A Summary of NCAT Program Outcomes
NCAT was established in 1999 as a university center at Rensselaer Polytechnic Institute (RPI) with funding from the Pew Charitable Trusts. We became an independent, non-profit organization in 2003. Our mission is to teach colleges and universities how to use technology to improve student learning outcomes and reduce instructional costs.
What Does NCAT Mean by Course Redesign?
Course redesign is the process of redesigning whole courses (rather than individual classes or sections) to achieve better learning outcomes at a lower cost by taking advantage of the capabilities of information technology. Course redesign is not just about putting courses online. It is about rethinking the way we deliver instruction in light of the possibilities that new technology offers.
Program in Course Redesign (PCR) 1999 – 2003
The Program in Course Redesign was a national program funded by the Pew Charitable Trusts. Its purpose was to demonstrate how colleges and universities could redesign their instructional approaches using technology to achieve cost savings as well as quality enhancements. Redesign projects focused on large-enrollment, introductory courses, which impact significant numbers of student and generate substantial cost savings.
The Roadmap to Redesign (R2R) 2003 – 2006
The Roadmap to Redesign (R2R) was a national program funded by the Fund for the Improvement of Post-Secondary Education (FIPSE). Its goal was to establish an efficient means of spreading the ideas and practices of the Program in Course Redesign to additional institutions. R2R partnered experienced, successful institutions with new institutions, using a streamlined redesign methodology. The program focused on redesigns in four academic areas: pre-calculus mathematics, psychology, Spanish and statistics.
Increasing Success for Underserved Students 2004-2005
Supported by Lumina Foundation for Education, Increasing Success for Underserved Students assessed the impact of the Program in Course Redesign (PCR) on the success of traditionally underserved students: low-income students, students of color and adults. The PCR demonstrated that NCAT’s redesign methodology worked for general student populations. The evidence collected in the Lumina project showed that the redesign methodology worked just as well for underserved students and suggested that some redesign elements, if implemented carefully and intentionally, could redress historical gaps in achievement as well
Colleagues Committed to Redesign (C2R) 2006 – 2009
Colleagues Committed to Redesign (C2R) was a national program funded by the Fund for the Improvement of Post-Secondary Education (FIPSE). Its purpose was to build on the successes of the PCR and R2R and engage additional institutions in large-scale redesign. C2R participants were required to conduct a pilot implementation only. While NCAT does not systematically track post-program redesign activity, it has been reported to us that at least 17 of the 27 participating institutions fully implemented their redesigns.
State/System Programs 2006 – 2013
From 2006 to 2013, NCAT focused its work on states and systems in order to replicate its successful course redesign methodology developed at the national level and produce similar results at the state level. The goal was to scale the successes of its national programs as quickly and efficiently as possible. NCAT's "train the trainer" approach coupled with a comprehensive communications initiative sought to ensure that capacity was built within the state/system and institution to undertake subsequent course redesign programs that significantly scale learning improvements and cost savings.
State/System Course Redesign Projects (2006 – 2013)
NCAT worked with the following higher education systems to conduct a full implementation of its three-phase course redesign methodology. NCAT was directly involved in all phases of each project, from initial planning through implementation to evaluating final project outcomes.
State/System Pilots (2004 – 2008)
In prior years, NCAT worked with three states/systems to pilot parts of its three-phase course redesign methodology. In each case, NCAT helped initiate a course redesign program and advised system and state staff about how to conduct it. NCAT’s involvement did not include program implementation; hence, we cannot report program outcomes.
The Redesign Alliance 2006 – 2012
The Redesign Alliance was a membership organization whose mission was to advance the concept of course redesign throughout higher education to increase student success and access while containing or reducing instructional costs. The Redesign Alliance pursued this mission by creating a community of higher education institutions and others who were committed to and experienced with large-scale course redesign. During the six years of its existence, about100 institutions and companies participated in the Alliance. The Alliance sponsored four national conferences on course redesign as well as numerous smaller, topical events.
Changing the Equation (CTE) 2009 – 2012
Changing the Equation was a national program funded by the Bill & Melinda Gates Foundation. Its purpose was to engage the nation’s community colleges in a successful redesign of their developmental math sequences. Institutions that participated in the program both improved student learning outcomes and reduced costs for both students and institutions, using NCAT's proven redesign methodology. Each participant in Changing the Equation redesigned its entire developmental math sequence—all sections of all developmental courses offered—using NCAT's Emporium Model and commercially available instructional software. Each redesign modularized the curriculum, allowing students to progress through the developmental course sequence at a faster pace if possible or at a slower pace if necessary, spending the amount of time needed to master the course content.
THE HOW MANYS
How many institutions has NCAT worked with?
How many course redesigns (projects) have been initiated?
How many courses have been redesigned?
How many course redesigns have been developed and implemented outside of formal NCAT programs?