REQUESTED RFP INFORMTION FROM Department of History

TCRP Phase III

DUE JUNE 29, 2007

1. Project Title:

“First-Time Mastery: A Technology & Student-Centered Redesign of US History II”

2. Course Redesign Category: Supplemental

The Redesign Team:
Donetta Goodall, Ph. D.- Vice President, Academic Transfer and General & Developmental Education at Austin Community College (academic administrator) will lead the redesign effort for this course redesign project. Dr. Goodall provides leadership for all academic, university- parallel programs, and developmental education. She has served as Executive Assistant to the President, Interim Executive Vice President and Interim Campus Vice President. Prior to ACC, Dr. Goodall was lead instructor in an Associate Degree Nursing Program, and Director of Nursing Service in both a hospital and a home health agency. After joining ACC, Dr. Goodall served as Department Chair of the Vocational Nursing Program, Division Chair in Allied Health Sciences, Assistant Coordinator of Business, Industry and Government Programs, Campus Manager of three ACC campuses, and Director of Continuing Education. Dr. Goodall has an extensive background in college teaching. She has taught Nursing, Anatomy and Physiology, Organizational Psychology in the Business Department, Continuing Education and contract training courses.

Goodall received her Bachelor's degree in Nursing from Prairie View A & M University, a Masters of Science in Nursing from Texas Woman's University, and a Doctorate in Educational Administration from the University of Texas at Austin. She is a graduate of the Leadership Texas Program.

Richard Smith is the Associate Vice President, Instructional Resources and Technology, at Austin Community College where he oversees a number of programs including Distance Learning, Instructional Development Services, Instructional Computing and Technology Services, Library Services and the Virtual College of Texas liaison office. Dr. Smith will serve as IT staff for the redesign team.

Dr. Smith has administrative experience at both Austin Community College and St. Edward’s University. He also has been a teacher of computer literacy, secondary teaching methodology, photography and computer information systems; instructional designer; instructional technology director; learning resource services director; dean of instructional technology, faculty development and distributed learning; and interim associate vice president of institutional effectiveness. He has made professional presentations at the League for Innovation conference, the Educause conference, the Texas Distance Learning Association conference and the ACT conference

Dr. Smith has a Bachelor of Arts degree in history from St. Mary’s University, a Master’s of Arts degree in instructional technology from the University of Texas at Austin, and a Doctor of Philosophy degree in instructional technology from the University of Texas at Austin.

Kathleen E. Christensen, Ph. D. is the Vice President for Student Support and Success Systems. Dr. Christensen has led Austin Community College Student Services since 2003. She held administrative and counselor roles in the Wisconsin Technical College system since 1980, most recently as Vice President of Student Services at Milwaukee Area Technical College. She also held corporate level human resources responsibilities in major department stores in Milwaukee and New Orleans. She began her career in teaching in the public schools in Fort Collins, Colorado and New Orleans, Louisiana.

She holds a Ph.D. from the University of Wisconsin – Madison in Educational Administration, a Master’s degree from the University of New Orleans, in Guidance and Counseling, and a Bachelor’s Degree from the University of Northern Colorado in Education.

Theresa (Terry Stewart) Mouchayleh is the Director of Professional Development and Evaluation Programs. Her duties include organizing and overseeing all faculty and staff professional development and training activities, including General Assembly and two Professional Development Days per year, special speakers, the faculty mentoring program, the Sabbatical process, the Teaching Excellence Awards process, and the Faculty and Staff Evaluation Process.

Before joining ACC, Ms. Mouchayleh was a tenured English professor at Amarillo College (AC), teaching there for 18 years. While at AC, she developed and implemented the institution’s first English placement exam, developed and offered AC’s first sophomore level American Literature courses, served as Faculty Senate president, served as Coordinator of the Amarillo Area Adult Literacy Council, and was chosen as Amarillo College’s Woman Leader for 1999. During her 18 years of teaching at Amarillo College, Ms. Mouchayleh taught Basic Writing I and II; Basic Grammar I and II; Freshman Composition I and II; sophomore level Literature of the Western World I and II (including Honors sections); and sophomore level American Literature I and II (including Honors sections).

Mouchayleh received her Bachelor’s degree in English from Oklahoma State University and a Masters of Arts degree, also in English, from University of Central Oklahoma. She is currently ABD in Higher Education Administration at the University of Texas at Austin.

Susan Thomason is the Director of Instructional Design Services and manages the Instructional Design, Multimedia Production, and Curriculum Development Support for ACC faculty and staff. She has been involved in the design, development and delivery of instruction since 1990 when she began her career as a television production specialist at Old Dominion University in Norfolk, Virginia. Since then she has worked as manager of Distance Learning at the Rochester Institute of Technology in New York and as Director of Instructional Technology Services at Spartanburg Technical College in South Carolina. She has worked with a variety of disciplines in the delivery of distance learning courses and with a broad range of instructional technologies including Course Management Systems, interactive Web development tools, databases, instructional multi-media, satellite programming, videoconferencing, adaptive technologies, and others.

Ms. Thomason has a Bachelor of Arts in International Studies, a Master of Science in Instructional Technology and has completed doctoral coursework in Curriculum and Instruction at Clemson University and the University of Texas at Austin. She is currently ABD in the Curriculum and Instruction Program at UT. Her research interests include academic achievement of underserved populations and the effects of instructional technologies to improve student success.

Julie Beth Todaro, Ph.D.- Dean, Library Services (LS), Austin Community College serves as a member of the redesign team. In this role, she provides three kinds of support that include: leading the faculty/librarian LS Teaching Team in working with classroom faculty to design discipline-specific information literacy assignments that are integrated into General Education and Workforce curriculum; providing content and research on general and discipline-specific course design; and, assisting in the design of internal and external marketing of curriculum products and sustainability. Dr. Todaro, as Dean for ACC Library Services, manages and provides leadership for the college’s award-winning library information and research services and resources including seven campus libraries and all evening/extension service locations.

Prior to coming to ACC, Julie was an Assistant Professor at the University of Michigan, School of Information, specializing in management and library services. She joined ACC over twenty-two years ago as Head Librarian for the Rio Grande Campus and throughout the past two decades in addition to managing the Rio Grande Campus library, has managed all extension sites, the library’s information literacy program and the ACC Honors Program. Dr. Todaro has served as Dean for the past six years. Dr. Todaro has an extensive background in instruction/teaching and learning and information literacy. She has taught both in information literacy programs in academic library settings as well as in master’s level and doctoral level education programs including Columbia University, The University of Michigan, The University of Texas and Texas Woman’s University.

Todaro received her Bachelor's degree in History and English and her Master’s Degree in Library and Information Science from The University of Texas at Austin and her Ph.D. in Library Services from Columbia University in New York City.

Robert Bermea serves as Distance Learning Director, a position he has held since 2002. The department includes Video Support Services, which manages the college’s cable channel, television studios and interactive video classrooms. Previously, he held the position of Instructional Technology Manager with Instructional Resources and Technology. Mr. Bermea is a member of the Distance Learning and the Curriculum and Programs Committees at ACC and the Texas Distance Learning Association and Instructional Technology Council.

Mr. Bermea has a Bachelors of Science in Radio, TV and Film from the University of Texas at Austin and a Masters in Education, Instructional Technology from the University of Texas. He has presented at Texas Distance Learning Association.

Steven Christopher serves as the Director of Special Populations. Mr. Christopher’s current duties include developing, implementing and monitoring the College’s Carl D. Perkins Vocational and Technical Education grant, including acting as the principal writer for the annual application, and providing leadership in organizing, administering and supervising programs and services related to the Special Populations Office, the Support Centers and the Offices for Students with Disabilities. He is also an adjunct instructor in ACC’s Human Development Department. Prior to coming to ACC in 1996, Mr. Christopher was the Project Director for the development of a statewide system of child care resource and referral agencies for the Texas Association of Child Care Resource and Referral Agencies in association with the Texas Department of Family and Protective Services. Mr. Christopher has served on the Board and as President of the Austin Songwriters Group, on the Board of the Unity Church of Austin and currently is on the Board and President-Elect of the Association on Higher Education and Disability in Texas.

Mr. Christopher holds a Bachelors of Arts degree in Early Childhood Development and Education from Antioch College in Yellow Springs, Ohio and a Masters of Arts degree in Adult Education and Organization Development from the University of Texas in Austin, Texas.

Assessment experts include representatives of the Office of Institutional Effectiveness (OIE) at ACC: Soon Merz, Rosylyn Wallace and Ziv Shafir. Soon Merz has served as Associate Vice President for Effectiveness and Accountability since 2004. Prior to coming to ACC, she was responsible for institutional research at the state level for the Kansas Board of Regents in Topeka, Kansas. She also served with the Massachusetts Board of Higher Education and the Texas Higher Education Coordinating Board. At the institution level, Soon directed the Faculty Affairs and Institutional Research office at the University of Kansas Medical Center and served in the Office of Planning and Analysis at Oakland Community College (Michigan). She is active with the Association for Institutional Research and the IPEDS Train-the-Trainer program conducted by the U.S. Department of Education’s National Center for Education Statistics.

Soon holds a Master of Public Administration from the University of Kansas, a Bachelor of Science in General Business from the University of Central Texas, and an Associate of Science in General Education from Central Texas College, graduating with honors for all degrees.

Roslyn Wallace serves as Institutional Planning and Assessment Coordinator in OIEA. She is responsible for coordinating college-wide planning and assessment processes, as well as departmental assessment and instructional program review processes. Prior to joining ACC in 1991, she taught elementary school for 10 years in Texas, North Carolina, and South Carolina. She has also done assessment consulting for the School of Education Gifted department at the University of Texas at Austin. Roslyn has made assessment presentations to the Texas Association of Institutional Researchers (TAIR) and the National Institute for Staff and Organizational Development (NISOD).

