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Course Redesign Project Emergent Literacy Graduate level, Cross-campus

Course Redesign Project Emergent Literacy Graduate level, Cross-campus. Meredith Irvin Toth Instructional Professional Redesign Alliance Conference Orlando, Florida March 22-24, 2009. Arizona State University. Fall 2008 enrollment across 4 campuses 67,082 students 3 colleges of education

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Course Redesign Project Emergent Literacy Graduate level, Cross-campus

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  1. Course Redesign ProjectEmergent LiteracyGraduate level, Cross-campus Meredith Irvin Toth Instructional Professional Redesign Alliance Conference Orlando, Florida March 22-24, 2009

  2. Arizona State University • Fall 2008 enrollment across 4 campuses • 67,082 students • 3 colleges of education • Mary Lou Fulton College of Education • College of Teacher Education and Leadership • School of Educational Innovation and Teacher Preparation • Total enrollment in education • 3797 undergraduate students • 6693 graduate students

  3. Course Context • Required course in the existing M.Ed. in Early Childhood Education • Available to students at one or two campuses (where faculty were based) • Two or three sections offered with enrollment of 100 students/year • New, fully online Master’s and AZ Certification - single degree program for the university • Recertification required of those teaching in public school classrooms birth through grade three • Expected growth to 300-500+ students/year

  4. Goals of the Redesign • Implement a single degree program for the university, led by faculty from all 4 campuses • Redistribute costs with an alternative staffing model (across the entire program) • Maintain real-world connections for the students (use their classrooms as labs) • 100% online ≠100% computer-based • Prepare students to teach face-to-face

  5. Alternative Staffing • Collapsed all sections into 1 fully online section • Rotated instruction (SCH) among campuses • Hiring graders/preceptors to facilitate discussions and grade student papers starting Fall 2009

  6. Activities are Based in Practice • Real-world activities • Interview the parent of an infant & complete the CSBS Developmental Profile • Create a dramatic prop box for your classroom: Instructors show what the “real” artifact looks like; Students take photos or videos & submit to the instructor • Students collaborate as peers • Online debates • Book clubs • Peer assessment circles

  7. Plans moving Forward • Hire preceptors/graders to maintain instructor-student contact as enrollment increases and provide feedback on work • Implement a common structure in all courses in the program • Increase student-student interaction in groups for checkpoint assignments • Consolidate all student success files in one Web-based location and link to it from course

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