These examples represent course transformation initiatives and redesign efforts at other institutions.
Over the past year, the American Association for the Advancement of Science, with support from the National Science Foundation (NSF), held a series of conversations with faculty, administrators, students, and other stakeholders on the future of undergraduate biology education. Their site offers countless articles, conference information, reports, and conversations.
The site offers a variety of assessment techniques used by TEAL that have shown the effectiveness of interactive engagement across a range of student backgrounds.
A five-year, $12M project at The University of British Columbia aimed at dramatically improving undergraduate science education with three core components: 1) establish what students should learn, 2) determine what students are actually learning, and 3) improve student learning.
An overview of NCAT by Carol A. Twigg, president and CEO of the National Center for Academic Transformation (NCAT), an independent, not-for-profit organization dedicated to the effective use of information technology to improve student learning outcomes and reduce costs in higher education.
Chronicles the successful launch of The University System of Maryland's redesign efforts by describing the initation of the redesign process at both the four- and two-year institutions, the adoption and diffusion of the redesigned courses, and issues and challenges negotiated over the course of the redesign process. View the video recording of the conversation with Nancy Shapiro from University System of Maryland on their course redesign efforts.
A model for faculty from the University of Colorado.
Since 2005, faculty, students, and teaching center staff at Elon University have experimented with a variety of approaches to partnering in “course design teams” (CDT) that co-create, or re-create, a course syllabus.