Ziv Shafir, Ph.D. will serve as Research and Analysis Coordinator for the project. Dr. Shafir has been at ACC since 2001. In his role as a Research and Analysis Coordinator at ACC, Ziv provides data to support college-wide decision making. He has authored reports on enrollments, identification of high demand courses, and student performance analyses. Ziv is also an Adjunct Psychology Professor at ACC and teaches Introductory Psychology and Social Psychology. Prior to joining ACC, Dr. Shafir worked in the marketing research industry.

Ziv received his Bachelor's degree in Psychology from The University of Texas at Austin, and his Master's and Ph.D. in Experimental Psychology from Texas Christian University.

Discipline Team:

· Melissa Bonafont, Ph.D. (History, University of California at Irvine) will serve as Curriculum Specialist on the project. She is completing her fourteenth year of teaching and her fifth year at ACC. Dr. Bonafont has previously taught at both College of Siskyous and the University of California at Irvine, and she won several teaching awards while in California. She uses various electronic technologies in her classroom courses which include both US History I & II survey courses, the Western Civilization I & II surveys and other specialized courses in US History.

· Course Redesign Chair, David Lauderback, Ph.D. (History, The University of Texas) has twelve years teaching experience, including eleven years at ACC. He has taught thousands of students at Austin Community College and at The University of Texas. His classroom presentations employ numerous technologies including PowerPoint, web use, and streaming media. Professor Lauderback is a member of the “Who’s Who of Community Colleges” and a multiple teaching award nominee. Dr. Lauderback also teaches on-line (distance learning) courses in addition to the classroom sections of both the US History I & II survey as well as specialized US History courses. Professor Lauderback’s web site is found at: http://www.austincc.edu/dlauderb/

· Allan Purcell, Ph.D. (History, The University of Texas) will serve as Senior Curriculum Specialist on the redesign project. He is a thirty-three year teaching veteran, including thirty one years at ACC, and he has also taught at The University of Texas and St. Edward’s University. Professor Purcell’s teaching awards include a Minnie Piper Professor nomination, Phi Theta Kappa teaching award, and an ACC Outstanding Teaching Award. He teaches various specialized US History courses and US History I & II Honors courses in addition to the US History I & II survey courses, both in the classroom and on-line (distance learning.) His web site is found at: http://www.austincc.edu/purcell/

· Marlette Rebhorn, Ph.D. (History, The University of Texas) will serve as Digital Image Specialist for the redesign project. She is completing thirty-six years of teaching, including thirty years at ACC, and has also taught at The University of Texas, Southwestern University, and Oxford University in England. Professor Rebhorn’s teaching awards include a Minnie Piper Professor nomination, a NISOD award, and an ACC Outstanding Teaching Award. She is also the recipient of several sabbatical leaves from ACC, the most recent being granted to help her redesign her on-line Western Civilization I course. Dr. Rebhorn teaches various specialized US History courses, both Western Civilization courses, as well as the US History survey courses in both the classroom and on-line (distance learning) format. Her classroom courses incorporate numerous types of technology. Her web site is found at: http://www.austincc.edu/rebhist/

· David Haney, Ph.D. (History, The University of Texas), adjunct professor, will serve as a Student Support and Success Specialist for the redesign project. Dr. Haney has taught at ACC for more than a decade and has also taught at The University of Texas and St. Edwards University. He helped develop curriculum for The University of Texas Continuing Education Program and well understands the needs of the region's non-traditional students.

· Gerald Hauck, Ph.D. (History, The University of Texas), adjunct professor, will serve as a Student Support and Success Specialist for the redesign project. In addition to long and excellent service to ACC’s History Department, Dr. Hauck serves as a College Associate in the Office of Student Services where he works as a student advisor. He will provide keen insight into the motivations and needs of the College's students today.

3. Course Redesign readiness:

The Department of History at Austin Community College stands ready to devise and implement a supplemental model of course redesign for US History II, HIST 1302. The Department benefits from a host of extraordinary full-time and adjunct faculty and is prepared to tap the talents of these faculty as it redesigns HIST 1302. All curricular decisions are made by the Department of History faculty in collegial style in Department meetings. In such a setting, the Department has written and implemented a master syllabus and common course learning objectives for each course offered. All of these may be found at: http://www.austincc.edu/history/mastersyllabi.html

The Department of History encourages all of its faculty members to “teach to their strengths” using a broad variety of methodologies. These methodologies range from the traditional lecture structure including PowerPoint and multi-media presentations through class discussion format and small group work to computer tutorials and simulations. Almost all of the full-time faculty members maintain an active instructional web site on which they have material that students may access outside of class time and office hours. Most of the full-time faculty members teach not only in-class courses but also on-line (distance learning) sections. These courses reach students well beyond the ACC eight-county service area through Virtual College of Texas and Distance Learning opportunities for servicemen and women stationed abroad.

The Department relies on both the College and the Department annual faculty evaluation processes to maintain pedagogical standards and target areas for growth. The Department’s Evaluation Committee reviews each faculty member’s teaching portfolio on a three year cycle, including examining the syllabus for each course taught to confirm that the syllabus conforms with the Department’s curricular decisions and agreed-upon learning objectives. In addition, the Department ensures that all tests, papers, and other projects assigned to students are designed to implement and measure these common course objectives. Further, the Department uses the evaluation process to identify faculty in need of professional development or mentoring and to develop an individualized program for faculty in need of such mentoring or professional development. The Department also conducts an annual survey of faculty members to determine the level of student mastery of these common course objectives and then develops an improvement plan for the following year. This annual survey and plan for improvement has been done successfully for the past ten years. Please see: http://www.austincc.edu/oiepub/initiatives/assessment/ulead.htm

Furthermore, the Department enjoys the unqualified support of Austin Community College. The Redesign Team has already garnered the assistance of the Dean of Social and Behavioral Sciences, the Associate Vice President of Instructional Resources and Technology, the Vice-President of Academic Transfer and General and Developmental Education, not to mention the College President, along with the Office of Institutional Effectiveness and Accountability, the Faculty Evaluation Office, Instructional Design Services, the College Webmaster, the Professional Development Office, and the various Information Technology services. With the full weight of the College behind it, the Redesign Team expects to complete the process of designing, implementing, and assessing US History II course redesign and move forward with improvements to the redesign that will benefit HIST 1302 students across the state.

We expect to use this evaluation method to judge the effectiveness of our course redesign project.

The US History II Redesign Team will make assessment an ongoing process throughout the project. The team has devised numerous and repeated stages of review and revision throughout the first two phases of the proposed course redesign (development and implementation) prior to the formal assessment phase. The Department and the College further recognize that the redesign project represents only part of an ongoing process of curriculum development and assessment that occurs in a variety of ways at ACC, including our intensive Instructional Program Review that occurs every five years, with required annual updates on progress towards achieving identified goals. The History Department is scheduled to undergo its Program Review in academic year 2009, which will dovetail nicely with our evaluation plans for HIST 1302 course redesign.

Instructional Program Review at ACC reflects Board policy E-5 and is a “comprehensive process that examines the effectiveness and efficiency of instructional programs for the purpose of systematically and regularly gathering and analyzing both qualitative and quantitative data to facilitate continuous improvement” (http://www.austincc.edu/progrevw/). The process is managed by a Self-Study Team made up of faculty, students, and other program stakeholders, and it includes an examination of the program’s strengths, weaknesses, opportunities, and threats that, coupled with extensive quantitative and qualitative data, help the department develop a quality improvement plan that guides the program, its master plan requests, and its budget requests for the next five years.

In addition to Instructional Program Review, the Department relies on an annual faculty evaluation process to maintain standards of instruction, to continually enhance student learning opportunities, and to target areas for growth in both course content and course pedagogy. The College faculty evaluation process revolves around peer evaluation of teaching portfolios, annual student evaluations, and annual self-evaluation. Every faculty member is required to submit a three-year teaching portfolio that reflects how an individual instructor has taught his/her courses in the last three years. Teaching portfolios contain course syllabi, course assignments, course learning objectives and/or study guides, course handouts, course exams, and any other relevant course material that illustrates how a course is taught. A three-year portfolio also includes a statement of teaching philosophy, a course commentary, and a three-year faculty development plan. Based on a close examination of each teaching portfolio, peer evaluators in the Department offer words of praise or encouragement as well as suggestions for improvement or re-examination and may occasionally offer the services of a mentor to improve teaching and learning. In addition, every faculty member is evaluated by his/her students each Fall semester, and the results of the student evaluations are also examined by the peer evaluation committee. And finally, every faculty member must submit a “faculty input form” in which she or he responds to those student evaluations and develops plans for improvement in the coming year. This “input form” is the third arm of the College faculty evaluation triangle and is also examined by the peer evaluation team.

ACC also has an annual process for assessing student learning outcomes (Unit Level Effectiveness Assessment Database) that requires each department to develop a purpose statement and an assessment plan, to gather data based on the plan for assessing student learning, and to develop an improvement plan for the following year based on the results of the assessment. Therefore, ACC already has in place several evaluation components that can be integrated into the HIST 1302 course redesign project.

To further determine the viability of the proposed supplemental model US History II course redesign project, the Redesign Team will:

1. create a viable redesign website, including:

· accessible database and tutorial for enhanced instructional Delivery Systems, to include digital images, PowerPoint slide masters, documentary/video lecture launchers, period-specific music and lyrics, and historical web sites

· accessible database and tutorial for enhanced Quantitative/Qualitative Instruments and Term Projects to measure student learning in relation to the new instructional delivery systems

· accessible database and tutorial for enhanced Professional Development, including improved accessibility of scholarly resources

2. present redesign findings to national and regional conferences in order to draw on the experience of professionals in the field

3. implement the initial launch of HIST 1302 redesign courses in Fall 2008 and the expanded launch of HIST 1302 in Spring 2009

and

4. measure the impact of course redesign with evidence of a statistically significant:

· increase in student retention rates in redesign courses;

· decrease in non-performance rates in redesign courses;

· increase in performance rates in redesign courses;

· increase in performance of redesign students in subsequent coursework;

· increase in favorable student evaluations of redesign courses; and

· increase in favorable faculty evaluations of redesign courses

Combined, these methods will enable the Department to study the aggregate effect of course redesign while targeting effective modifications to future curriculum development. US History II supplemental model course redesign seeks to effectively enhance the use of technology to support learning in order to increase first-time mastery of one-half of the legislatively required courses in United States history, and the Redesign Team stresses that any and all persistent and continued efforts to appropriately assess the impact of course redesign on student performance will not serve any useful purpose without the existence of the requisite technology in the classroom. The History Department will continue its practice of collegial and rigorous curriculum development throughout the redesign process in order to best serve our students in their efforts to master the course material. Additionally, the College and Department evaluation processes will serve as crucial conduits through which the Department and the College can provide faculty support and feedback in the ongoing redesign process.

