Beginning in early spring, the application process begins. Deans are encouraged to invite, at least one team with a minimum of two members, of faculty teaching a large course to apply. After consultation with the Council of Academic Deans, teams are selected by the Academy e-Learning Leadership Team. Applying teams must do some research on the NCAT redesign models and indicate an initial plan for redesigning the course.
After selection, a kick-off meeting is held with all selected faculty, department chairs, and deans. A Memorandum of Understanding is signed by the selected faculty. The MoU outlines the key dates and time dedicated the AeL process as well as recording their commitment to become an active member of the Faculty-Learning Community.
In June, faculty come together with instructional designers, librarians, faculty mentors, and the assessment coordinator for three intensive weeks. General curriculum includes introduction to successful NCAT redesign models and case studies, blended learning concepts and options, pedagogy, technology, accessibility, assessment, and dynamic topics as suggested/needed. Presentations are made by faculty mentors with experience in course transformation. Each week, faculty teams are recorded as they report what they have learned and what they are considering in their redesigned course. View recent Summer Workshop content.
An assessment plan is due before the fall semester starts. Faculty meet with department chairs and deans to summarize their summer AeL experience and to share how they intend to approach their redesign for the spring. Teams choose to apply new methods to their courses in the fall to explore elements of their new redesign. Assessment data is collected during the Fall semester for comparative purposes.
Each October, the Center for Learning and Excellence in Teaching Conference (CELT) presentations are given by the previous cohort's faculty, who share the progress of their fully-redesigned courses with the entire campus community.
In January, teams meet with deans and provost to describe their intended launch of the newly-redesigned course for the spring semester. More assessment data is collected as the full redesign plan is implemented during the semester.
After the spring semester, the teams submit a written evaluation on their experience with supportive data.
Further Adoption and Iteration
Cohort teams coordinate with their department chair to share the new course design with other faculty who may teach a section of it, with the goal of building community and consistency across multi-section courses. The course design is also further improved as feedback warrants.
For more information contact Laura Sederberg with the Technology and Learning Program, email@example.com.