Six Models for Course Redesign

The National Center for Academic Transformation (thencat.org) has identified six models for course redesign. The CSTL Faculty Innovators meet with representatives of departments undergoing and planning course redesign to explore the relative utility of each model, and then to assist with the development of a program to redesign, teach, and reflect meaningfully on the course. The NCAT models for course redesign include:

The supplemental model retains the basic structure of the traditional course and a) supplements lectures and textbooks with technology-based, out-of-class activities, or b) also changes what goes on in the class by creating an active learning environment within a large lecture hall setting

The replacement model reduces the number of in-class meetings and a) replaces some in-class time with out-of-class, online, interactive learning activities, or b) also makes significant changes in remaining in-class meetings.

The emporium model replaces lectures with a learning resource center model featuring interactive computer software and on-demand personalized assistance.

The fully online model eliminates all in-class meetings and moves all learning experiences onli8ne, using web-based, multi-media resources, commercial software, automatically evaluated assessments with guided feedback and alternative staffing models.

The buffet model customizes the learning environment for each student based on background, learning preferences, and academic/professional goals and offers students an assortment of individualized paths to reach the same learning outcomes.

The linked workshop model provides remedial/developmental instruction by linking workshops that offer students just-in-time supplemental academic support to core college-level courses.