4. Course Selection:

ACC’s US History II Redesign Team has selected the following course for redesign: History 1302. The ACC online FY 2007 course schedule provides the following description:

HIST 1302 UNITED STATES HISTORY II (3-3-0).
A study of the history of the United States from 1877 to present.
Skills: E [reading & writing skills at the college level]
Course Type: T [transfer]

Past redesign:

Since its inception thirty-four years ago, the History Department at ACC has offered HIST 1302, US History II. In that time faculty have added technology as it became available, starting with films and progressing to videos, DVDs, PowerPoint, streaming video, tutorials, and web sites. The members of the Department have also developed a distance learning version of the same course beginning as a print-based course and progressing through the instructional television mode into a completely on-line course through the use of the internet. The Department has utilized both commercially produced as well as internally developed technology in both of these types of delivery (classroom and distance learning).

Building on these past redesign successes, HIST 1302 course redesign at Austin Community College will more effectively target the visual and aural learning styles of today’s students through the development and use of computer-based digital delivery systems, enhanced instruments for measuring student learning, and enhanced professional development for faculty. While student preparation, participation, and discipline remain the primary foundations for successful student performance, the Redesign Team hopes to enhance student engagement with and participation in learning with the development of these supplemental tools for HIST 1302.

5. Project Summary:

Austin Community College, the Department of History, and the US History II Redesign Team stand committed to the necessity of ongoing course redesign. All at ACC see the proposed HIST 1302 redesign project as an essential step to improving the environment that promotes first-time student mastery of a legislatively required core curriculum course reflecting the intellectual competencies essential to learning across disciplines. The Redesign Team will follow the “supplemental model” by developing a variety of databases and tutorials that faculty can use in the classroom and online to promote student engagement with the HIST 1302 curriculum, ensure that students are prepared when they come to class, ensure that they have mastered the material when they leave the course, and ensure that they are ready to move on to other courses with enhanced reading, writing, listening, critical thinking, and computer literacy skills.

The Department seeks to explore new and developing technologies to supplement both our in-class and our on-line instructional delivery systems in order to improve student success in HIST 1302 and beyond. Our redesign goal is to make our presentation of the material more captivating, interactive and effective for today’s students and to develop engaging out-of-class activities to encourage greater student mastery of course content and to help students with varying learning styles and academic skills gain proficiency in US History II course objectives.

We propose to create a digital images database, a video database for lecture launchers, a lyrics and music database, and an historical web site database, all to include tutorials for faculty to maximize the use of these tools in and outside the classroom in order to expand student comprehension of course objectives. These databases would then be made accessible on an instructional web site - cross-referenced by course learning objectives - that our colleagues around the state could access to the benefit of their students.

We also propose to redesign course assessment instruments that would reflect the new instructional delivery systems and databases, take into account the varied student learning styles, and maximize student learning. We will compile a database of term projects, quantitative student assessment instruments, and qualitative student assessment instruments, each with accompanying tutorials, and each made available on the instructional web site that we develop.

We also propose to create a professional development database for faculty that would include scholarly books, scholarly journals, professional organizations, and professional conferences. The more accessible scholarly material is for our faculty, the more likely faculty are to incorporate the latest information into their History classrooms. And the more that our faculty bring current scholarship into their classrooms, the more likely students are to develop a love of learning that will serve them well when they leave the classroom.

With the rise of advanced digital technologies, increasing opportunities exist to incorporate web-based resources to make history come alive to our students, engage their interest, and increase their mastery of the subject. Some of the obvious examples would be web-based tours, educational games and simulations, visual and audio broadcasts of historical events, textbook specific supplemental materials, and various combinations of all of these modes. The US History II Redesign Team plans to rely on those technologies and programs that will be most effective in supplementing our current instructional delivery modes in order to increase our student success rate.

The US History II Redesign Team and the faculty of the Department of History at ACC believe that “First-Time Mastery: A Technology & Student-Centered Redesign of US History II” will impart a measurable difference in student performance. The success of this project will improve student retention and performance rates while dramatically reducing the College and State costs of seeing to the needs of students who fail to satisfy the requirements of this core curriculum course the first time around. The development of a comprehensive supplemental redesign database and website tutorials will also permit the Department to promote continued professional development while enhancing student outcomes statewide. Through the expanded use of advanced computer-based digital technologies that target the varied learning styles of modern students, the redesign team proposes a three phase project to: develop, implement, and assess US History II Redesign.

Phase I: Develop US History II Redesign -- July 20, 2007 – May 31, 2008

Create Redesign Database for Delivery Systems -- July 20, 2007 – March 31, 2008

The Team plans to take full advantage of computer-based digital technology in ways that target varied learning styles and to maximize student comprehension of course objectives. First, the redesign team wants to develop a series of databases to provide advanced instructional delivery systems to History faculty. The databases will contain a varied and comprehensive compilation of: Digital Images, PowerPoint Slide Masters, video documentary Lecture Launchers, period specific Music and Lyrics, and Historical Websites. To promote accessibility, the materials will be cross-referenced by relevant course objectives.

Create Redesign Database for Learning Assessment Instruments and Term Projects -- July 20, 2007 – March 31, 2008

The Redesign Team recognizes that it will need to develop a new database of course evaluation techniques that integrate the new instructional delivery systems. The value of the course redesign rests on its ability to enable faculty to interact more effectively with varied student learning styles as we assess student learning and to maximize comprehension of course objectives. To that end, the Team proposes the creation of a comprehensive collection of new types of quantitative and qualitative learning assessment instruments as well as term projects that take full advantage of the new delivery systems and the redesign website.

Create Redesign Database for Professional Development -- July 20, 2007 – March 31, 2008

Professional Development will need a through revision in order to meet the continuing education needs of community college faculty. First, the Redesign Team will devise ways to improve accessibility to the available scholarly resources in their field, in both book and journal form, to enable faculty to better engage the latest information. Additionally, national and regional professional organizations offer a host of resources for the classroom as well as continuing education for faculty. The Team wants to make these organizations more readily accessible to faculty in meaningful ways. For example, the professional conferences provided by these organizations deliver a remarkable array of relevant data in an efficient format. Through the creation of a comprehensive professional development database, faculty will be encouraged to attend conferences as well as present their own research in order to take advantage of the latest curriculum developments. Finally, the Redesign Team wants to maximize use of existing institutional professional development resources, through greater coordination with College Instructional Development and Media Services, curriculum development, and website development training and services.

Create Redesign Tutorials for Databases -- April 1, 2008 – May 31, 2008

After completing work on the databases, the Team will devise a series of tutorials to train faculty in the use of the enhanced instructional delivery systems, course evaluation instruments, both quantitative and qualitative, and professional development opportunities.

Presentations to National and Regional Organizations – January 1, 2008 – May 31, 2008

To assist the development phase, the Redesign Team wants US History II supplemental model redesign to benefit from, and add to, existing technology and curriculum development through presentations to professional organizations. In the first phase of the project, the Team plans to present its redesign work at national and regional conferences of relevant professional organizations during the spring 2008 semester. Here the Team can draw upon a national pool of redesign experience that will greatly benefit the entire process by providing feedback and input from History faculty across the country. Once the implementation phase has proceeded, the Team plans to report its findings to those same organizations in the spring of 2009.

Create Redesign Database and Website -- July 20, 2007 – October 31, 2008

Crucial to the success of the ACC History Department US History II Redesign Team will be the creation of an instructional website for statewide access to HIST 1302 Redesign Delivery Systems and Tutorials. The team believes that only with the construction and maintenance of redesign databases and an instructional website can Department and College faculty – and History faculty statewide – benefit from the redesign process. The team believes that ease of access will ensure the success of the US History II course redesign as it is shared with faculty across the state.

Configure Redesign Server and Website -- July 20, 2007 – October 31, 2007

The actual building of the redesign server and links will commence as soon as the project begins. To do so, the Team will rely on the expertise of the College’s Instructional Design Services to set up hardware for the HIST 1302 Redesign database and instructional website.

Load Redesign Database -- November 1, 2007 – March 31, 2008

Once the server has been installed and the website initialized, then the College IDS will establish the appropriate access to the databases for the newly developed instructional delivery systems, course assessment instruments, i.e., quantitative/qualitative exams and term projects, and professional development databases. Once access has been established, then the Redesign Team can load, evaluate, and revise the accessibility of the collated redesign materials.

Evaluate Tutorials for Databases on Redesign Website -- April, 1, 2008 – May 31, 2008

Next, the Redesign Team will load, evaluate, and revise tutorials for the enhanced: Delivery Systems, Lecture Launchers, Music & Lyrics, Historical Websites, Term Projects, Quantitative Instruments, Qualitative Instruments, Scholarly Resources, Professional Organizations, Professional Conferences, College Professional Development Resources, and Professional Papers databases. The instructional website will prove invaluable during the second phase of the project: implementation.

The US History II Redesign Team anticipates that database development will conclude in Spring 2008. The team will revise the tutorials at the end of Spring 2008.

