Increasingly, faculty are exploring new ways of organizing their teaching, using technology, to enhance student engagement with the material and ultimate student learning. Students absorb information largely outside of class, by reading, watching recorded lectures, or listening to podcasts – and spend their time in class doing what is typically thought to be homework – solving problems with their professors or peers, and applying what they learn. The immediacy of teaching in this way enables students’ misconceptions to be corrected well before they emerge on a midterm or final exam. The result, according to a growing body of research, is more learning.
The College, working with the College Foundation, has embarked on a targeted initiative to raise seed funds to allow for an immediate pilot initiative to complete the substantial redesign of a minimum of 5-10 courses during the 2013 calendar year. The key outcomes from the first stage of the project will be prototypes to be ready for enrollment starting in the fall of 2013. During the pilot, several instructional design teams comprised of professors, graduate students, technical staff and undergraduate students will work independently to experiment with alternative methods to find the most effective designs.