Component 3 of the UITL Teaching Support Program
The Instructional Redesign (IR) component provides opportunities for instructors to implement in one of their courses the evidence-based practices introduced through the Teaching Practices Inventory, Teaching@Ohio State course and the individual readings and reflections on the UITL Reading List and deepened through an IR pathway.
Goal and Outcomes
Through Instructional Redesign, university teachers intentionally infuse evidence-based practices into their teaching with the goal of increasing student learning and enhancing the student experience.
The outcomes of Instructional Redesign include:
- Encourage instructor reflection on instructional practices (how they teach)
- Engage instructors in assessing how instructional practices impact student learning (how they know teaching affects learning)
- Improve students’ learning experiences
- Increase the use of evidence-based practices across the university
- Encourage/promote classroom assessment
- Build a community around the pursuit of teaching excellence
Instructors participating in Instructional Redesign will develop, implement and assess one or more elements of redesign in a given course with the goal of positively impacting the student experience. Participants will be asked to reflect on how the implementation changed or influenced student learning and/or experience through an assessment and then submit an IR Portfolio demonstrating development, implementation, reflection and assessment.
Instructional Redesign may apply to courses previously taught or courses being taught for the first time. Instructors are encouraged to transform an instructional strategy or strategies they have used, or plan to use, or to implement new strategies.
Note: UITL and its program partners recommend instructors use at least one semester or a designated block of time for exploration and planning preceding a semester of implementation and assessment.
Participation is NOW OPEN, and those interested who have completed the Teaching Practices Inventory and Teaching@OhioState and submitted their UITL Reading List reflection may begin the process. IR will be an ongoing UITL program, and instructors are eligible for IR compensation (a one-time payment of $1,150) once every five years. Of course, we encourage instructors to consistently examine and adapt or refine instructional strategies used in their classrooms.
Review and follow the steps below to successfully get started.
1. Confirm Your Eligibility
Teaching Practices Inventory, Teaching@Ohio State modules, and the UITL Reading List reflection may participate in IR for compensation. UITL encourages all faculty and staff dedicated to elevating teaching and learning to take advantage of the UITL Teaching Support Program activities, which are open resources to the university community.the
Individuals who undertook instructional redesign in 2016-17 or 2017-18 are eligible to submit an IR portfolio and may begin that process by completing a Getting Started application.
2. Identify a Teaching Challenge or Research Topic
Instructors should identify a teaching question/challenge or a particular facet of student learning experience they will research. Examples of a teaching question/challenge include:
- My course needs new energy.
- I want to incorporate more active learning strategies.
- I want to make the material more relevant.
- I want my students to be more engaged.
- I don’t think that the assignments are measuring the learning that I am seeing.
- I want to make my instruction more inclusive.
- My students get stuck on the same material/assignment every time I teach this course.
- I want to make my assignments more transparent.
- My course has drifted away from its original intent over time.
- We don’t have clear expectations for students in our curriculum or program.
- We need a more consistent academic experience for students in our program.
- There are several of us teaching the same courses in our department in very different ways – students aren’t learning the same things.
3. Choose an IR Pathway
The IR Pathways recognize the multiple means through which instructors might choose to begin instructional redesign — through formal university programming such as a Course Design Institute or ODEE Kickstart Week, unit-level curricular redesign efforts, in a community of teachers who share collective responsibility for a course or set of courses, or individually through extensive self-reflection and review of Scholarship of Teaching and Learning or Disciplinary-based Research. UITL considers any of these means of reflection and investigation a pathway to IR.
- UITL Endorsements- Certain UITL endorsements may serve as pathways for Instructional Redesign.
- UITL Research and Implementation Grants- Completion of all activities related to recipients’ Level 2 or Level 3 UITL Research and Implementation Grants may serve as a pathway for Instructional Redesign.
- Faculty Learning Communities - Participation in the UITL SoTL and DBER Learning Community (convening September 2019) or the Institute’s Course Design Learning Community (currently available) may serve as a pathway for Instructional Redesign.
- Ohio State Redesign Initiatives- University redesign initiatives include (but are not limited to) the OAA-sponsored STEM redesign program in math, biology, and chemistry.
- Online- A fully online, on-demand course design institute that includes modules to accommodate redesign across multiple instructional and learning contexts will be available beginning September 2019.
- College/TIU Programs- Unit-level course or curricular redesign initiatives may work collaboratively with UITL’s IR Component to fully support changes in teaching practices to enhance the student learning experience.
- External Programs- The Quality Matters Teaching Online Certificate, the John L. Gardner Institute Teaching and Learning Academy, the Summer Institutes for Scientific Teaching, or instructional redesign opportunities sponsored through professional organizations or higher education entities are also viable pathways to IR.