Phase II: Implement US History II Redesign -- June 1, 2008 – May 31, 2009

It is essential to point out that the Redesign Team does not intend to offer a “cut and paste” or “cookie cutter” version of HIST 1302. Instead, the Team seeks to provide History faculty with resources from which they can draw to enhance their own courses as they see fit within the dictates of their Colleges, Departments, and the available technology. The Redesign Team will apply precisely that dictum in the implementation of HIST 1302 redesign at Austin Community College in Fall 2008 and Spring 2009.

Integrate Redesigned Delivery Systems -- June 1, 2008 – August, 31, 2008

First, the Team will devise a development program for the first redesigned sections of HIST 1302 to be offered in the Fall 2008 semester. The Team will provide training seminars to introduce ACC History Department faculty to the new instructional Delivery Systems, learning assessment Instruments databases, Professional Development databases, and website. In conjunction with the Department, the Team will select the faculty to participate in the launch of their redesigned HIST 1302 courses. Then, with the support of the Redesign Team, selected faculty will integrate redesigned Delivery Systems with their course objectives and syllabi.

Integrate Instructional Websites -- August 1, 2008 – August, 31, 2008

Finally, the Team and the College Instructional Design Services and Webmaster will assist the faculty chosen to launch redesign versions of HIST 1302 in developing or revamping their own instructional websites to incorporate the redesign materials. The Team will conduct a continual review of the accessibility of the redesign website and its databases as well as the tutorials and training efforts.

Launch Redesign of HIST 1302 Fall 2008 -- September 1, 2008 – December 31, 2008

The Redesign Team will work with the College’s counselors, advising specialists, and student services specialists to promote the redesigned versions of HIST 1302 with the student body. Throughout the semester, the Team will coordinate with Instructional Design Services to ensure the accessibility of new, redesign instructional websites, and with the College Media Services to ensure that appropriate technology exists and functions in the classroom. Also, the Team will implement a peer-review process of redesign classes as well as a review of the training and support process.

Training of Redesign HIST 1302 Spring 2009 -- September 1, 2008 – December 31, 2008

During the Fall 2008 semester, the Redesign Team, once again in conjunction with the Department, will select HIST 1302 sections for an expanded implementation of course redesign for Spring 2009. The Team will draw on the experience of the Summer 2008 training and the review of the initial Fall 2008 launch to revise the training seminars and tutorials to benefit the faculty included in the expanded implementation.

Expand Launch of Redesign of HIST 1302 -- January 1, 2008 – May 31, 2008

The Redesign Team will continue to work with the College’s counselors, advising specialists and student services specialists to promote the expanded implementation of redesigned versions of HIST 1302 with the student body. And, again, the Team will coordinate with Instructional Design Services to ensure the accessibility of new, redesign instructional websites and with the College Media Services to ensure that appropriate technology exists and functions in the classroom. The Team will continue to use a peer-review process of redesign classes as well as a review of the training and support to benefit the redesign process.

The US History II Redesign Team anticipates that redesign launch, expanded launch, and revisions will conclude at the end of Spring 2009. The Team will then focus on the final phase of the project, assessment.

Phase III: Assessment of US History II Redesign -- June 1, 2009 – August 31, 2009

The US History II Redesign Team will make assessment an ongoing process throughout the project. The team has devised numerous and repeated stages of review, assessment, and revision throughout the first two phases (development and implementation) of the proposed course redesign prior to the formal assessment phase. The Department and the College further recognize that the redesign project represents part of an ongoing process of curriculum development and assessment at ACC that occurs through the student and faculty evaluation processes, the unit-level effectiveness assessment database updates, the intensive Instructional Program Review process, and the planned college-wide core curriculum assessment of intellectual competencies. The Redesign Team will, therefore, determine the extent to which course redesign can be incorporated into the existing College and Departmental assessment processes.

The US History II Redesign Team and the faculty of the Department of History at Austin Community College are confident that the proposed project will impart a measurable difference in student retention and performance. Through the expanded use of advanced computer-based digital technologies, History faculty will be able target the varied learning styles of modern students which will have a measurable effect on student learning outcomes. Hence, the Team will first determine if it has indeed created a viable redesign website for faculty, including:

· accessible database and tutorial for enhanced instructional Delivery Systems

· accessible database and tutorial for enhanced Quantitative/Qualitative Instruments and Term Projects

· accessible database and tutorial for enhanced Professional Development

Having presented redesign findings to national and regional conferences, the Team will next ascertain the impact of those presentations and the corresponding feedback from the relevant professional organizations.

The launch of redesign courses in Fall 2008 & Spring 2009 will in and of itself reflect one element of the success of the project. But it is imperative to determine whether the Team can demonstrate evidence of a statistically significant:

· increase in student retention rates in redesign courses;

· decrease in non-performance rates in redesign courses;

· increase in performance rates in redesign courses;

· increase in performance of redesign students in subsequent coursework;

· increase in favorable student evaluations of redesign courses; and

· increase in favorable faculty evaluations of redesign courses

The Redesign Team will work with the College’s Office of Institutional Effectiveness and Accountability in gathering much of the student performance data described above. The Redesign Team has also identified student and faculty perceptions as a key component of the assessment process. Consequently, the Team will evaluate the impact of course redesign on student and faculty perceptions through quantitative and qualitative questionnaires devised in conjunction with the College’s Faculty Evaluation Office. In particular, the Team will seek to learn whether the redesign delivery systems, exams, and term projects do lead to first-time mastery of course objectives.

6. Impact statement:

US History II is part of the legislatively-mandated American History requirement taken by all transfer students and many workforce students in community colleges throughout Texas. Here at ACC, our enrollment for the last five years has averaged approximately 7,000 students per year:

Academic Year	US HISTORY II Enrollment at ACC
2002	6,902
2003	7,240
2004	6,920
2005	7,033
2006	7,285

Statistics compiled by the History Department indicate that 35.3% of students enrolled in HIST 1302 in Fall 2006 received grades of “D,” “F,” or “W,” indicating their lack of success in the course. Statistics from previous semesters show similar numbers, supporting ACC’s designation of HIST 1302 as a high non-mastery course. In addition, these ACC statistics reflect statewide data that support identification of this course by the THECB on the list of courses for redesign. A redesign of HIST 1302 at ACC would eventually impact at least 7,000 students per academic year. When the redesign databases and tutorials are made available to History faculty around the state, tens of thousands more students will benefit from the supplemental learning and assessment tools that ACC develops.

Austin Community College has an annual enrollment in excess of 33,000 students. Approximately 75% of the entire enrollment of students at Austin Community College plan to transfer to a four year college or university to complete a bachelor’s degree, and thus they enroll in transfer courses, one of which is United States History II . Since this course is part of ACC’s core curriculum, not only does it have the potential to impact 75% of the student enrollments, it also means that if the course is not completed with a performance grade (A, B, or C), the core curriculum will not have been completed, and the legislative mandate will not have been met. Students must take the course again, and perhaps again, adding to the costs of instruction. Successful supplemental redesign that increases first-time student mastery and reduces D/F/W rates will lead to fewer students repeating courses and more students staying in college.

And because HIST 1301 and HIST 1302 are part of the core curriculum, these courses are designed to go beyond mastery of the course content. These courses help students develop the skills and knowledge that an educated person in the 21^st century needs, including enhancing students’ analytical reading, writing and listening skills, qualitative and quantitative critical thinking and problem-solving skills, and effective use of computer-based technology in communicating, solving problems, and acquiring information. Thus a clear and focused supplemental redesign of HIST 1302 such as ACC proposes will serve students beyond the semester that they are enrolled in the course – it will serve students as they move to other lower-division courses in other disciplines and as they move to upper-division courses in pursuit of a baccalaureate degree.

On a broader scale even outside the academic arena, US History II serves as one of the formation courses for an educated and informed populace. It serves to provide Texas with an informed citizenry and contributes to the intellectual abilities of the next generation of state and national leaders. Therefore, a course redesign of US History II to make its delivery more effective would have ramifications far greater than simply the classroom in a particular semester. It would literally have lifelong implications!

8. Timeline: Project Timetable by Goals and Objectives/Activities

“First-Time Mastery: HIST 1302 US History II Course Redesign”

Goals, Objectives, and Activities

Goals 1 through 6 reflect Phase One, Development

1. Goal: Redesign instructional Delivery Systems to take full advantage of technology and a variety of instructional methodologies to maximize student comprehension of course objectives

1.1 Objective: Utilize Digital Images to facilitate student comprehension of course objectives

Timeline: 7/20/2007 – 5/31/2008

1.1.1 Activity: Develop Digital Image Database

1.1.2 Activity: Develop PowerPoint Masters of Digital Images for course objectives

1.1.3 Activity: Develop tutorial for creating PowerPoint slides

Timeline: 4/1/2008 - 5/31/2008

1.1.4 Activity: Develop tutorial for maximizing use of PowerPoint in classroom

Timeline: 4/1/2008 - 5/31/2008

1.2 Objective: Utilize Lecture Launchers of documentary video of pertinent course themes to enhance student comprehension of course objectives

Timeline: 7/20/2007 – 5/31/2008

1.2.1 Activity: Coordinate with College Media Services to Develop Video Database

1.2.2 Activity: Cross-reference Video Selections for specific course objectives

1.2.3 Activity: Develop tutorial for selecting relevant sections of video for class

Timeline: 4/1/2008 - 5/31/2008

1.2.4 Activity: Develop tutorial for maximizing use of video in classroom

Timeline: 4/1/2008 - 5/31/2008

1.3 Objective: Utilize period specific lyrics and music to engage students and highlight course objectives

Timeline: 7/20/2007 – 5/31/2008

1.3.1 Activity: Develop Lyrics & Music Database

1.3.2 Activity: Cross-reference Lyrics & Music Database for specific course objectives

1.3.3 Activity: Develop tutorial for selecting relevant Lyrics & Music for classroom

Timeline: 4/1/2008 - 5/31/2008

1.3.4 Activity: Develop tutorial for maximizing use of Lyrics & Music in classroom

Timeline: 4/1/2008 - 5/31/2008

1.4 Objective: Utilize content specific historical website links to promote course content comprehension AND serve as resources for course assessment instruments

