learn from their colleagues and contribute to the discussion.
	Developmental Mathematics
	Presenters: Joe Benson, University of Alabama; Mary Jane Bassett, Jackson State Community College.
	Humanities
	Presenters: Jim Wohlpart, Florida Gulf Coast University, Understanding the Visual and Performing Arts; Christine Harker, Truman State College, British Literature.
	Natural Sciences
	Presenters: Amiee Wagner, Central Ohio Technical College, Anatomy and Physiology; Rebecca Krystyniak, St. Cloud State University, Prepatory Chemistry.
	Natural Sciences: Biology
	Presenters: Elizabeth Connor, University of Massachusetts Amherst; Carl Luciano, Indiana University of Pennsylvania.
	Quantitative: Mathematics I
	Presenters: Tristan Denley, University of Mississippi; Mary Ann Teel, University of North Texas.
	Quantitative: Mathematics II
	Presenters: Phoebe Rouse, Louisiana State University; Bob Carson, Hagerstown Community College.
	Quantitative: Statistics and Accounting
	Presenters: Dennis Pearl, Ohio State University, Statistics; Frank Ilett, Boise State University, Accounting.
	Social Sciences: Psychology
	Presenters: Gordon Hodge, University of New Mexico; Eileen O'Brien, University of Maryland Baltimore County.
10:00 – 11:00 am	Showcase Session for Administrators
Description:	Three speakers from different institutions/organizations will make separate 10-minute presentations and will invite questions from the audience. The purpose of this session is to enable campus administrators to learn from other administrators who have successfully completed course redesigns. Those new to course redesign will be inspired to begin and those experienced in course redesign can learn from their colleagues. The goal is to achieve a 50/50 split between presentation and interaction with the audience.
	Presenters: Ron Henry, Provost, Georgia State University; Jerry Hogle, Interim Vice President for Instruction and Dean of University College, University of Arizona.
11:00 am – 12:00 pm	Disciplinary Roundtable Discussion Sessions in Business, Developmental Studies, Humanities, Mathematics, Natural Sciences and Social Sciences
Description:	The two presenters from the Disciplinary Showcase Sessions will facilitate a discussion among the audience members. The purpose of this session is to allow participants more time for in-depth discussion of the issues and challenges related to course redesign in general and the disciplines in particular.
11 am – 12:00 pm	Roundtable Discussion Session for Administrators
Description:	The purpose of this session is to allow participants more time for in-depth discussion of the issues and challenges related to course redesign in general and the role of administrators in particular. The three presenters from the Administrative Showcase Session will lead the discussions by focusing on a series of topics that reflect those issues and challenges.
12:00 – 1:30 pm	Lunch
	A portion of the lunch tables will be set aside to facilitate Birds of a Feather sessions for Academic Administrators, Community College Faculty, Four-Year College Faculty, Instructional Designers/IT Staff, Humanities Faculty, Math/Quantitative Faculty, Natural Science Faculty, Professional Studies Faculty and Social Science Faculty.
1:30 – 4:00 pm	What's New in Course Redesign
Description:	Since last year’s conference, more than 50 new large-scale course redesigns have been launched. These sessions will feature 30 of them. A moderator will introduce three speakers from different institutions who will each make a 10-minute presentation and invite questions from the audience. The goal is to achieve a 50/50 split between presentation and interaction with the audience.
	Redesigning Biology