- New Programming TBD- As the redesign component progresses, UITL will create additional pathways for completing the redesign component; these pathways will be both centrally- or locally-developed to meet demand and need.
- Individual/Custom/Faculty Group- An individual/customized pathway will accommodate those faculty who prefer a one-on-one consultative approach to instructional redesign. For example, faculty groups have worked through Fink’s A Self-Directed Guide to Designing Courses for Significant Learning.
4. Complete the IR Interest Form
This survey will ask for demographic information, the course in which an instructor intends to implement change, and other details about development work. Instructors may want to review the getting started questions before beginning. Please note, this submission is the start of a process that will also require assessment of IR and development and submission of the full IR portfolio.
Once you submit the interest form, UITL will contact you with recommendations and next steps.
Support available to IR participants includes:
- Current UITL Endorsement programming
- Group, or program-level consultations with UITL staff and faculty peers who serve as mentors, contributing to the IR effort
- Referrals to UITL partner programs
- Referrals to college, unit or department staff with expertise in teaching and learning, curriculum, assessment, and evidence-based practices; and limited one-on-one advising
- Referral to other professional learning opportunities that promote evidence-based practices
- Limited one-on-one consultations
The IR Portfolio documents the work completed throughout the IR process, as well as your reflections on the experience as a whole. The document will be used to validate your completion of the IR and comprises the following sections:
Section I: Instructional Context and Pedagogical Approach
- Describe the learning context in which the instructional (re)design took place. Where is the course taught? How often? Is it face-to-face, hybrid, online, clinical? Is it a large enrollment lecture course, one with many sections, or a small seminar? How often have you taught this course?
- Describe the question or area of interest you identified in your teaching. Why did you target this issue/question for instructional (re)design? How did you determine it was a significant question or challenge?
- What student learning outcome(s) do you connect with this teaching question? How do you typically evaluate this/these student learning outcome(s)?
- What, if any, strategies had you tried in the past to address this? What evidence-based approach(es) did you identify as possible intervention and why?
Section II: Development and Planning
- Discuss the pathway you selected for exploring the evidence-based strategy or strategies you implemented. Why did you select this pathway? How did it assist you in the development and planning of your change in strategy? How effective was this pathway? Did you begin with an endorsement, then explore additional literature?
- Identify any additional resources you used to inform your approach such as:
- consult or collaborate with UITL consultants
- consult with unit-level educational developers, instructional designers, or educational technologists
- other teaching-support units on campus (e.g. libraries, WAC, ODEE)
- student contributions to the (re)design
- a group of faculty colleagues
Section III: IR Implementation
- Describe in detail the IR implementation process. What did you do? When did you do it? How was it received by students or how did they respond/react in the learning context? Did the strategy change what was required in terms of preparation before instructional sessions? What, if any, educational technology was required? What, if any, teaching assistance did you need?
Section IV: Assessment
- Describe the direct and indirect methods of assessment you selected for determining the effect of this instructional strategy(ies) on student learning outcomes and/or experience?
- Summarize the data you collected. How has this data changed from before you implemented your intervention? What student feedback did you review?
- Offer your conclusions regarding the effectiveness of this instructional strategy. Did it work, and how do you know it worked? Did it change student learning or experience? If there was no change, why not? How would you refine this approach if you choose to implement it again?
Section V: Reflection
- In light of your IR work, how has your view of the teaching question/issue you chose to address changed?
- What did you learn about yourself as a teacher from going through this process?
- What aspects of the IR process will help you approach future teaching questions?
- What aspects of the IR process were most useful and least useful to your development as a teacher and why?
- What teaching support services are you most likely to make use of in the future and why?
- How confident do you feel in continuing to use instructional redesign in future courses or curricula?
These may include the following, among others. Please provide links to multimedia (to files on YouTube or in BuckeyeBox, for example) and ensure access is available to anyone with the link.
- Curriculum or course design meeting minutes
- Instructor notes to record ideas and thinking
- Literature reviews/references/ Instructor-annotated bibliography
- Sample assignment descriptions
- Test questions/assessments
- Assignment/assessment rubrics/instructor rationale for assignments and grading rubrics
- Student evaluations of course or pedagogical approach
- Instructor responses to student feedback
- Video or images of IR in action
- Statements from students/focus group materials
- Teaching observations/peer reviews
- Student performance data
- Colleague/leadership comments
The IR Portfolio should be submitted to UITL in pdf format with links to multimedia (to files on YouTube or in BuckeyeBox, for example) and access available to anyone with the link.
The IR Portfolio will be evaluated by a team of UITL staff and faculty peers using a rubric with a specified list of criteria.