Timeline: 7/20/2007 – 5/31/2008

1.4.1 Activity: Develop Website Database

1.4.2 Activity: Cross-reference Website Database for specific course objectives

1.4.3 Activity: Develop tutorial for selecting relevant Websites for class use

Timeline: 4/1/2008 - 5/31/2008

1.4.4 Activity: Develop tutorial for maximizing use of Websites in classroom

Timeline: 4/1/2008 - 5/31/2008

2. Goal: Redesign course assessment instruments that utilize new Delivery Systems, reflect varied student learning styles, and maximize comprehension of course objectives

2.1 Objective: Use comprehensive Term Projects that maximize new Delivery Systems

Timeline: 7/20/2007 – 5/31/2008

2.1.1 Activity: Develop Term Project database

2.1.2 Activity: Cross-reference Term Projects database for course objectives

2.1.3 Activity: Develop tutorial for creating relevant Term Projects

Timeline: 4/1/2008 - 5/31/2008

2.1.4 Activity: Develop tutorial for maximizing use of Term Projects in classroom

Timeline: 4/1/2008 - 5/31/2008

2.2 Objective: Use Quantitative Instruments that maximize new Delivery Systems

Timeline: 7/20/2007 – 5/31/2008

3.2.1 Activity: Develop Quantitative Instrument database

2.2.2 Activity: Cross-reference Quantitative Instruments database for course objectives

2.2.3 Activity: Develop tutorial for creating relevant Quantitative Instruments

Timeline: 4/1/2008 - 5/31/2008

2.2.4 Activity: Develop tutorial for maximizing use of Quantitative Instruments in classroom

Timeline: 4/1/2008 - 5/31/2008

2.3 Objective: Use Qualitative Instruments that maximize new Delivery Systems

Timeline: 7/20/2007 – 5/31/2008

2.3.1 Activity: Develop Qualitative Instrument database

2.3.2 Activity: Cross-reference Qualitative Instruments list database for course objectives

2.3.3 Activity: Develop tutorial for creating relevant Qualitative Instruments

Timeline: 4/1/2008 - 5/31/2008

2.3.4 Activity: Develop tutorial for maximizing use of Qualitative Instruments in classroom

Timeline: 4/1/2008 - 5/31/2008

3. Goal: Redesign Professional Development to meet the continuing education needs of community college faculty to the benefit of student mastery of course objectives

3.1 Objective: Motivate history faculty to engage Scholarly Resources: books

Timeline: 7/20/2007 – 5/31/2008

3.1.1 Activity: Develop scholarly books database

3.1.2 Activity: Cross-reference scholarly books database for course objectives

3.1.3 Activity: Develop tutorial for selecting appropriate scholarly books

Timeline: 4/1/2008 - 5/31/2008

3.1.4 Activity: Develop tutorial for maximizing use of scholarly books in classroom

Timeline: 4/1/2008 - 5/31/2008

3.2 Objective: Motivate history faculty to engage Scholarly Resources: journals

Timeline: 7/20/2007 – 5/31/2008

3.2.1 Activity: Develop scholarly journal database

3.2.2 Activity: Cross-reference scholarly journal database for course objectives

3.2.3 Activity: Develop tutorial for selecting appropriate scholarly journal database

Timeline: 4/1/2008 - 5/31/2008

3.2.4 Activity: Develop tutorial for maximizing use of scholarly journals in classroom

Timeline: 4/1/2008 - 5/31/2008

3.3 Objective: Motivate history faculty to engage Professional Organizations for continuing education

Timeline: 7/20/2007 – 5/31/2008

3.3.1 Activity: Develop Professional Organizations database

3.3.2 Activity: Cross-reference Professional Organizations database for course objectives

3.3.3 Activity: Develop tutorial for selecting appropriate Professional Organizations

Timeline: 4/1/2008 - 5/31/2008

3.3.4 Activity: Develop tutorial for maximizing use of Professional Organizations in classroom

Timeline: 4/1/2008 - 5/31/2008

3.4 Objective: Motivate history faculty to engage Professional Conferences for continuing education

Timeline: 7/20/2007 – 5/31/2008

3.4.1 Activity: Develop Professional Conference database

3.4.2 Activity: Cross-reference Professional Conference database for course objectives

3.4.3 Activity: Develop tutorial for selecting appropriate Professional Conferences

Timeline: 3/1/2008 - 5/9/2008

3.4.4 Activity: Develop tutorial for maximizing use of Professional Conferences in classroom

Timeline: 4/1/2008 - 5/31/2008

3.5 Objective: Maximize use of existing institutional professional development resources

Timeline: 7/20/2007 – 5/31/2008

3.5.1 Activity: Interface with existing College technology/media services training and services

3.5.2 Activity: Interface with existing College pedagogical training and services

3.5.3 Activity: Interface with existing College curriculum training and services
3.5.4 Activity: Interface with existing College website development training and services

3.5.5 Activity: Develop tutorials for faculty driven instruction of College curriculum development

Timeline: 4/1/2008 - 5/31/2008

4. Goal: Create instructional website for statewide access to HIST 1302 Redesign Delivery Systems and tutorials

4.1 Objective: Utilize College technology and technical expertise (Instructional Design Services; Instructional Resources & Technology) to set up hardware for HIST 1302 Redesign database

Timeline: 7/20/2007 – 8/31/2008

4.1.1 Activity: Install Server

4.1.2 Activity: Install software

4.1.3 Activity: Install secure interface

4.1.4 Activity: Link to ACC Website

4.2 Objective: Utilize College technology and technical expertise (Instructional Design Services; Instructional Resources & Technology) to install faculty access to redesign databases on Redesign website

Timeline: 7/20/2007 – 10/31/2008

4.2.1 Activity: Install access to redesign Delivery Systems database

4.2.2 Activity: Install access to redesign Lecture Launchers database

4.2.3 Activity: Install access to redesign Music & Lyrics database

4.2.4 Activity: Install access to redesign Historical Website database

4.2.5 Activity: Install access to redesign Scholarly Resources database

4.2.6 Activity: Install access to redesign Professional Organizations database

4.2.7 Activity: Install access to redesign Professional Conferences database

4.2.8 Activity: Install access to existing institutional professional development resources

4.2.9 Activity: Install access to redesign Term Projects database

4.2.10 Activity: Install access to redesign Quantitative Instruments database

4.2.11 Activity: Install access to redesign Qualitative Instruments database

4.2.12 Activity: Install access to redesign professional papers database

4.2.13 Activity: Link all to ACC History Department Website

4.3 Objective: Utilize College technology and technical expertise (Instructional Design Services; Instructional Resources & Technology) to load redesign databases on Redesign website

Timeline: 10/31/2008 – 3/31/2008

4.3.1 Activity: Load redesign Delivery Systems database

4.3.2 Activity: Load redesign Lecture Launchers database

4.3.3 Activity: Load redesign Music & Lyrics database

4.3.4 Activity: Load redesign Historical Website database

4.3.5 Activity: Load redesign Scholarly Resources database

4.3.6 Activity: Load redesign Professional Organizations database

4.3.7 Activity: Load redesign Professional Conferences database

4.3.8 Activity: Load existing institutional professional development resources

4.3.9 Activity: Load redesign Term Projects database

4.3.10 Activity: Load redesign Quantitative Instruments database

4.3.11 Activity: Load redesign Qualitative Instruments database

4.3.12 Activity: Load redesign professional papers database

4.3.13 Activity: Link all to ACC History Department Website

4.4 Objective: Utilize College technology and technical expertise (Instructional Design Services; Instructional Resources & Technology) to evaluate accessibility of redesign databases on Redesign website

Timeline: 4/1/2008 - 5/31/2008

4.4.1 Activity: Evaluate accessibility of redesign Delivery Systems database

4.4.2 Activity: Evaluate accessibility of redesign Lecture Launchers database

4.4.3 Activity: Evaluate accessibility of redesign Music & Lyrics database

4.4.4 Activity: Evaluate accessibility of redesign Historical Website database

4.4.5 Activity: Evaluate accessibility of redesign Scholarly Resources database

4.4.6 Activity: Evaluate accessibility of redesign Professional Organizations database

4.4.7 Activity: Evaluate accessibility of redesign Professional Conferences database

4.4.8 Activity: Evaluate accessibility of existing institutional professional development resources

4.4.9 Activity: Evaluate accessibility of redesign Term Projects database

4.4.10 Activity: Evaluate accessibility of redesign Quantitative Instruments database

4.4.11 Activity: Evaluate accessibility of redesign Qualitative Instruments database

4.4.12 Activity: Evaluate accessibility of redesign professional papers database

4.4.13 Activity: Link all to ACC History Department Website

4.5 Objective: Utilize College technology and technical expertise (Instructional Design Services; Instructional Resources & Technology) to review and revise accessibility of redesign databases on Redesign website

Timeline: 4/1/2008 - 5/31/2008

4.5.1 Activity: Revise accessibility of redesign Delivery Systems database

4.5.2 Activity: Revise accessibility of redesign Lecture Launchers database

4.5.3 Activity: Revise accessibility of redesign Music & Lyrics database

4.5.4 Activity: Revise accessibility of redesign Historical Website database

4.5.5 Activity: Revise accessibility of redesign Scholarly Resources database

4.5.6 Activity: Revise accessibility of redesign Professional Organizations database

4.5.7 Activity: Revise accessibility of redesign Professional Conferences database

4.5.8 Activity: Revise accessibility of existing institutional professional development resources

4.5.9 Activity: Revise accessibility of redesign Term Projects database

4.5.10 Activity: Revise accessibility of redesign Quantitative Instruments database

4.5.11 Activity: Revise accessibility of redesign Qualitative Instruments database

4.5.12 Activity: Revise accessibility of redesign professional papers database

4.5.13 Activity: Link all to ACC History Department Website

4.6 Objective: Utilize College technology and technical expertise (Instructional Design Services; Instructional Resources & Technology) to install faculty access to redesign tutorials on Redesign website

