THECB - Texas Course Redesign Projects

Texas Course Redesign Projects

The following courses have all been redesigned through the Texas Course Redesign Project. If you wish to obtain more information about any of these courses, please contact Dr. Van L. Davis or Dr. Allen Michie.

Phase I

Phase I projects began in Fall 2006 and have all been completed.

United States History I, University of North Texas

Interactive media-rich US History lessons were created for use both in and out of class. Additionally, teacher and student success manuals will be developed to assist both parties in successfully completing the courses. This redesign utilized the supplemental design.

English Composition, Le Croy Center (Dallas County Community College District) and Texas Tech University

Redesign of the English Composition sequence using a supplemental and replacement model that incorporates both instructional video as well as distributed grading (use of a graduate student "grading pool" that provides students with comments from at least two separate readers).

Calculus, The University of Texas TeleCampus

Redesign of Calculus that utilized student tutorial and assessment software to place part of the instruction online. This redesign utilized the supplemental design.

Phase II

Phase II projects began in Spring 2007 and have all been completed.

Developmental English and English Composition I, The University of Texas at El Paso

Redesign of Developmental English as online learning modules aligned with English Composition I. This grant utilized the supplemental design.

College Algebra, Del Mar College

Redesign of College Algebra in a way that makes the redesigned course suitable for use as a dual credit course as well as improves the first time pass rate of the course. A central component of Del Mar's redesign is the use of software such as MyMathLab to facilitate individualized, self-paced instruction.

Spanish I and II, Austin Community College

Redesign of Spanish I and II through the developmental of online podcasts and other online materials. Allowed students and faculty to focus more on application exercises during face-to-face sessions.

Spanish I, Texas Tech University

Redesign of Spanish I that developed the AURALOG speech recognition software. This allowed much of the instruction to be completed by students in the foreign language computer lab monitored and assisted by graduate assistants. Face-to-face class sessions focused on application exercises. This grant utilized the replacement model of redesign.

Phase III

Phase III projects began in Summer 2007 and have all been completed.

Biology I and II, Austin Community College

Redesign of Biology sequence using a supplemental model that provides students with online modules that are integrated into the face-to-face course. In addition to the develop of these online learning materials, the learning objectives for Biology 1406 and 1407 were aligned to allow for a more seamless transition between the two courses.

College Algebra, Del Mar College

Developmental English and English Composition I, The University of Texas at El Paso

Redesign of Developmental English online learning modules for better alignment with English Composition I. This was a continuation of a Phase II grant.

Developmental Math (Basic, Introduction, and Intermediate Algebra),The University of Texas at Brownsville and Texas Southmost College

Redesign of the Developmental Math sequence using the replacement model. Online units that incorporate streaming audio and video lectures will be used to replace many of the traditional face-to-face class sessions. Students will meet weekly in small cohort groups and lab sessions to receive individualized assistance as well as problem based learning.

Developmental Math and College Algebra, University of North Texas and North Central Texas College

This is another paired course redesign. Redesign of Developmental Math and College Algebra using the replacement model. Face-to-face class sessions will be reduced through the use of a full scale version of Virginia Tech's and the University of Alabama's math emporium model. In this model, students work on individualized lessons at their own pace via computer assisted technology in a large lab setting. Faculty and graduate teaching assistants circulate in the lab and are available for face-to-face tutorials as needed.

Developmental Math and Computer Literacy, Texas Woman's University

This is a paired course redesign which combines the redesign of a developmental education course with the redesign of an introductory level course. Students are expected to take both courses concurrently. Redesign of Developmental Math and Computer Literacy using the replacement model. Face-to-face class sessions will be reduced through the use of online group learning activities in Computer Literacy and a modified version of Virginia Tech's math emporium model through the use of MyMathLab. By aligning the curricula in both courses, students will learn math within the context of computer application and experience significant reinforcement of that knowledge.

Developmental Reading and Government 2301, The University of Texas at Brownsville and Texas Southmost College

This is another paired course redesign. Redesign of Developmental Reading and Government using the replacement model. A number of traditional class sessions for Developmental Reading will be replaced by online and face-to-face individual lab tutorial sessions. The material covered in both the class sessions and the online and tutorial sessions will be linked to the content of the Government class in order to reinforce learning.

Developmental Writing, Richland College (Dallas County Community College District)

Redesign of Developmental Writing using the replacement model. Traditionally each of these courses would require a separate semester of instruction. The redesigned sequence will be accelerated so that it can be completed in one semester through the use of hybrid and Web-enhanced instruction as well as the developmental of individualized student instructional plans.

Developmental Writing and US History II, University of North Texas, Texas A&M International University, and Grayson County College,

This is another paired course redesign. Redesign and alignment of US History II and Developmental Writing using the supplemental model. Interactive media-rich US History and Developmental Writing lessons will be created for use both in and out of class. Additionally, teacher and student success manuals will be developed to assist both parties in successfully completing the courses.

Elementary Statistics, The University of Texas at Brownsville and Texas Southmost College

Redesign of Elementary Statistics using a modified version of Virginia Tech's math emporium model. Students will meet for two hours each week in the learning resource center where they will complete online materials and have access to individualized face-to-face tutoring as well as meet for two hours each week in small cohort groups for group problem-based learning.

Engineering (Math with Engineering Application and Applied Engineering Analysis), The University of Texas at San Antonio

Redesign of dual credit Math with Engineering course and Applied Engineering Analysis course using the theories developed by Nathan Klingbeil at Wright State University. This approach allows students to develop their mathematical understanding within the context of engineering courses, thus providing practical application for the theoretical math as well as connecting students to engineering faculty early in their college careers and improving retention.

English Composition I and II, LeCroy Center (Dallas County Community College District) and Texas Tech University

English Composition II, The University of Texas at El Paso

Redesign of English Composition II using a replacement and supplemental model that reduces face-to-face class sessions to once per week but increases the amount of individualized feedback on student writing through the electronic submission of student texts for comment as well as the creation of an enhanced Writing Center featuring drop in tutoring as well as individual and small group tutoring sessions for those students with the greatest need for assistance.

Introduction to Humanities, Mountain View College (Dallas County Community College District)

Development of online modules that incorporate newly created audio and video resources on a number of humanities and arts topics. Faculty (both those teaching face-to-face as well as those teaching online) can use these modules to customize their courses to better fit with student interest.

Math for Business and Social Sciences, Texas A&M University and West Texas A&M University

Redesign for Math for Business and Social Sciences using the replacement model through the development of online materials and activities that will replace some face-to-face time and increase active learning both in and out of class.

Spanish I, LeCroy Center, Eastfield College, and Richland College (Dallas County Community College District)

Redesign of Spanish I using a supplemental model that allows many traditional instructional activities to be completed online and focus classroom time on the development of conversation skills and activities.

Phase IV

Phase IV projects began in 2008 and are ongoing.

Introduction to Electrical Engineering, Texas A&M University-Texarkana:

This dual-credit course aims to incorporate calculus instruction into the teaching of electrical engineering. Rather than viewing calculus is just another collection of math concepts, calculus is demystified here by making the mathematical tools accessible as needed (and not before). Elements of advanced mathematics are introduced in ways that reinforce the engineering concepts via a series of short videos that can be reviewed as often as necessary for content mastery. Other student activities are revised to emphasize active learning and self-paced instruction.

General Chemistry, Angelo State University

The first semester general chemistry course is redesigned with the goal of increasing student outcomes, reducing attrition and both decreasing the amount and enhancing the effectiveness of faculty effort expended on the course. Lab sections are synchronized with the common syllabus and assessment tools shared by all of the redesigned sections.