	Presenters: Lisa Elfring, University of Arizona; Kathleen Barr-Warner, University of Maryland University College; Elizabeth Connor, University of Massachusetts, Amherst. Moderator: Elizabeth Connor, University of Massachusetts, Amherst.
	Redesigning Chemistry and Geology
	Presenters: Julia Johnson, Arizona State University, Geology; Janet Bond-Robinson, Arizona State University, Chemistry; Anne Padias, University of Arizona, Chemistry. Moderator: Margaret Trim, Central Ohio Technical College.
	Redesigning Developmental English
	1:30 - 2:30 pm Presenters: Doug Wilson, Richland College, Dallas County Community College District; Patricia Dungan, Austin Community College. Moderator: Sally Search, Tallahassee Community College. 3:00 - 4:00 pm Presenters: Victoria Gay, Columbia State Community College; Selina Steward-Alexander, Brookhaven College, Dallas County Community College District. Moderator: Sally Search, Tallahassee Community College.
	Redesigning Developmental Math
	Presenters: Martin Golson, Austin Peay State University; Juan Carlos Reina, Houston Community College; John Squires, Cleveland State Community College. Moderator: Phoebe Rouse, Louisiana State University.
	Redesigning the Humanities
	Presenters: Glynis Cowell, University of North Carolina--Chapel Hill, Spanish; Meg McConnaughy, Arizona State University, Public Speaking; Fred Kemp, Texas Tech University, English Composition. Moderator: Jim Wohlpart, Florida Gulf Coast University.
	Redesigning Math in the Community College
	Presenters: Saundra King, Chattanooga State Technical and Community College; Mary Martin, Cosumnes River College; Angelito Garcia, Harry S. Truman College. Moderator: Tristan Denley, University of Mississippi.
	Redesigning Math in the University
	Presenters: Raid Amin, University of West Florida; Ahmed Zayed, DePaul University; Kevin Moore, Arizona State University. Moderator: Dennis Pearl, Ohio State University.
	Redesigning Professional Education
	Presenters: Linda Hickman, University of Maryland, Baltimore, Nursing; Toni Farley, Arizona State University, Computer Literacy; Mary Jane Pasky, Lorain County Community College, Economics. Moderator: Robbie Melton, Tennessee Board of Regents.
	Redesigning the Social Sciences I
	Presenters: Megan Bradley, Frostburg State University, Psychology; Mary Margaret Fonow, Arizona State University, Women and Gender Studies; Michelle Miller, Northern Arizona University, Psychology. Moderator: Gordon Hodge, University of New Mexico.
	Redesigning the Social Sciences II
	Presenters: John Broida, University of Southern Maine, Psychology; Brad Brubaker, Indiana State University, Psychology; Bill Williams, Eastern Washington University, Psychology. Moderator: Anne Moore, Virginia Tech.
	Special Session for Administrators: The Mathematics Success Project
Description:	Students’ efforts to progress through their first academic year may be thwarted because they do not successfully complete “gateway” courses (e.g., college algebra, English composition). Students who fail such courses are less likely to achieve what Cliff Adelman refers to as “credit momentum,” which is defined as earning at least 20 credits during the first academic year, and to attain a degree. Students not earning 20 units in the first year are one-third less likely to earn a bachelor’s degree than students who do earn at least 20 credits. The National Association of System Heads (NASH) and the Education Trust have launched a new initiative designed to assist public university systems in examining success patterns and outcomes related to student performance in entry-level mathematics courses. This session will present the preliminary findings from nine systems’ data analyses and suggest areas for future study and action.
	Presenters: Danette Gerald, The Education Trust; Ron Henry, Georgia State University.