Timeline: 4/1/2008 - 5/31/2008

4.6.1 Activity: Install access to redesign Delivery Systems tutorials

4.6.2 Activity: Install access to redesign Lecture Launchers tutorials

4.6.3 Activity: Install access to redesign Music & Lyrics tutorials

4.6.4 Activity: Install access to redesign Historical Website tutorials

4.6.5 Activity: Install access to redesign Scholarly Resources tutorials

4.6.6 Activity: Install access to redesign Professional Organizations tutorials

4.6.7 Activity: Install access to redesign Professional Conferences tutorials

4.6.8 Activity: Install access to existing institutional professional development resources

4.6.9 Activity: Install access to redesign Term Projects tutorials

4.6.10 Activity: Install access to redesign Quantitative Instruments tutorials

4.6.11 Activity: Install access to redesign Qualitative Instruments tutorials

4.6.12 Activity: Install access to redesign professional papers tutorials

4.6.13 Activity: Link all to ACC History Department Website

4.7 Objective: Utilize College technology and technical expertise (Instructional Design Services; Instructional Resources & Technology) to load redesign tutorials on Redesign website

Timeline: 6/1/2008 - 8/31/2008

4.7.1 Activity: Load redesign Delivery Systems tutorials

4.7.2 Activity: Load redesign Lecture Launchers tutorials

4.7.3 Activity: Load redesign Music & Lyrics tutorials

4.7.4 Activity: Load redesign Historical Website tutorials

4.7.5 Activity: Load redesign Scholarly Resources tutorials

4.7.6 Activity: Load redesign Professional Organizations tutorials

4.7.7 Activity: Load redesign Professional Conferences tutorials

4.7.8 Activity: Load existing institutional professional development resources

4.7.9 Activity: Load redesign Term Projects tutorials

4.7.10 Activity: Load redesign Quantitative Instruments tutorials

4.7.11 Activity: Load redesign Qualitative Instruments tutorials

4.7.12 Activity: Load redesign professional papers tutorials

4.7.13 Activity: Link all to ACC History Department Website

4.8 Objective: Utilize College technology and technical expertise (Instructional Design Services; Instructional Resources & Technology) to evaluate usability of redesign tutorials on Redesign website

Timeline: 6/1/2008 - 8/31/2008

4.8.1 Activity: Evaluate accessibility of redesign Delivery Systems tutorials

4.8.2 Activity: Evaluate accessibility of redesign Lecture Launchers tutorials

4.8.3 Activity: Evaluate accessibility of redesign Music & Lyrics tutorials

4.8.4 Activity: Evaluate accessibility of redesign Historical Website tutorials

4.8.5 Activity: Evaluate accessibility of redesign Scholarly Resources tutorials

4.8.6 Activity: Evaluate accessibility of redesign Professional Organizations tutorials

4.8.7 Activity: Evaluate accessibility of redesign Professional Conferences tutorials

4.8.8 Activity: Evaluate accessibility of existing institutional professional development resources

4.8.9 Activity: Evaluate accessibility of redesign Term Projects tutorials

4.8.10 Activity: Evaluate accessibility of redesign Quantitative Instruments tutorials

4.8.11 Activity: Evaluate accessibility of redesign Qualitative Instruments tutorials

4.8.12 Activity: Evaluate accessibility of redesign professional papers tutorials

4.8.13 Activity: Link all to ACC History Department Website

4.9 Objective: Utilize College technology and technical expertise (Instructional Design Services; Instructional Resources & Technology) to review and revise accessibility of redesign tutorials on Redesign website

Timeline: 9/1/2008 - 8/31/2009

4.9.1 Activity: Revise accessibility of redesign Delivery Systems tutorials

4.9.2 Activity: Revise accessibility of redesign Lecture Launchers tutorials

4.9.3 Activity: Revise accessibility of redesign Music & Lyrics tutorials

4.9.4 Activity: Revise accessibility of redesign Historical Website tutorials

4.9.5 Activity: Revise accessibility of redesign Scholarly Resources tutorials

4.9.6 Activity: Revise accessibility of redesign Professional Organizations tutorials

4.9.7 Activity: Revise accessibility of redesign Professional Conferences tutorials

4.9.8 Activity: Revise accessibility of existing institutional professional development resources

4.9.9 Activity: Revise accessibility of redesign Term Projects tutorials

4.9.10 Activity: Revise accessibility of redesign Quantitative Instruments tutorials

4.9.11 Activity: Revise accessibility of redesign Qualitative Instruments tutorials

4.9.12 Activity: Revise accessibility of redesign professional papers tutorials

4.9.13 Activity: Link all to ACC History Department Website

5. Goal: Benefit from, and add to, existing redesign technology and curriculum development through presentations at professional organizations

5.1 Objective: Utilize national organizational experience in technology based redesign

Timeline: 1/1/2008 – 3/31/2008

5.1.1 Activity: Develop papers for presentation at national conferences

5.1.2 Activity: Present papers at national conferences

5.1.3 Activity: Collate findings from presentation at national conferences

5.1.4 Activity: Modify redesign per findings from presentation at national conferences

5.2 Objective: Utilize state and regional organizational experience in technology based redesign

Timeline: 2/1/2008 – 5/31/2008

5.2.1 Activity: Develop papers for presentation at regional conferences

5.2.2 Activity: Present papers at regional conferences

5.2.3 Activity: Collate findings from presentation at regional conferences

5.2.4 Activity: Modify redesign per findings from presentation at regional conferences

5.3 Objective: Update national organizations on progress of College’s redesign

Timeline: 1/1/2009 – 3/31/2009

5.3.1 Activity: Develop papers for presentation at national conferences

5.3.2 Activity: Present papers at national conferences

5.3.3 Activity: Collate findings from presentation at national conferences

5.3.4 Activity: Modify redesign per findings from presentation at national conferences

5.4 Objective: Update state and regional organizations on progress of College’s redesign

Timeline: 2/1/2009 – 5/31/2009

5.4.1 Activity: Develop papers for presentation at regional conferences

5.4.2 Activity: Present papers at regional conferences

5.4.3 Activity: Collate findings from presentation at regional conferences

5.4.4 Activity: Modify redesign per findings from presentation at regional conferences

6. Goal: Develop prototype redesign of HIST 1302 that utilizes new Delivery Systems, Evaluation Instruments, and Professional Development databases

6.1 Objective: Utilize existing Department faculty for initial launch

Timeline: 6/1/2008 – 8/15/2008

6.1.1 Activity: Select faculty for initial launch of HIST 1302 redesign

6.1.2 Activity: Select course sections for initial launch of HIST 1302 redesign

6.1.3 Activity: Determine necessary tutorials for selected faculty

6.1.4 Activity: Provide support for faculty selected for initial HIST 1302 Redesign

6.2 Objective: Integrate redesigned Delivery Systems with Common Course Objectives for prototype HIST 1302

Timeline: 6/1/2008 – 8/15/2008

6.2.1 Activity: Faculty review redesigned Delivery Systems

6.2.2 Activity: Faculty choose selected redesigned Delivery Systems

6.2.3 Activity: Faculty implement redesigned Delivery Systems

6.2.4 Activity: Faculty revise course objectives to incorporate chosen redesigned Delivery Systems

6.2.5 Activity: Redesign team and College provide support for faculty

6.3 Objective: Integrate redesigned Quantitative and Qualitative Instruments for prototype HIST 1302

Timeline: 6/1/2008 – 8/15/2008

6.3.1 Activity: Faculty review redesigned Quantitative and Qualitative Instruments

6.3.2 Activity: Faculty choose selected redesigned Quantitative and/or Qualitative Instruments

6.3.3 Activity: Faculty implement selected redesigned Quantitative and/or Qualitative Instruments

6.3.4 Activity: Faculty revise course objectives to incorporate chosen redesigned Quantitative and/or Qualitative Instruments

