Improving Measurement of Productivity in Higher Education (2012) / Chapter Skim
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Appendix B: Methods for Measuring Comparative Quality and Cost Developed by the National Center for Academic Transformation
Appendix B: Methods for Measuring Comparative Quality and Cost Developed by the National Center for Academic Transformation
Pages 145-150
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From page 145... ...
In the NCAT model, students are transformed from "passive note takers" in a standard lecture format to active participants in their own learning, leveraging a set of tools and resources. Based on a review of the participating institutions, NCAT has identified six redesign models that vary in format, student experience, and use of technology.
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From page 146... ...
To date, results show improved student learning in 72 percent of the redesigns, with the remaining 28 percent showing learning outcomes equivalent to traditional formats. Other qualitative outcomes achieved in the course redesigns include increased course-completion rates, improved retention, better student attitudes toward the subject matter, increased student performance in downstream courses and increased student satisfaction with the mode of instruction.
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From page 147... ...
The CPT consists of four worksheets: Instructional Costs per Hour, used to determine all personnel costs involved in the course and to express each kind of cost as an hourly rate; Traditional Course Activities and Cost, used to determine the activities involved in and the costs of preparing and delivering the course in its traditional format; Redesigned Course Activities and Cost, used to determine the activities involved in preparing and delivering the course in its redesigned format when it is fully operational; and Annual Cost Comparison, used to compare the annual costs of the traditional course and the redesigned course. Among the assumptions of the NCAT Model are the following: Developmental costs are not included.
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From page 148... ...
The traditional course was offered in 16 sections of about 65 students each: 8 sections taught by fulltime faculty and 8 by adjuncts. The redesign placed all students in a coherent single online section and replaced the passive lecture environment with mediaenriched presentations that required active student engagement.
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From page 149... ...
In addition, specific exam questions incorporated in the second year genetics course (required of all biology majors) were used to measure the retention of key concepts and compare the performance of traditional students and redesign students.
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From page 150... ...
The traditional format, which combined lecture and writing activities in sections of 30 students each, made it difficult to address individual needs. The redesign used technology to provide diagnostic assessments resulting in individualized learning plans; interactive tutorials in grammar, mechanics, reading comprehension, and basic research skills; online tutorials for feedback on written assignments; follow-up assessments; and discussion boards to facilitate the development of learning communities.
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