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.

Quick Link

Colleagues Committed to Redesign Main Page...