6.3.5 Activity: Redesign team and College provide support for faculty

6.4 Objective: Integrate redesigned Term Projects for prototype HIST 1302

Timeline: 6/1/2008 – 8/15/2008

6.4.1 Activity: Faculty review redesigned Term Projects

6.4.2 Activity: Faculty choose selected redesigned Term Projects

6.4.3 Activity: Faculty implement redesigned Term Projects

6.4.4 Activity: Faculty revise course objectives to incorporate chosen redesigned Term Projects

6.4.5 Activity: Redesign team and College provide support for faculty

6.5 Objective: Utilize redesign instruments on instructional websites

Timeline: 6/1/2008 – 8/15/2008

6.5.1 Activity: Develop/revise instructional websites

6.5.2 Activity: Load redesigned syllabus onto instructional website

6.5.3 Activity: Load redesigned objectives onto instructional website

6.5.4 Activity: Provide support for faculty

6.6 Objective: Internal review of initial redesign of HIST 1302

Timeline: 6/1/2008 – 8/15/2008

6.6.1 Activity: Continual team review of integration process

6.6.2 Activity: Continual team review of accessibility of redesign website

6.6.3 Activity: Continual team review of redesign tutorials

6.6.4 Activity: Continual team review of support services provided by team and College

Goals 7 and 8 reflect Phases Two and Three, Implementation and Assessment

7. Goal: Implement supplemental model course redesign of HIST 1302 for one academic year

7.1 Objective: Launch redesign of HIST 1302 for Fall 2008

Timeline: 8/25/2008 – 12/12/2008

7.1.1 Activity: Promote redesign HIST 1302 to student body

7.1.2 Activity: Coordinate with College media services to ensure technology availability

7.1.3 Activity: Coordinate with faculty to ensure facility with redesign technology

7.1.4 Activity: Provide support for redesign faculty

7.2 Objective: Review & revise initial redesign of HIST 1302

Timeline: 8/25/2008 – 1/12/2009

7.2.1 Activity: Review progress of launch in monthly meetings

7.2.2 Activity: Observe and peer review of redesign courses

7.2.3 Activity: Provide support for redesign faculty

7.2.4 Activity: Develop suggested revisions for future redesign

7.3 Objective: Expand training of redesign HIST 1302 for Spring 2009

Timeline: 8/25/2008 – 1/12/2009

7.3.1 Activity: Select additional faculty for expanded launch of HIST 1302 redesign

7.3.2 Activity: Select course sections for expanded launch of HIST 1302 redesign

7.3.3 Activity: Determine necessary tutorials for faculty of expanded launch

7.3.4 Activity: Provide training for faculty selected for expanded launch

7.3.5 Activity: Provide support for faculty selected for expanded launch

7.4 Objective: Expand launch of redesign of HIST 1302

Timeline: 1/12/2009 – 5/31/2009

7.4.1 Activity: Promote expanded launch of redesign HIST 1302 to student body

7.4.2 Activity: Coordinate with College media services to ensure technology availability

7.4.3 Activity: Coordinate with faculty to ensure facility with redesign technology

7.4.4 Activity: Provide support for redesign faculty

7.5 Objective: Review & revise initial and expanded redesign of HIST 1302

Timeline: 1/12/2009 – 5/31/2009

7.5.1 Activity: Review progress of launch in monthly meetings

7.5.2 Activity: Observe and peer review of redesign courses

7.5.3 Activity: Provide support for redesign faculty

7.5.4 Activity: Develop suggested revisions for future redesign

8. Goal: Assess impact of course redesign on Student Performance

8.1 Objective: Utilize existing College faculty evaluation process to assess course redesign

Timeline: 1/12/2009 – 8/24/2009

8.1.1 Activity: Revise College faculty evaluation process to reflect course redesign

8.1.2 Activity: Revise College faculty evaluation instruments to reflect course redesign

8.1.3 Activity: Implement revised College faculty evaluation process/instruments

8.1.4 Activity: Analyze impact of course redesign on HIST 1302 student performance

8.2 Objective: Utilize existing Department faculty evaluation process to assess course redesign

Timeline: 1/12/2009 – 8/24/2009

8.1.1 Activity: Revise Department faculty evaluation process to reflect course redesign

8.1.2 Activity: Revise Department faculty evaluation instruments to reflect redesign

8.1.3 Activity: Implement revised Department faculty evaluation process/instruments

8.1.4 Activity: Analyze impact of course redesign on HIST 1302 student performance

8.3 Objective: Evaluate impact of course redesign on Retention Rates

Timeline: 1/12/2009 – 8/24/2009

8.3.1 Activity: Determine redesign HIST 1302 Retention Rates

8.3.2 Activity: Determine HIST 1302 Retention Rates

8.3.3 Activity: Compare all HIST 1302 Retention Rates

8.3.4 Activity: Analyze impact of course redesign on HIST 1302 Retention Rates

8.4 Objective: Evaluate impact of course redesign on Performance/Non-Performance Rates

Timeline: 1/12/2009 – 8/24/2009

8.4.1 Activity: Determine redesign HIST 1302 Performance/Non-Performance Rates

8.4.2 Activity: Determine HIST 1302 Performance/Non-Performance Rates

8.4.3 Activity: Compare all HIST 1302 Performance/Non-Performance Rates

8.4.4 Activity: Analyze impact of course redesign on HIST 1302 Performance/Non-Performance Rates

8.5 Objective: Evaluate impact of course redesign on Performance in Subsequent Coursework

Timeline: 1/12/2009 – 8/24/2009

8.5.1 Activity: Determine redesign HIST 1302 Performance in Subsequent Coursework

8.5.2 Activity: Determine HIST 1302 Performance in Subsequent Coursework

8.5.3 Activity: Compare all HIST 1302 Performance in Subsequent Coursework

8.5.4 Activity: Analyze impact of course redesign on HIST 1302 Performance in Subsequent Coursework

8.6 Objective: Evaluate impact of course redesign on Student Perceptions of HIST 1302

Timeline: 1/12/2009 – 8/24/2009

8.6.1 Activity: Determine Student Perceptions of redesign HIST 1302

8.6.2 Activity: Determine Student Perceptions of HIST 1302

8.6.3 Activity: Compare all Student Perceptions of HIST 1302

8.6.4 Activity: Analyze impact of course redesign on Student Perceptions of HIST 1302

8.7 Objective: Evaluate impact of course redesign on Faculty Perceptions of HIST 1302

Timeline: 1/12/2009 – 8/24/2009

8.7.1 Activity: Determine Faculty Perceptions of redesign HIST 1302

8.7.2 Activity: Determine Faculty Perceptions of HIST 1302

8.7.3 Activity: Compare all Faculty Perceptions of HIST 1302

8.7.4 Activity: Analyze impact of course redesign on Faculty Perceptions of HIST 1302

8.8 Objective: Evaluate the Lessons Learned in the Course Redesign process

Timeline: 6/1/2009 – 8/24/2009

8.8.1 Activity: Collate baseline data sets

8.8.2 Activity: Collate students and faculty evaluations

8.8.3 Activity: Collate educators feedback from presentations at professional conferences

8.8.4 Activity: Review functionality of redesign website

8.8.5 Activity: Produce Final Report of HIST 1302 Re Design

9. Budget justification

In addition to the detailed budget to follow, if available, indicate here any matching funds and in-kind services that will be used to support this project.

The Redesign Team requests a substantial budget to meet the depth and breadth of “First-Time Mastery: A Technology & Student-Centered Redesign of US History II.” The scope of the proposed redesign project will dramatically increase the level of instruction for HIST 1302 while promoting first-time mastery of a subject required by statute for core curriculum completion. The development of innovative technologies, the creation of databases, the redesign website and tutorials, and the ongoing assessment process will require a substantial effort. The US History II Redesign Team will benefit from the experience and professionalism of the History Department faculty. Additionally, the commitment by the College to the redesign process will provide the institutional support necessary.

Personnel

The US History II Redesign Team Chair will need to devote 100% of his time in the first year (36 LEH over 10.5 months) to lead the development of the many databases, the redesign website, and the tutorials; coordinate College services and support; and guide the training for the initial launch of redesign classes. In the second year, the US History II Redesign Team Chair will devote 60% (18 LEH over nine months) to the project in the Fall and Spring semesters and 100% (12 LEH over three months) in the summer to guide the initial launch (Fall) and the expanded launch (Spring); direct the ongoing assessment process; and produce the final report, “Lessons Learned”.

The full-time and adjunct members of the team will need appropriate release time and stipends to assist in the development, implementation, and assessment phases. The College requests appropriate subventions to cover the salary and benefits costs of the US History II Redesign Chair and Team for both full-time and adjunct faulty. Thus supported, the College can use the funds originally earmarked for instruction by the team members to cover the costs of replacing those instructors in the classroom. Each of the faculty team members will work from their current office space utilizing existing resources supplied by the College as part of its in-kind contribution.

The extent of the US History II Redesign’s goals will require the creation of a full-time administrative assistant position. The range of data to be generated, cross-referenced, loaded, and revised, will entail hundreds of hours of clerical work to support the work of the Redesign Team. Added to that the production of tutorials, professional papers, reports, training materials, assessment instruments, and the final report will add hundreds more hours of clerical work in support of the redesign effort. Preparing for regular meetings, compiling agenda, reports, and correspondence will require even more hundreds of hours of support work. Consequently, the team will need a full-time administrative assistant for the duration of the project.

Since the administrative assistant position will be a new one, the team will need monies for rental of additional office as well as salary and benefits for the $11/hour classification. The College will incur the costs of office set-up, including furniture, computer, phones, any and all supplies and utilities as another portion of its in-kind contribution.

The production of the varied reports, tutorials, meeting agenda and summaries, the various assessment instruments, etc., and the final report will require a considerable duplication and publication budget, along with needed office supplies, including paper, printer cartridges, back-up CDs, and eight 2GB portable memory drives for the redesign team. The College will also provide monies for duplication and office supplies as another portion of its in-kind contribution.

Presentations to National and Regional Organizations

To assist the development phase, the team wants US History II redesign to benefit from, and add to, existing technology and curriculum development through presentations to professional organizations. In the first phase of the project, the team plans to present its redesign efforts at national and regional conferences of relevant professional organizations during the spring 2008 semester. Here the team can draw upon a national pool of redesign experience that will greatly benefit the entire process. Once the implementation phase has proceeded, the team plans to return its findings to those same organizations in the spring of 2009.

In Kind Services – Personnel & Office

The redesign effort will benefit from a variety of College resources, some of which are described above (office space and set-up, including furniture, computer, and phones; office supplies; utilities; duplication and publication expenses; paper and printer cartridges, back-up CDs and portable memory drives). The team will also benefit from the able assistance of Student Services (counselors and advisors) in promoting the Launch Redesign HIST 1302 sections in Fall 2008 and Spring 2009. Existing Media Services personnel, Instructional Design specialists, and experts from Instructional Resources & Technology will provide support during the launch process as well as during the training period. Each of the faculty team members will work from their current office space utilizing existing resources supplied by the College.

In Kind Services – Database Development

The Redesign Team will benefit from the able assistance of the College Instructional Design Services and the College webmaster. In addition to the cost of the new server(s), more than 300 hours of technical support will be needed to install and configure the redesign server, and then create and link the redesign website, and then load, revise, and monitor the redesign website and its many databases. The College will provide the highly trained resources of the IDS for the length of the redesign project and beyond.

In-Kind support from the institution

Type of Contribution	Value of Contribution	Total
Office Space (100 sq. ft.)	$200/mo x 12 mo.	$2,400
Classroom Space (700 sq. ft.)	$1400/mo x 12 mo.	16,800
Desk	$691
File Cabinet	$304
Bookshelves (2)	$539
Chair	$300
Furniture	per office	1,834
Computer		1,100
Printer		400
Installation charge	$30
Telephone Instrument	$254
Hourly Cost/Phone Tech	$30
Monthly Charge	$360 ($30/mth x 12)
Phone	per office	674
TOTAL		$23,208

10. Assessment

How will the redesign team determine if the project has been successful?

