| Conference Registration WebCT Homepage | |
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| Friday, July 14, 2006: 8:30 AM-9:30 AM | |||
| Arkansas Room (Sheraton Chicago Hotel & Towers) | |||
| L-10: The Blended Learning Project: A Foundation for Undergraduate Academic Transformation | |||
| Detailed Description: | Large enrollment undergraduate courses present a special challenge in higher education. Their size poses a barrier to effective interaction, resulting in low attendance, poor attitude, and lower level learning. In this session, faculty, instructional consultants, and students will describe a highly successful project in which nine large undergraduate courses were redesigned to enhance student outcomes and increase the level of learning. Learn about the community of practice that emerged and how these courses paved the way for a subsequent five-year course transformation project. | ||
| Presentation Format: | Showcase | ||
| Topic: | Empowering educators: Professional development models and methods | ||
| Target Audience: | Course Designers, Faculty and Other Instructors, Senior Administrators, E-learning Managers, K-12 Educational Staff | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | Large enrollment undergraduate courses present a special challenge in higher education. Their size poses a barrier to effective interaction with resulting low attendance, poor attitude and lower level learning. There is often a “ghetto-ization” of these courses which are avoided by senior faculty and relegated to teaching fellows and graduate teaching assistants. Flat or declining budgets, emphasis on funded research, and the enormity of the problem itself make a university-wide transformation of these classes a significant challenge. Faculty, instructional consultants, and students will describe a highly successful project in which nine large undergraduate courses were redesigned in two phases to enhance student outcomes and increase the level of learning. These projects resulted in the creation of a community of practice and served as pilots for a subsequent five year course transformation project that is scheduled to begin in the fall of 2006. A description of the processes used, the community of practice that emerged, examples of the courses, outcomes, and lessons learned will be provided. | ||
| Session Leader: | Philip M. Turner University of North Texas | ||
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