Topics and Session Descriptions

1. Feedback Forum: Humanities, Quantitative, Natural Sciences and Social Sciences

Description: The purpose of the Feedback Forum is to create an opportunity for those who have an idea of what they would like to do in a new course redesign and would like to get feedback on the idea from those who have done it. Redesign Scholars will moderate the session and, together with the audience, offer feedback. Attendees must have pre-registered for this session.

Moderators: Margaret Trim, Central Ohio Technical College and Tristan Denley, University of Mississippi (Natural Sciences); Gordon Hodge, University of New Mexico and John Broida, University of Southern Maine (Social Sciences); Phoebe Rouse, Louisiana State University (Quantitative); Sally Search, Tallahassee Community College (Humanities).

2. So You Want To Do a Course Redesign? How To Get Started

Description: Course redesign sounds like a great idea—improving learning while reducing costs—who wouldn’t want to do that? But how do we get started? What do we do first? Among other things, this session will discuss what it means to be “ready,” initial data collection, generating buy-in, getting the right people on the redesign team and linking the redesign effort to larger institutional initiatives. Learn what to do first and why from those who have been through the experience and get your questions answered.

Presenters: Joe Benson, University of Alabama; Ben Hambelton, Boise State University; Mary Jane Pasky, Lorain County Community College. Moderator: Randy Smith, Ohio State University.

3. Engaging Students in New Ways of Learning

Description: Course redesign always succeeds when we engage students in doing the coursework, yet typically 30% or so may fail to participate in scheduled learning activities. Some institutions have been more successful than others in addressing the issue of “non-participating” students. Learn how to ensure that students spend sufficient time on task by using techniques such as scaffolding, mastery quizzing and giving points for participation that lead to greater course completion rates. Learn how techniques such as peer learning teams and small learning communities can lead to greater student success.  

Presenters: Deborah Everhart, Blackboard; Michelle Miller, Northern Arizona University; Anne Padias, University of Arizona. Moderator: Bill Williams, Eastern Washington University.

4. Working with Commercial Software I

Description: Incorporating commercial software and other technology-based curricular materials can give faculty a "head start" in the redesign process by enabling them to focus on redesign issues rather than on materials creation. Working with commercial publishers can be rewarding because the amount and quality of instructional software is improving every year. Learn from two of higher education’s major publishers how their products can be used in course redesign and how you can build on the successes that others have achieved.

8:30 - 9: 30 am

Over 3.6 million U.S. college students are using one of Pearson’s 58 MyLab products and the Mastering series in Physics, Chemistry, Astronomy and Biology. This session will discuss the latest efficacy results from Pearson’s partners, new products such as MyMathLab Enterprise and MyFoundationsLab, and new features in the MyLab and Mastering series.

Presenters: Greg Tobin and Mary Ann Perry, Pearson Education. Moderator: Bill Graves, SunGard Higher Education.

10:00 - 11:00 am

Cengage will present innovative technology products in disciplines such as math, science, business, social science and humanities that can help you implement course redesign practices and accomplish state-of-the-art education goals. In addition, learn how Cengage’s Custom Courseware solution can help boost enrollment, increase retention and improve outcomes.

Presenters: Robin Lucas, Cengage Learning Technology; Chris Morgan, Cengage Learning Custom Solutions. Moderator: Bill Graves, SunGard Higher Education.

5. Working with Commercial Software II

Description: Incorporating commercial software and other technology-based curricular materials can give faculty a "head start" in the redesign process by enabling them to focus on redesign issues rather than on materials creation. Working with commercial publishers can be rewarding because the amount and quality of instructional software is improving every year. Learn from two of higher education’s major publishers how their products can be used in course redesign and how you can build on the successes that others have achieved.

8:30 – 9:30 am

Houghton Mifflin’s TeamUP Faculty Programs Group will discuss the array of resources HM offers to assist with redesign and partnership opportunities for your campus. The session will include examples of current partnerships, including a developmental English redesign at Richland College.

Presenters: Melissa Zantello, Houghton Mifflin; Doug Wilson, Richland College, Dallas County Community College District. Moderator: Isabella Hinds, NCAT.

10:00 – 11:00 am

McGraw-Hill will discuss ALEKS, a student-centered, performance-based software program. The session will illustrate how using ALEKS in the context of current educational theories has led to improved student performance and lower costs in College Algebra at Black Hills State University.

Presenters: Mike Junior, McGraw Hill Higher Education; Gary Hagerty, Black Hills State University. Moderator: Isabella Hinds, NCAT.

