Initiatives: Course Redesign

Course redesign involves rethinking the way instruction is designed and delivered to achieve better learning outcomes more efficiently. The Course Redesign model was pioneered by the National Center for Academic Transformation, an independent, not-for-profit organization whose research-based methodology has produced remarkable results in learning gains, retention, and costs savings since 1999. The USM was the first system-wide partnership for NCAT and, between 2006-14, the System redesigned 57 lower-level, high-enrollment courses following the NCAT model.

Under the USM's 2006-14 initiative, institutions redesigned 57 courses touching over 141,000 students --enabling more than 10,000 to pass who might not have otherwise-- and reallocating over $5 million in invaluable teaching resources.

Our Work in Course Redesign

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October 28, 2015

Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs (CAST, 2012). UDL is included in COMAR and Maryland’s Teacher Technology Standards.

July 24, 2014

Curricular transformation/innovation in STEM takes several forms. Among the many courses being redesigned at UMBC, the Departments of Biological Sciences and Mathematics and Statistics have redesigned courses based on the pedagogical model known as Team-Based Learning (TBL). TBL is a specifically structured format that promotes student learning and self-efficacy through frequent readiness quizzes (both individual and team-based) and team projects and applications.