{"id":6263,"date":"2021-07-27T16:02:51","date_gmt":"2021-07-27T20:02:51","guid":{"rendered":"http:\/\/149.4.100.129\/hsi-stem\/?page_id=6263"},"modified":"2021-08-03T09:58:25","modified_gmt":"2021-08-03T13:58:25","slug":"hsistem-course-redesign","status":"publish","type":"page","link":"https:\/\/www.qc.cuny.edu\/hsi-stem\/hsistem-course-redesign\/","title":{"rendered":"Course Redesign"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.4.5″ custom_padding=”||54px|||”][et_pb_row _builder_version=”4.9.10″ _module_preset=”default”][et_pb_column type=”4_4″ _builder_version=”4.9.10″ _module_preset=”default”][dsm_text_divider header=”Improve Access: Course Redesign” color=”#E71939″ divider_weight=”2px” _builder_version=”4.9.10″ _module_preset=”default” header_font=”Open Sans|600|||||||” header_text_color=”#000000″][\/dsm_text_divider][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_5,2_5″ _builder_version=”4.9.10″ _module_preset=”default”][et_pb_column type=”3_5″ _builder_version=”4.9.10″ _module_preset=”default”][et_pb_text _builder_version=”4.9.10″ _module_preset=”default” text_font=”Open Sans||||||||” text_font_size=”16px” header_4_font=”Open Sans|600|||on||||”]<\/p>\n

“Landing” Courses<\/h4>\n

The focus of the course redesign work is courses that “land” students into STEM disciplines at QC and at QCC, with the goal of better preparing students for their next crucial phase of their educational trajectory in STEM. These are the courses that are prerequisites to the challenging “gateway” courses in STEM and STEM-related programs at QC in: Biology, Chemistry, Computer Science, Environmental Science, Geology, Mathematics, Nutrition Science and Dietetics, Physics, and Psychology and Neuroscience.<\/p>\n

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This activity targets the experience of students \u201clanding\u201d in STEM majors, through a course redesign effort that serves to improve access at STEM entry points<\/p>\n

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The Redesign Process<\/h4>\n

Cohorts of faculty for each “landing” course discipline participate in consultations with the HSI-STEM team, develop a plan, learn about principles of learning through workshops and an intensive summer retreat, and implement the redesign plan. Faculty focus on improving instruction by integrating research-based principles into their courses: prior knowledge, organization of knowledge, motivation, mastery, practice and feedback, course climate, and self-directed learning. Redesigned courses have refined learning outcomes, include new and sustainable in- and out-of-class activities linked to the learning outcomes, and provide students with resources to stimulate self-directed learning.<\/p>\n

The underlying motivation for this process comes from the assumption that the \u201cquality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching.\u201d (Angelo & Cross, 1993<\/a>, p. 7)<\/p>\n

Outputs and Outcomes<\/h4>\n

The impact of the course redesign will be assessed through additional structured observations, by collecting course artifacts (syllabi, learning outcomes, assignments, student work), and by examining additional measures of student achievement (performance on assignments, final grades).<\/p>\n

Workshops<\/h4>\n