6. How-To Session: Developing a Valid Assessment Plan

Description: Course redesign requires assessing student learning in both traditional and redesigned formats to “prove” that the new way is superior to the old. As such, assessment is a powerful instrument for change. Disagreements among faculty about the “best” way to teach can often be resolved by collecting data about the “best” way to learn. But that data must be both valid and reliable—i.e., comparing grades is not sufficient. Learn from those who have done it how to create a valid assessment plan, with examples from English composition and biology, and how to avoid potential pitfalls.

Presenters: Elizabeth Connor, University of Massachusetts, Amherst; Peter Ewell, National Center for Higher Education Management Systems; Stacey Stover, Austin Community College. Moderator: Jon Alexiou, Educational Testing Service.

7. Avoiding “Either/Or” Choices: Greater Flexibility through Course Redesign

Description: Students bring different backgrounds, interests, learning preferences and abilities to college courses, yet typically we treat them the same. Treating every student the same will leave some students behind, even when using teaching practices best for the class as a whole. Course modularization and individualized content presentation offers institutions a way to accommodate these differences by letting students build on what they already know and in ways that fits their individual circumstances. Learn about different ways to modularize your course or to offer students a buffet of learning opportunities and what implementation issues need to be considered in advance.

Presenters: Mary Jane Bassett, Jackson State Community College; Martin Golson, Austin Peay State University; Dennis Pearl, Ohio State University. Moderator: Carol Twigg, NCAT.

8. Use and Reuse of Materials

Description: The Open Learning Initiative (OLI) at Carnegie Mellon University is dedicated to the development of freely available “stand-alone” college-level online courses and web-based learning environments informed by the best current research from the cognitive and learning sciences. Teams of faculty content experts, cognitive scientists, human-computer interaction specialists, formative assessment specialists, and programmers have redesigned courses in Biology, Chemistry, Physics, Mechanical Engineering, Statistics, Formal Logic and Modern Languages. The redesigned courses include intelligent tutoring systems, virtual laboratories, simulations, and student tracking mechanisms that capture rich information about student performance as feedback for the instructor and for the course designers. Learn how you can adapt and use these sophisticated learning resources in your course redesign plans.

Presenters: Candace Thille, Carnegie Mellon University; Caren McClure, Santa Ana Community College. Moderator: John Harwood, Penn State University.

9. Applying the Five Models for Course Redesign in New Ways

Description: Based on eight years of experience in working with a large number of colleges and universities as they seek to improve student learning while reducing instructional costs, NCAT has identified Five Models for Course Redesign. We have learned that certain models seem to be appropriate to certain disciplines. For example, foreign language projects select the Replacement Model; math projects select the Emporium Model. The nature of the discipline informs the choice of model. We are now beginning to see variations on previous redesigns in different disciplines. Learn about the strengths and weaknesses of particular models for particular disciplines as well as how two institutions have created Buffet Models in psychology and chemistry and how another has created a Reading Emporium.

Presenters: John Crooks, Lorain County Community College, Chemistry; Xiaoping Wang, Northeast State Technical Community College, Reading; Robin Popp, Chattanooga State Technical Community College, Psychology. Moderator: Carolyn Jarmon, NCAT.

10. But What about the English Department?

Description: Many faculty can easily see how instructional technology can be used in math, science and even social science courses. Using methods such as automated grading of homework problems and online quizzing can alleviate many of the more tedious aspects of teaching while giving student more frequent and more individualized feedback. But how can technology be applied in those courses that rely heavily on student essays for evaluative purposes? Learn from those who have used them how new software products such as Criterion (ETS) and the Intelligent Essay Assessor (Pearson) and online tutoring (SMARTHINKING) can lighten the grading load of humanities faculty while improving opportunities for student practice and immediate feedback.

Presenters: Robert Ussery, North Carolina A&T, English Composition; Jim Wohlpart, Florida Gulf Coast University, Fine Arts; John Pekins, Tallahassee Community College, English Composition. Moderator: Karen Wells, Lorain County Community College.