The Sloan-C View Newsletter
The National Center for Academic Transformation (continued from cover page)
 institutions engaged in course redesign efforts, testing the methodology and improving upon it. To accomplish this goal, NCAT recently launched a State and Systems Initiative to assist states and systems struggling with decreasing resources, increasing enrollments and demands to demonstrate learning and quality. NCAT has partnered with the University of Hawaii System and the Ohio Learning Network to launch statewide course redesign programs and is currently in discussions with a number of other states to implement similar programs. Using a “train the trainer” model, NCAT staff teaches the course redesign methodology to system representatives so that local course redesign efforts can achieve similar results to the national PCR and can be effectively communicated and replicated throughout the state/system. This initiative is also featured in this publication.

NCAT is pleased to announce its new Web site, www.theNCAT.org, where descriptions of these programs and the results they are achieving can be found. In addition, visitors will find a number of tools, resources and contacts to help them understand how course redesign can help them address the universal problems of access, achievement and cost effectiveness. NCAT welcomes feedback on these materials and questions about how to get started.

Higher education must find ways to provide a cost-effective, high quality education for all Americans who can benefit. NCAT is working to make this vision a reality, and we hope you will join us.
Opportunities

Scaling Learning Gains and Cost Savings: Course Redesign for States and Systems
The National Center for Academic Transformation (NCAT) focuses on increasing both academic quality and cost savings in higher education. Working with state and system educational entities that want to affect substantial improvements among their institutions, NCAT is able to replicate its successful course redesign methodology developed at the national level and produce similar results at the state level. Course redesign is not about putting courses online. It is about using technology where technology makes sense to better achieve goals for student learning.

Why engage in a state- or system-wide course redesign effort? The reality is that the demand and need for higher education has never been greater while budgets for higher education are flat at best.

For institutions, course redesign can:
check Improve teaching and learning in introductory courses that impact large numbers of students and faculty
checkIncrease student retention and help meet goals for student achievement for both traditional and nontraditional students

 
Scaling Learning Gains and Cost Savings

check Accommodate more students without adding resources
checkFree up faculty members to offer additional courses and programs of study that are in demand or to adequately staff courses where finding qualified faculty is a problem
checkFree up resources without sacrificing quality to devote to other departmental initiatives or institutional priorities
check Decrease time to graduation by adding additional seats in bottleneck courses

For states/systems, course redesign can:
check Improve consistency and quality across institutions and course sections

checkLeverage existing technology investments to better contribute to the core mission of the institutions— education
check Provide measurable improvements in student learning
check Help states be better stewards of tax dollars and student tuition dollars

How do State/System-wide Course Redesign Efforts Work? NCAT's course redesign methodology offers faculty and administrators a tested and structured approach to assessing both student achievement and instructional costs in introductory courses, redesigning those courses to take advantage of the capabilities of information technology, and measuring student learning outcomes and costs in the redesigned course. Even though the methodology is structured, NCAT does not advocate a one-size-fits-all approach to course redesign but rather works closely with leadership and individual institutional teams to craft a program that addresses specific priorities and needs. NCAT's "train the trainer" approach coupled with a comprehensive communications strategy ensures that capacity is built within the state/system and local institutions to undertake subsequent course redesign programs. During the initial program, NCAT guides a partnership among state/system leadership, faculty, instructional designers, technology experts, administrators and publishers and other software vendors. States, systems and institutions benefit from NCAT’s cutting-edge research, resources, lessons-learned and access to organizations that have already undertaken large-scale course redesign projects.

How Can Your State/System Get Started?
First, visit NCAT’s web site at http://www.theNCAT.org/system
_solutions.htm to learn more about how NCAT works with states/systems. There, visitors will find general information and frequently asked questions about course redesign. In addition, there are links to current state project information sites. Currently NCAT is featuring projects with the Ohio Learning Network and the University of Hawaii System. NCAT always lists contact information so that anyone interested in starting a course redesign project can get in touch with project leaders who have engaged in a course redesign to learn more about what they did, why they did it and what the results/reactions have been. Finally, contact Andrea Fuller, NCAT’s vice president for development to get more detailed information on NCAT’s services at afuller@theNCAT.org or (202) 257-7172.

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