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Cardamone, Carie N.; Dwyer, Heather – To Improve the Academy, 2023
Remote teaching created a unique opportunity to study the experiences of faculty participating in a course design institute. Hundreds enrolled in our online institute, where technologies (e.g., Zoom, Canvas, Google Docs) facilitated interactions among participants and preserved their ideas and perspectives throughout the program. Using a grounded…
Descriptors: Mixed Methods Research, Curriculum Design, Educational Development, Grounded Theory
Hershock, Chad; Pottmeyer, Laura Ochs; Harrell, Jessica; le Blanc, Sophie; Rodriguez, Marisella; Stimson, Jacqueline; Walsh, Katharine Phelps; Weiss, Emily Daniels – To Improve the Academy, 2022
Evidence-based practice in educational development includes leveraging data to iteratively refine center for teaching and learning (CTL) services. However, CTL data collection is often limited to counts and satisfaction surveys rather than direct measures of outcomes. To directly assess impacts of consultations on course and syllabus design, we…
Descriptors: Consultation Programs, Educational Development, Instructional Design, Curriculum Design
Campbell, Rebecca; Blankenship, Benjamin – To Improve the Academy, 2021
Institutions are redesigning gateway courses--lower-division courses known to create student success bottlenecks--to influence persistence and completion goals. These initiatives, student success course redesigns (SSCR), are specialized versions of course design institutes (CDIs). This investigation into SSCRs uses content analysis to examine the…
Descriptors: Curriculum Design, Curriculum Implementation, Academic Achievement, Introductory Courses
Meixner, Cara; Altman, Melissa; Good, Megan; Ward, Elizabeth Ben – To Improve the Academy, 2021
Course design institutes (CDIs), which systematically guide faculty through the (re)design of courses, often transpire in an intensive residency or learning community format. Little is known, to date, of the long-term impact of such initiatives, particularly in the context of faculty motivation. This longitudinal study explores changes in faculty…
Descriptors: Institutes (Training Programs), Curriculum Design, Teacher Motivation, Teacher Attitudes
Dinneen, Patricia – To Improve the Academy, 2021
At the start of the COVID-19 pandemic, faculty scrambled to move courses online and to master technology tools seemingly overnight. Keeping a focus on course design and teaching techniques became a central challenge for a center for teaching and learning (CTL) in the midst of the emergency move to online and blended learning. This article…
Descriptors: COVID-19, Pandemics, Experiential Learning, Educational Development
Palmer, Michael S.; Streifer, Adriana C.; Williams-Duncan, Stacy – To Improve the Academy, 2016
Herein, we describe an intensive, week-long course design institute (CDI) designed to introduce participants to the scholarly and evidence-driven process of learning-focused course design. Impact of this intervention is demonstrated using a multifaceted approach: (a) post-CDI satisfaction and perception surveys, (b) pre-/post-CDI surveys probing…
Descriptors: Statistical Analysis, Curriculum Design, Surveys, Course Descriptions
Shaker, Genevieve G.; Nathan, Sarah K.; Dale, Elizabeth J. – To Improve the Academy, 2014
Despite the increase in formats of online education, evidence suggests that the academic achievement gap could widen without iterative adaptation. This comparative case study analyzes the implementation of an online undergraduate course delivered consecutively in hybrid and fully online formats. Student feedback and instructor reflection address…
Descriptors: Online Courses, Sequential Approach, Instructional Design, Curriculum Design