The US History II Redesign Team and the faculty of the Department of History at ACC believe that “First-Time Mastery: A Technology & Student-Centered Re-design of US History II” will impart a measurable difference in student performance. The success of this project will promote student retention and performance rates while dramatically reducing the College and State costs of seeing to the needs of students who fail to satisfy the requirements of this core curriculum course the first time around. Through the expanded use of advanced computer-based digital technologies, History faculty will be prepared to meet the needs of students who learn visually and aurally and in other active and interactive ways today.

The redesign team will be able to determine the success of the project with:

1. the incorporation of course redesign into the existing College faculty evaluation process by asking redesign-specific questions of students that will help us gather data about student engagement with the material and student mastery of course objectives

2. the incorporation of course redesign into the existing Departmental faculty evaluation process by asking redesign faculty specific questions that will help us gather data about student engagement with the material and student mastery of course objectives

3. the creation of a viable redesign website, including:

· accessible database and tutorial for enhanced instructional Delivery Systems

· accessible database and tutorial for enhanced Quantitative/Qualitative Instruments and Term Project

· accessible database and tutorial for enhanced Professional Development

4. the presentation of redesign findings to national and regional conferences

5. the successful implementation of redesign courses in Fall 2008 & Spring 2009 and

6. evidence of a statistically significant:

· increase in student retention rates in redesign courses;

· decrease in non-performance rates in redesign courses;

· increase in performance rates in redesign courses;

· increase in performance of redesign students in subsequent coursework;

· increase in favorable student evaluations of redesign courses; and

· increase in favorable faculty evaluations of redesign courses

Combined, these methods will enable the Department to study the aggregate effect of course redesign while targeting effective modifications to future curriculum development.

Provide a plan for the evaluation of the effectiveness of the redesigned course in achieving greater learning outcomes and decreased cost.

US History II course redesign seeks to increase first-time mastery of course objectives in second of two legislatively required courses in United States history. Throughout the redesign process the History Department will continue its practice of collegial and rigorous curriculum evaluation and ongoing course development to evaluate the success of students in mastering the course material. Additionally, the revitalized College and Department faculty evaluation process will serve as a crucial conduit through which the Department and the College can provide faculty support in the ongoing redesign process, again to ensure greater student mastery of course concepts.

The baseline data sets from non-redesign HIST 1302 sections will be compared to student performance data from redesign sections to measure the:

· increase in student retention rates in redesign courses;

· decrease in non-performance rates in redesign courses;

· increase in performance rates in redesign courses;

· increase in performance of redesign students in subsequent coursework;

· increase in favorable student evaluations of redesign courses; and

· increase in favorable faculty evaluations of redesign courses

All the data gathered both within the Department and by the College’s Office of Institutional Effectiveness & Accountability will enable the Department and the College to track the aggregate impact of course redesign. The Department and the College understand the necessity of viewing redesign as a continuing and ongoing process and will continue to seek better avenues for ensuring first-time mastery of HIST 1302.

The primary cost benefit of course redesign will be first-time mastery of a core curriculum course taken by students in their first year of college. The College, the State, and our students all incur considerable expense when coursework must be repeated. Institutional overhead, duplication of effort, repetitious administrative overhead, all add up. Students who successfully complete a class the first time do not have to pay a second time nor does the College or the State. Furthermore, first-time mastery will increase space available in classrooms, expediting the educational process for an entire generation of students. Continued implementation of redesigned instructional Delivery Systems, Quantitative/Qualitative Instruments and Term Projects, and Professional Development opportunities, and the maintenance of the redesign website and databases, will continue the trends established during the redesign process, thereby improving student performance while reducing the fiscal impact to institutions and the State.

Also, explain how data from the redesign project will be used for continuous improvement of the course. (Include baseline data on student learning, course completion rates, the cost of offering the course in its traditional format, and other benchmarking data in order to document their starting point in the project prior to the course redesign.)

The Department and the College conceive of redesign as a continuous and ongoing process that depends on improving student participation in their own learning, encouraging student preparation before they come to class, and enhancing student academic discipline in order to see real and long-lasting improvement in student performance. Both the Department and the College, therefore, will continue to seek to improve curriculum to make first-time mastery of HIST 1302 a reality for students.

The Redesign Team and the Department will rely on the following baseline data:

· current student retention rates in HIST 1302;

· current student performance/non-performance rates in HIST 1302;

· current HIST 1302 student performance in subsequent coursework;

· current student evaluations of HIST 1302; and

· current faculty evaluations of HIST 1302

to evaluate the effectiveness of aggregate HIST 1302 course redesign.

The redesign databases and website tutorials will streamline future curriculum development as well as professional development for faculty. Since the Department conceives of course redesign as an ongoing process, the Department will commit to continued improvement in course redesign, the implementation of instructional Delivery Systems, Quantitative/Qualitative Instruments and Term Projects, Professional Development, and the maintenance of the redesign website and databases, all of which will perpetuate the trends established during the redesign process.

Budget-Category schedules A-G and Summary Page (CB100)

Budget Sheets

Texas Higher Education Coordinating Board

Texas Course Redesign Project: Phase III

2.6 Budget: Cost Category Schedule A - Salaries and Fringe Benefits

Proposal:	70040 - Austin Community College District Course Redesign Project Phase III-History
Institution:	Austin Community College

Schedule A: Salaries and Fringe Benefits

I. Activity
(Basic Grant Only)

II. Title/Position

III. % of Time
on Project

IV. Amount

Total

Schedule B: Travel (Staff Only)

I. Activity
(Basic Grant Only)

II. Title/Position

III. Purpose

IV. Amount

Total

Schedule C: Software and/or Licensing

I. Activity
(Basic Grant Only)

II. Description

III. Amount

Total

Schedule D: Consultant Fees

I. Activity
(Basic Grant Only)

II. Individual or Firm

III. Purpose

IV. Amount

Total

Schedule E: Subgrants and Subcontracts

I. Activity
(Basic Grant Only)

II. Recipient

III. Purpose

IV. Amount

Total

Schedule F: Miscellaneous

I. Activity
(Basic Grant Only)

II. Description

III. Amount

Total

Schedule G: Administration

I. Description

II. Amount

NO INDIRECT ALLOWED

Total

CB100: Budget Summary Page

COST CATEGORY

(A)

Original
Budget

(B)

Cumulative
Budget
Revisions
Requested

(C)

Revised
Total
Budget

(D)

Actual
Cumulative
Expenditures
Through:

1. Salaries and Fringe Benefits (Schedule A)

2. Travel (Staff Only) (Schedule B)

3. Software and/or Licensing (Schedule C)

4. Consultant Fees (Schedule D)

5. Subgrants and Subcontracts (Schedule E)

6. Miscellaneous (Schedule F)

7. SUBTOTAL - DIRECT (Lines 1-6)

8. Administration (Schedule G)

$0-NA

9. TOTAL (Line 7 plus Line 8)

10. LAST EXPENDITURE REIMBURSEMENT REQUEST TOTAL (Line 9 Column D on prior request)

11. TOTAL REIMBURSEMENT FOR THIS REQUEST (Line 9 minus Line 10)

Name/Title of Chief Financial Officer

Ben Ferrell
Vice President, Business Services

Signature

Phone/FAX/E-mail

512-223-1098
512-223-1067 (FAX)
bferrell@austincc.edu

FOR COORDINATING BOARD USE ONLY
Approved ( ) Disapproved ( ) by:	Date:
Comments:
Entry in CB Grant Budget/Expenditure System by:	Date:

3.1 Within the Institution:
What is the commitment of the institution or consortium to continue offering the course or supporting the activities of the project after it is completed? What is the plan for institution- and/or system-wide adoption of the redesigned course or other support activities?

The seven main campuses and multiple satellite locations of Austin Community College operate under a “one college” concept. Consequently, a priori, the College will implement all US History II redesign efforts across the district in order to best serve the needs of all our students, whether they are taking HIST 1302 at one of our main campuses or in an Early College Start classroom at their local high school. Of course, adequate technology in all our classrooms is a requirement for college-wide adoption of the new instructional delivery systems and student assessment instruments, thus the College will also move forward with its ongoing efforts to upgrade classroom technology across the district. Both the Department and the College remain – and will remain – committed to ongoing support for History Department curriculum development to achieve the highest level of student success and first-time mastery of course concepts.

The Department expects that technology-based supplemental model course redesign will become a permanent process well beyond the grant period. Further, the Department fully intends that course redesign will be incorporated into the Department curriculum development process and the faculty evaluation process. Additionally, the Department expects and desires to offer its experience in course redesign to other Departments within the College and eventually around the state. ACC’s History Department Redesign Team also intends to monitor and update the History Redesign databases and tutorials while continuing to provide excellence in instruction.

3.2 Beyond the Institution:
How will your institution or consortium make the redesigned course or other resource available to other institutions? If collaborating with another institution or institutions on the redesign project, how will the shared data collection and analysis responsibilities be handled and shared by each institution?

The US History II Re-Design Team at Austin Community College conceived of the databases, website, and tutorials as part of an effort to enhance the instruction of history statewide in order to help students in their first year of college master the curriculum of HIST 1302, a gateway and foundation course for so many other college credit courses and ultimately for associate’s and bachelor’s degrees. Consequently, the team sincerely hopes that the databases and tutorials will be made available to all institutions where faculty are interested in adopting and adapting our supplemental course redesign to their History courses.

Further, we would welcome visits from colleagues from other institutions, contacts via phone and email, and future opportunities at state conferences to spread the word about our redesign efforts and how they contributed to first-time student mastery of course content. Ideally, the redesign team believes it essential to hold seminars for other Texas institutions on the redesign process, whether we travel to them or they come to us. To that end, the Department expects that the faculty on the redesign team will remain a continuing resource for other history faculty around the state. And with sufficient funds, the redesign team plans to continue its affiliations with national and regional organizations to promote HIST 1302 course redesign and improve the Department’s redesign website and ongoing curriculum development.